Education in Japan has been going through a process of decentralization since the 1990's. This reform should include the establishment of autonomous school management, because educational services to children are provided through schools directly, not the board of education. From this viewpoint, it has been necessary to set up autonomous school management to arrange some of the following conditions: i. Transferring the authority of school management from the board of education to each school. ii. Reconstructing the inner organizations of each school for effective management. iii. Setting up a participatory system of parents and local volunteers in school management. In setting up autonomous school management, changing the domain of authority of educational administrative agencies is inevitable. This should relate to the review of the concepts on educational administration and school management. Though there have been many arguments about the concepts of educational administration and school management up to now, these rarely address the position of school management in the total system of public education. In this paper I have attempted to state the position of school management in the total system of public education using the concept of public educational administration. Public educational administration consists of educational policy, educational law, educational administration, school management and other components. It is very important to set up autonomous school management in order for the concept of school management to mean the management of the unit school in the total system of public educational administration. Under these circumstances, the study of public educational administration focused on how to set up autonomous school management should be developed.

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The purpose of this paper is to consider the situation of school organization and management and the task of studying educational administration. In times of social instability, social science assumes that society's structure is not stable but temporary and uncertain. It is the theory of complex system that explains and describes complex phenomena of unstable society. It has changed a view to analyze a society Equally, in the study of educational administration, there are some research methods that develop a model or a theory which is suitable to the complex environment of school management. They prompt researchers to change a view of school and a way of commitment to school. The environment of research has changed considerably. Researchers are required to participate in and make a contribution to school management as a duty. It is getting still more important to make collaborative relationships between research and practice. It is necessary to ask oneself how knowledge should be provided, and to whom in order to make a contribution to school management.

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The purpose of this paper is to examine the assingment of the theory of community-based educational management in Japan and the perspectives of educational administration research. One the of main issues of the concept of educational management is how to place authority to manage education. One idea is to place it at the school and another idea is to place it at the board of education. In recent years, a new idea of this issue is to place it at the community. The backgrounds of this proporsal are, decentralization in education and an increase of the autonomy of schools, change in locus of control about public education, and shift to a life-long learning society. In this paper, I dissect the framework of the theory of community-based educational management after the 1980's. As a result, new theorys are composed of the idea of local autonomy in education and self-governing of residents in community and a life-long learning society. So I suggest two aspects for restructuring the theory of community-based educational management. First, formation of self-government and participation in local educational administration and creation of community. Second, formation of the theory of description the whole system of life-long learning society in community.

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The purpose of this paper is to reconsider the theory of educational administration on "kyouiku-katei", and the possibilities and problems that lie therein. In 1989, Keiichi Takano advocated the theory of educational administration on "kyouiku-katei". Because before that an educational study on "kyouiku-katei" meant study of "contents of teaching", and it didn't include educational administrative perspective. Today, there are a lot of books and articles on the theory of educational administration on "kyouiku-katei". But the understanding of "kyouiku-katei" is still very inadequate. For example, even the difference between "kyouiku-katei" and "course of study" which is the educational criterion of "kyouiku-katei" is not understood. Through the trace of "course of study", I considered changes of the meaning of "kyouiku-katei" and its active definition and its possibilities. 1 "kyouiku-katei" was not equal to the curriculum. It meant the whole educational planning of the curriculum and extra curriculum activity in each school. It included not only composition of teaching content but also the administrative process. 2 But its understanding didn't become popular and in the event, generally speaking, it was understood as only a composition of teaching contents. 3 In 1958 revision of course of study, it didn't change the original meanings of "kyouiku-katei". But educational administrative view point was lost. Reconsidering the theory of educational administration on "kyouiku-katei", we must return to its original meanings.

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The purpose of this paper is to think about school management research from the point of view of contemporary issues of educational administration research. This paper says that first, under the greatly changing environment over educational administration, the educational policy research becomes important as the method of the educational administration research, and second, there is some expectation that the necessity of the policy research in school management research increases from the contemporary issues of educational policy research. Though the educational administration research covers the three areas of policy, the law-institution, and management, the law-institution research was a center in a current research, and the policy research was insufficient. The reason is that theories of liberal democracy that value a political discussion under a minimum legal rule and controls the administration (bureaucrat) have influenced the educational administration research. One of the theories of liberal democracy is "model of law/politics". However, the transformation of a liberal democracy and the administrative reform by the political initiative requires a new way of a political discussion, and more transparent and fairer political discussion necessitates a policy research. Considering that the school reform with increasing participants under the decentralization of the educational administration made the process of school management more political, policy research becomes important in the school management research.

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In 1921, the Hokkaido prefectural government (HPG) and assembly made policy to establish more than 40 prefectural secondary schools. The purpose of this paper is to point out the characteristics of this policy especially from the point of view of its method to set up these schools. The results were as follows; 1 The HPG consulted the prefectural assembly about the extension of prefectural secondary schools with contributions collected from residents living near the school. And the assembly reported the extension plan with donations in spite of opposition by some assembly members. 2 Some local governments came to build the schoolhouses beforehand to ensure the establishment of the prefectural secondary school in their area due to the shortage of prefectural finance caused by the depression. 3 Instead of establishing prefectural schools, the HPG allowed the local governments to set up their own secondary schools by themselves because the HPG anticipated that they would ask to change the founder of the schools from town-run to prefectural. In this way, it was possible to establish prefectural secondary schools without paying the initial cost from the prefectural budget. From the end of the Taisho Era this method became usual to set up prefectural secondary schools until the end of the World War II.

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The purpose of this study is to explain the relationship between team leadership and teacher efficacy in school organizations. The object of this study is not individual leadership, but it is the leadership by the group (ex. top management team; TMT). The influence by the TMT is called team leadership. Study of the effect of team leadership is little, and the accumulation of the team leadership studies is expected. Otherwise, we made use of the three-dimensional theory composed by "collective efficacy" "team efficacy" "self efficacy" in the explanation of the teacher efficacy. We stood up in these two view points, and built a hypothesis pass model. A hypothesis model is composed of the following three points. (1) The influence which transformational team leadership exerts on a school's whole collective efficacy. (2) Relations between the collective efficacy and self efficacy. (3) The controlling factor of the self efficacy. Research objects are 1,008 classroom teachers at research cooperation school (56 public elementary schools) in A Prefecture. Questionnaires were sent to the inquiry target in October 2007. The collection rate was 63.3%. We cleared the following three points about the influence process from the team leadership to the self efficacy as a result of the analysis. (1) The transformational team leadership has the effect which raises a school whole collective efficacy. (2) The school whole collective efficacy doesn't exert a direct influence to the class level self efficacy. Both are connected by the grade team management or the team efficacy. (3) The team efficacy exerted powerful influence to the self efficacy, more than the teacher's teaching experience and the trust relationship with the parents. And, we refered to the practical suggestion and the future subject in the end of this paper.

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The aim of this international symposium, held on the 50th anniversary of the foundation of this Association, was to compare experiences in Germany, New Zealand, Korea, and Japan, and to derive pointers for the future for the development of School Organization studies in Japan. Guest Speakers and their presentations were as follows: Dr. Phil. Gerhard W. Schnaitman, the University of Education Weingarten in Germany (Conceptions, research results and practical experiences concerning school development and school program work in Germany). Dr. Cathy Wylie, New Zealand Council for Educational Research in New Zealand (Finding the most productive balance to bring the best out of self-managing schools). Ph. D. Dr. Ko Joen, Cheju National University in Korea (Trends and issues in policies on school autonomy in Korea). Ed. D. (honorary), Ph. D. (honorary) Tsutomu Horiuchi, Kyoto University of Education, and the president of this Association, (The trend of research and problems of organizational development of schools in Japan). The 4 participants discussed the development of school organization in their respective countries in terms of three points: (1) movements for the development of school autonomy in each country; (2) Issues being debated in schools, and the development of organizational management measures for the effectiveness of school education; (3) Regarding the above, studies on school management and how schools are being involved in this research. In concluding, the two chair persons noted the following two points: 1) Is asking schools what "self" means to them the same as asking schools to take more authority and responsibility? Is it necessary to re-examine the concepts of cooperation and partnership from this view point? 2) Since researchers are asked to be involved in the administrative sector these days, it was time that this Association should be asked to justify its existence by developing our own competence and accountability.

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The session titled "Improvement on Effectiveness of Educational Administration Studies-Toward Establishing Research Methods in School Organization-" invited five researchers to share their research. The goal of the session was to formulate a common understanding among the members regarding Research Methods in School Organization by generating discussion on the cases. First, FUJIWARA, F. at Shizuoka University explained of the goal of the session. Following the explanation, five researchers were presented. HAMADA, H. presented the features and problems of Clinical approach in research on school management and mentioned ambiguousness of the goal of our Studies. TSUYUGUCHI, T. at Ehime University and FUCHIGAMI, K. at Okayama University respectively presented the features and problems of Quantitative Research Methods in School Organization. TAKEI, A. at Hyogo University of Education and KAWAKAMI, Y. at Saga University respectively presented the features and problems of Qualitative Research Methods in School Organization. After their presentations, researchers expressed a variety of constructive opinions. The Session made it clear the goal of our Studies. There are many Researchers in expectation of Establishing Research Methods in School Organization. We must maximize the findings produced by researchers Toward Establishing Research Methods in School Organization.

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On the establishment of the professional graduate school of education, some problems about management become clear in a process of the setting authorization. For example, there are issues such as the new relationship with the Board of Education, the difference of roll with the existing master's course, the training task of the specialty about teachers and its evaluation, the method of the problem study for the master's thesis, the problem on curriculum development and FD, and the certification for the completion level of master's course. The new framework on the professional development and training of teachers are going to be formed by the establishment of the professional graduate school of education system. This new framework and its frame transformation will bring an important turning point for the study of teacher training. The system design on the professional graduate school of education is completed generally and it belongs under the stage to examine problems of the management now. The four researchers below examined some problems on management issues of the professional graduate school of education from their own viewpoints. 1. The method and the problem of professional graduate school of education management-The problem about the forming of inside and outside organization-(Kiyoaki SHINOHARA: Gifu University) 2. The problem about curriculum management-The improvement of the curriculum and class based on the FD committee-(Ryoichi ASANO: Hyogo University of Teacher Education) 3. The problem about the professional ability of teachers (Eiji KIKUCHI: Waseda University) 4. The quality of curriculum and problems about FD (Kumiko SOEDA: Aichi University of Education)

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