This paper examines recently published two reports on the reform plan of teacher education in Japan. The first one is the report titled 'About the Comprehensive Plan to Improve the Quality of Teachers Through the Life Course of Teachers' by the Central Education Council, August 2012. The second one is 'The Second Proposal 'made by the Headquarter of Education Rebuilding Action Council of Liberal Democratic Party, May 2013. The purpose of the first one is upgrading the teacher education to the one based on Master's Degree and making teaching profession highly professional. New teacher certification system was proposed based on three types of promotion system of teacher certification. The purpose of the second one was to select the teachers rigorously based on the aptitude by teacher internship by school and school board of education. New teacher certification system was proposed. Provisional certificate will be issued based on the teacher preparation by the universities and colleges. Regular certificate will be issued after successful internship. I compared the two reform plans and suggested the common and different aspects between the two. Finally the problems of the renewal system of teacher's certificate and professional school of education were examined.

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In this study, I tried that I sorted out the discourse about teacher education reform as Sociological Ambivalence. And I considered a management of ambivalence based on "the theory of the learning organizations. "In late years, in teacher education reform, an important point is put how a university raises Jissenteki-shidoryoku. That is why many universities formulate the standard of teacher profession and develop the curriculum of practical seminar for teaching-job. However, these actions contain many conflicts as the sociological ambivalence. I give below the example. (1) A; The university must aim at the human formation and freedom of learning that became independent. But B; The teacher educational program must raise adaptable teaching potential. (2) A; The university should train the standard of teacher's skills that all teachers should share to a minimum. But B; The university should train the ability to judge something that a teacher can act in the ambiguous situation. (3) A; The university must support learning like a parent for a student of new quality. But B; The university teachers consider their students to be equal researchers, and it is hoped that they discuss together. These ambivalence is not alternatives. These must be accomplished at the same time. In the last part, I pointed out following two. First, the organization of the university should revise the mental models of the members for a common vision. Second, the organization of the university should adopt a system thought. In other words the university organization must think about the action that it must do to solve the problem for overlooking it not individual treatment.

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The purpose of this study is to consider new perspectives on education management corresponding to a school's diversification of staff. The following three issues are discussed here: 1) Reasons for increased scholarly interest in such diversification based on the point of view of school workforces and research results from the 1960s through 1970s, 2) Reasons for renewed scholarly interest based on the point of view of school workforces and research results after the 1990s, and 3) School staff diversification in foreign countries and England's Workforce Reform. 1) In the first section, we clarified that the rise in the number of full-time support staff and support staff-teaching staff ratios led to increased interest in diversification based on the point of view of school workforces. Additionally, the most important research results of the period from the 1960s through 1970s were that support staff could improve the quality of education by cooperating with teaching staff. 2) In the next section, we clarified that the diversification of the school workforce advanced after the 1990s. Diversity management emerged as a solution to the problems caused by this increase in diversity. 3) In the final section, we discuss the advancement of school workforce diversification in foreign countries after the 1990s and England's Workforce Reform, which worked toward both staff diversification and improvement of their efficiency.

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The purpose of this article is to shed light on trend of education reform and school leaders in Australia, development of professional standards and measures to enhance capability of school leaders. Enhancement of capability of school leaders has been important task to improve school management and quality of teaching and learning in Australia like other countries. A possible reason for this is that effective education which makes students acquire skills for knowledge-based society in the age of globalization has been required. Australian Institute for Teaching and School Leadership the so-called AITSL released the National Professional Standards for Teachers and the Australian Professional Standard for Principals in 2011. The standards are well-organized with specific contents that refer to value, principles and average expected performance. "How can we assure achievement of the standards by professions in education sector?" could become next issue. With respect to standards for principals, Australian government did not make the mandatory qualification as it would result in works that involve handling papers, reports and complicated procedures. Principals Australia Institute which is a nation-wide organization for principals' associations decided to develop the Principal Certification Program to promote every principal to achieve the standard. Although the program is still in the process of creating the framework and procedures, principals will be able to take part in the program voluntary to certify his or her professional capabilities. The significance of the program is to respect principals' professional position and aspire becoming better school leaders. The Principal Certification Program provides suggestions on a way of enhancing capability of school leaders respecting school leaders as professionals.

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The purpose of this research was to investigate the process on the effect of principals' leadership on the autonomous school management, focusing on the mediating effect of school social capital, and how these organizational factors interacted with each other in order to facilitate a school's autonomous management. A questionnaire was distributed to 547 teachers in a total of 22 elementary and junior high schools in city A in Tokyo. Valid responses were received from 320 teachers. Following the survey, interviews with 5 principals were conducted to gain an understanding of their leadership style. This study examined the hypothesis that the autonomous school is facilitated by two factors: (1) a principal's leadership, in particular one that is facilitative and charismatic; (2) school social capital, that is, qualitative social capital and network social capital. In addition, the hypothesis that the relationship between the principal's leadership and the autonomous management is mediated by the social capital was also investigated. A structural model was developed on the basis of these hypotheses and tested by covariance structure analysis. First, the results indicated that facilitative leadership had positive effects on autonomous school management. Second, school social capital, especially horizontal social capital and vertical social capital between teachers and middle management teachers, had a positive influence on autonomous school management. Third, these social capital were found to mediate relationships between facilitative leadership and school autonomous management. Especially, horizontal social capital had a strong mediating effect, therefore it is suggested that it is more effective for a principal intending to increase such social capital for the purpose of building school capacity. In conclusion, it indicated that facilitative leadership is an appropriate leadership approach in constructing an autonomous management school in Japan.

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Professional Leaning Communities (PLCs) are considered a powerful model for staff development and school reform in the United States. Richard DuFour is a particularly famous advocate, and many schools have adopted his model. To clarify the actual status of PLCs, this paper examines the case of Leland Middle School, a developer of DuFour's model. DuFour defines PLCs as ongoing processes in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve improved results for students. He presents three substantial ideas and four simple questions, a characteristic that has helped his model gain popularity. However, problems surrounding collaboration should be considered, and collaboration designed to focus on the results could narrow professionalism in the context of high-stakes testing. This research was designed to clarify the difficulties of collaboration and to define professionalism through fieldwork and interviews at Leland Middle School. Leland has worked collaboratively with DuFour's model and developed its own model to correspond with Common Core State Standards. Collaborative planning is highly valuable to the school, and they have developed their own format for implementing it. This case makes three suggestions. First, the patterns of discussing and creating artifacts collaboratively, such as with DuFour's four questions and lesson plans, helps to promote collaboration and reflection while communicating in a common language. Second, compulsory patterns of practice may discourage teachers, while a principal's supportive leadership can foster feelings of ownership. Third, collaboration often creates conflicts between teachers' own practices, although a shared purpose and open-mindedness help to overcome this issue. Concerning their definition of a professional, a middle leader and new teacher share the same basic values or cares that the principal believes are important for students experiencing difficulties. Finally, determining their value by focusing on students and defining professionalism is needed to sustain PLCs.

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The purpose of this study is to clarify the determinants of teachers' burnout in the public senior high schools and special-needs schools by analyzing of multilevel model. We have set up a hypothesis model that distinguished the effects of explanatory variable on teachers' burnout such as the direct effect variable, indirect effect variable, and adjustment variable. This survey was carried out from October to December in 2011 as a commissioned survey of X Board of Education. The survey target is 2,024 teachers who belonging to public senior high school and special-needs school in X Prefecture. The number of respondents was 1,551 (recovery rate was 76.6%). We have set a multilevel model which teachers' burnout is dependent variable, and set several independent variables such as individual characteristics of a teacher, organizational characteristics of the school, job stressors, and coping factors. A result of the analysis, the following four points have been extracted as a cause of burnout: (1) A teacher has troubles about their family. (2) A teacher is confronted with a difficult task in teaching. (3) A teacher is feeling the burden to excessive requests and expectations from surroundings. (4) A teacher is feeling the conflict to requests and expectations from surroundings. In addition, the following three points have been extracted as suppression factors of burnout: (1) A teacher is working on a school that teachers are building mutually trust. (2) A teacher has colleagues who can consult about difficulty tasks. (3) A teacher has hopes in professional growth in the future, and has been facilitating learning activities for realize the hopes. However, all of these are individual variables. The trust relationship between parents and the school has not been extracted as an organizational level variable that has influences on the teacher's burnout.

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Only a few empirical studies have discussed transfer phenomenon of a conflict in a triangulated relationship among teachers in a school. This study examines how transfer of conflict affects cross-functional communication by analyzing data obtained from teachers. In an ordinary situation, a competitive situation among two persons, information or advices from another member can become advantage for them. Therefore, communication with another person will be more important when intra-organizational conflict becomes bigger. Then the person will communicate with another, and communication between the person and the other is increased. It may be same that in a competitive situation among two teachers, information or advices from another member will be also able to become advantage for them. Therefore, communication with another grade class teacher or another subject teacher will be more important when intra-organizational conflict becomes bigger. Then the teacher will communicate with them, and communication between the teacher and another grade class teacher or another subject teacher will be increased. But, if anything, the results indicate communication between the teacher and another grade class teacher or another subject teacher is not increased. It is revealed that communication among teachers is negatively affected by conflict, nevertheless the teachers fell easy to communicate in the schools. This paper investigate the reason why the teachers has a tendency not to communicate with another teacher. In addition, theoretical and managerial implications are discussed in this research.

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School system development cannot be attained solely by the leadership of the school principal, but neither can it be carried out ignoring his/her leadership. This study has examined how the leadership of the principal and the organization of the school faculty be integrated. And I studied school system development from the practical point of view and proposed "the need of the leadership of the principal in developing school system by the collaboration of faculty members and the way of the organization development including the leadership of the principal". In envisioning the practice of school management as an executive, I studied the theory of school system development by Prof. Hidekazu Sako of Naruto University of Education Graduate School and his staff members as a leading research. He recognizes that the school faculty tend to work solely, and in his theory he believes that school organization cannot be progressed unless school is reorganized through the collaboration of the school faculty. Therefore, I think that this theory formulates the methodology of school organization development. However, from the viewpoint of school management practice, this theory is weak in that the role of the school principal is not placed in it. This study is going to clarify how the school principal can promote school organization by the collaboration of the faculty referring to the process model and the organization system model of the school system development theory of Mr. Sako and others. In this practice study, exercising the leadership I pushed forward school improvement using the collaboration of teachers. As a result, various changes came to be seen in my school.

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School improvement is an important process that is occurring in nearly every country in the world. School improvement practices vary in many ways. In this article, I describe schools in a U.S. district that have employed an approach to school improvement that involves both scientific approaches and actions to shape the culture. The district where these schools are located, the School District of Beloit, serves a large population of students who come from many different racial and socioeconomic groups. These schools used nine approaches to improve teaching and student achievement. They use the following processes: (a) Defining and reinforcing a shared vision for the school and student learning. (b) Establishing structures that provide opportunities for teachers and administrators to examine student achievement data, to identify specific learning problems, and to develop plans and strategies to address those problems. (c) Implementing formal and informal processes of staff learning and professional development. (d) Allocating resources in ways that address learning issues and student needs. (e) Building a school culture that fosters a commitment to student learning, a belief that all students can learn, and a focus on collegiality and collaborative improvement. (f) Developing ways to celebrate successes and encourage hard work. (g) Ensuring that there is school leadership that is deeply involved in managing improvement processes, supporting teacher collaborative problem solving, and continuously nurturing a strong, positive school culture. (h) Encouraging the involvement of parents and community in the learning of their children. (i) Having district leadership, including the superintendent and staff, maintain a strong focus on developing structures and aligning resources to enhance school improvement, staff development, and quality school level leadership. This paper describes specific tools that are used in each school. While these cases come from two schools, it shows a clear portrait of what many schools are doing when they implement complex, student learning focused school improvement efforts.

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