Who are the “school leaders”? Management conditions among Japan, Germany and UK

Abstract

In this study, the structures of public-school administration and management in Japan, Germany and UK are examined. As there is a sizable gap between the system and the practice in those countries, “Who are the school leaders?” could be not only significant but also urgent research topics. This question implies the significance to focus on the overall structure of public education system beyond a ‘unit’ school. The radical reform of school management is one of the common agendas among these countries. Document analysis and fieldwork are undertaken from the common perspectives into these three countries such as “school reform”, “school autonomy”, “differences/ commonalities”. As the result, school management conditions and governance structures in these three countries are clarified. While Japanese headteachers formally and legally have got more authority to be a school leader, the substantial basis for school management is not much enough, with many limitations existing. Trying to understand German “school leaders”, it should be analysed in relation to the principles of ‘state supervision of school’, ‘school autonomy’, and ‘educational participation’ by teachers, parents and students.  In UK, decision making on finance, personnel and curriculum are made by governing body. Based on the decision-making, headteachers undertake the role of CEO. Distributed governance structure is existed in public education in each country, and there are diverse actors who are leading schools in different responsibilities.