The study firstly clarifies a regime of how educational conditions of school management relate to the improvement of schools. Based on the findings, it then suggests how the development of the educational conditions should be, from the point of view of the usability of school facilities (their physical condition), which were often considered as the bottom-line condition, prior to school management. The following points were indicated: ・Since the improvement of schools is only realized on the premise of the autonomy of the school, reform from the outside has its limit. ・Since the recent educational reforms failed to strengthen the educational conditions, not even reaching the 'national minimum', which reflects the changes in the society, the educational reforms, in terms of both human and physical conditions, couldn't energize schools and teachers. ・A viewpoint overseeing all elements of school organization, education curriculum and school facilities are essential in improving schools. ・A multifaceted investigation is called for, in which the physical conditions are taken as a 'direct development promoter function' and how it affects children and teachers.

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The purpose of this paper is to clarify how to treat children in schools from the position of educational administration. Educational administration has been aiming at improving the educational environment for children in schools. The final goal of educational administration is to provide good educational environment both for teachers and for students. However, it could be said that our society, the Japanese Association for the Study of Educational Administration, has not given much weight to students. The followings are some of the serious facts students are facing now in their schools. Fact 1: An increasing number of children need social welfare. Fact 2: An increasing number of children are in need of special education. Fact 3: An increasing number of children cannot get a chance to study at school as a result of worsening economic conditions or neglect by their parents or combination of both. What we (educational administers) have to do with the highest priority is to establish good educational environment in order to guarantee the right of education for these at-risk students. Above all, we need to improve school discipline for the sake of all students including at-risk students. Provided is the School Discipline Table. The table consists of five phases. Phase 0 or phase 1 indicates that many children have inner discipline and high self-efficacy. In addition, these children are sure that they can solve any problem for themselves. In these phases school are safe and well-disciplined, where both students and teachers are happy. On the other hand, phase 3 or 4 are very serious situations. These phases indicate that many of the children cannot understand their teachers' expectations for them so they don't know what to do with themselves. Generally, those students cannot concentrate on their classes, where teachers have difficulty controlling their students. Consequently, the teachers get very exhausted and some of them get burnout. This kind of situation is called school disruption. What is the most important for us is not to miss the change of children according to changing times. And it is also important to establish good discipline in schools to keep schools safe for all students including at-risk students.

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Improving the quality of the teaching profession course is of key importance as a policy issue. Looking at the current features of the course, we can see reinforced screening for prior evaluation for course approval as well as the enhanced field inspections conducted by the Course Approval Committee for post-evaluation purposes. However, it must be noted that the actual conditions and issues regarding both of these functions are still more or less a mystery. For this paper, I first drew up an accurate view of the current structure of these teaching profession course approval functions, focusing specifically on inherent problems and operational issues. Next, I revealed essential markers for the teaching profession course found in field inspections, and points of attention for future development. Finally, bearing in mind the roles of these functions, I discussed expectations of autonomous efforts to be made by universities to assure quality in teacher preparation. While opportunities for prior consultation are being provided (from April to the middle of June every year), applications for the teaching profession course are reviewed and screened. If revisions in content are seen as being needed as a result of the reviews, the applying university will receive guidance from the Educational Personnel Division of the Ministry of Education, Culture, Sports, Science and Technology. In some cases, a series of four or five reviews and screenings may be necessary on documents submitted by a university. In the field inspections conducted in FY2012, university teaching profession courses generally fulfilled the Educational Personnel's License Act. However, the inspections also revealed instances where the laws were not being followed properly, and where subjects related to the teaching profession were taught only by certain full-time lecturers. All universities with Teaching Profession Course Approval need to thoroughly understand that, under the top leader's initiative, they have responsibilities as teacher-training universities that include a certain level of commitment to society to operate teaching profession courses properly while satisfying pertinent laws and the Standards of Teaching Profession Course Approval.

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Under the difficult labor market and household economy, partnership between education, welfare and labor has been more and more important. But it is very difficult because of "closeness" of Japanese school education. Japanese School system highly dominated by academic achievement in point of each school's average test score and often excludes less able children with difficult house condition. Therefore there is a big border between school education and non-formal education activities. On the other hand social supports of children learning outside of schools have developed in recent years with policy support to children and family public assistance provided Ministry of Health, Labor and Welfare. In this project support staff for children's learning (SFCL) act as innovators to school education. SFCL encourage children and parent, connect learning service outside of schools and school teachers, and kick around children's tutoring with school staffs. This case shows the fact that cross-border partnership from welfare to school is developing. Taking these situations, in this article how to develop cross-border partnership from education management to welfare is considered.

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The purpose of this paper is to examine competences of senior officials in educational administration, especially superintendents. In Japan, The reforming of educational decentralization has gone. Some municipalities have developed original practices. But they have a common feature that senior officials in educational administration including superintendents are driving forces. In these days, the Central Council for Education said that it is important for the board of education to bear the responsibility of improving competences of teachers throughout their life. Moreover, people and heads have becoming severe with educational administration in the background of rapid increase of various educational subjects. So the demand for organizing a system responding to these issues is making. But the argument about competences of the senior officials in educational administration and their training is starting now. Then, this paper shows what is important for superintendents in educational administration through interview and questionnaire to superintendents. We made interview and questionnaire about following questions , what kind of "action" does superintendents producing forceful "result" do, what kind of "competences" is the "action" supported by, in what kind of "competence", what kind of "experience" is these competences acquired by and so on. Then we analyze these outcomes from the standpoint of action for problem-solving and human relations. The conclusion of interview and questionnaire is following, 1. From interview, there is a range of features in action about problem-solving and human relations. Namely, in action about problem-solving, there is a range between reforming - maintenance, and in action about human relations between control - adjustment. On this paper, four types were set up as superintendents' action, a type : reforming / control, b type : reforming / adjustment, c type : maintenance / adjustment, and d type : maintenance / control. 2. The following thing was found out from the questionnaire. 1) In the whole respondent tendency, the rate of each type was clarified. The highest rate is c type. Subsequently, the rate is high in a type, b type, and d type. 2) In the whole respondent tendency, "designing" and "judgment" are thought as important. 3) a type has a high tendency in contents of "execution" as compared with other types, c type has a low tendency in contents of a "concept" as compared with other types, d type has a low tendency in contents of "person understanding", "situation understanding", and "person influence" as compared with other types. From these conclusions, the following was proposed for the improvement in competences of superintendents of education. 1) Offering offer various curriculums is essential. 2) Organizing the system which improves quality and supplies sufficient quantity is essential.

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The purpose of this study is to clarify the influences of professional learning community (PLC) has on the teaching abilities of school teachers by the method of multi-level analysis. PLC is composed by three factors (Shared Missions and Responsibilities, Collegiality, and Reflective Norms), on the other hand, teaching abilities is composed by two factors (abilities to practice a lesson and abilities to design a lesson). Survey targets are school teachers of 33 schools (Elementary School = 15, Junior High School = 18). The survey has carried out from FY 2009 to 2010. Because it is a survey to examine the effect of educational policy, we got responses from all teachers who are responsible for the lesson (FY2009 = 638 teachers, FY2010 = 644 teachers). We have developed a multi-level model for explaining the influences of seven individual level variables and eight group level variables, on the teaching abilities of teachers as a dependent variable. By the implementation of a multi-level analysis, we obtained the following results. First, we found out that the variance of teacher's teaching abilities is explained by the PLC (Shared Missions and Responsibilities, and Reflective Norms) recognition of the teacher at their school, rather than the fostering situation of school level PLC. The results of analysis suggested that the constructing of small level lesson study team and fostering the teacher's participation in that team has effects on fostering teacher's PLC recognition. Second, we found out that the relationship between teacher's PLC (Reflective Norms) cognition and teaching abilities of the teacher has been adjusted by the servant leadership of the principal. In Japan where many school organization have already been fostered PLC, principals are asked exercising the servant leadership to connect the PLC and teacher's teaching abilities.

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The purpose of this study is to examine the factors affecting burnout in elementary and middle school teachers, focusing on the consciousness that problematic actions of parents and students have increased. The subjects are 192 teachers. The findings are as follows: (1)The teachers tend to think that problematic actions of parents have increased more than that of students. (2)Older teachers tend not to fall into burnout. (3)The teachers thinking that problematic actions of parents have increased, tend to lose eagerness to work, and to fall into burnout. On the other hand, the consciousness that problematic actions of pupils have increased, don't affect eagerness to work, and burnout. (4)The teachers feeling that the relationships with colleagues are burden, tend to lose eagerness to work, and to fall into burnout. In addition, the teachers feeling that the relationships with colleagues are burden, tend to fall into burnout. (5)The teachers being physically busy, tend to fall into burnout. These findings suggest that the possibility which the increase of problematic actions of parents affect burnout in school teachers, and to prevent teachers from such a situation, it seems that constructing collaborative collegiality among teachers and preparing the surroundings which teachers can work with eagerness for education are the effective ways.

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The purpose of this study is to analyse and examine the functions and features of secondary school teacher meetings under the Showa wartime regime. The teacher meeting records of Hyogo Prefectural Daiichi Kobe Secondary School, Osaka Prefectural Kitano Secondary School and Kochi Prefectural Kochi Joto Secondary School were used as our materials. As an analysis method, we assumed that teacher meetings have four functions, which are "Communication", "Management participation (discussion)", "Liaison and coordination" and "Research and training"; and we sorted each agenda of the teachers' meetings according to these functions. We then analysed the functions of the teacher meetings and examined the actual situation. As a result of our analysis, we found that there are common agendas, such as "Liaison and coordination", "Communication" and "Management participation (discussion)" in the teacher meetings of the three schools. In comparison with previous studies which indicated that teacher meetings in the Showa wartime regime were a command hierarchy, it should be noted that the function of "Management participation (discussion)" was observed in this study. When we generally take a look from the perspective of the government with regard to the execution of regulations and policies, it is natural that we can see the side view of school management by command hierarchy. On the other hand, generally speaking, there is a field of "discretion" in the execution of the regulations and policies. We can assume that an on-site execution was performed by such "discretion" in the field. It is conceivable that the function of "Management participation (discussion)" of teachers' meetings mentioned in this paper was working in the area of such discretion.

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At this symposium, Ms. Hitomi KAMEI (Hakuzan Primary School in Miki-cho, teacher), Mr. Keizo YAMAMOTO (Takamatsu Sakurai High School in Kagawa Prefecture, vice-principal), Mr. Satoru HASEGAWA (Sanuki Fathers' Association and Ritsurin Fathers' Group, representative) and Mr. Kazuo NOMURA (Hanzankita Primary School in Marugame-shi, principal) as speaker and Mr. Sadamu IWANAGA (Kumamoto University, professor) and Mr. Shigeru AMAGASA (Chiba University, professor) as commentator spoken by coordination of Mr. Hidekazu SAKO (Naruto University of Education, professor) and Dr. Yoshiaki YANAGISAWA (Kagawa University, professor). The first half was a presentation by four speakers and the second half was comments by two commentators and questions and answers by the speakers and audience. The following four main points were discussed. The first point was about the reasons why participatory school management with people in community has not proven popular. Several reasons were discussed. From the schools' point of view, the speaker pointed out that teachers hadn't recognized the necessity of participatory school management, teachers fear becoming too busy by participatory school management, and principals fear being controlled by the people in the community. As for reasons from the side of the community, the speaker noted that people in the community lacked any enthusiasm for participatory school management. The second point dealt with the chance to change teachers' recognition of participatory school management. The speaker pointed out the importance of teachers being aware of the contributions to learning and to students' growth based on participatory school management and the importance of teachers realizing the development of students based on participatory school management. The third point looked at the development of a student-centred participatory school management. The speaker pointed out the importance of schools starting student-centred participatory school management for the realization of the development of their students. It was also noted that teachers change their own thoughts and actions in the process of a student-centred participatory school management. The fourth point focused on the necessity of a two-way system between schools and people in the community. At this time, one-way participation by people in the community with schools constitutes the main activity of participatory school management. The speaker pointed out the importance of schools and people in community having a reciprocal relation and a two-way system in which people in the community feel that participation with schools is a rewarding activity.

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