A Comparative Study of the Change of School Management through the Establishment of "School-Site Autonomy" and the Role of Principals in the U. S. A. and Japan

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The change in the public school governance structure was explained by three models showing major structural characteristics in each period of the 1950s-1960s, 1960s-1970s, and from the late 1980s onward. Based on differences among these models, the significance of SBM's popularity is that demands for "participation in public school decision-making" by parents, community, and teachers since the 1960s was finally recognized as a form of "collaboration" within each school that is the site for, learning and teaching. Therefore, under a system implemented with SBM, it is necessary that relationship functions among teachers, parents and community, and school principals that affect learning and teaching must be changed. Especially, the change of principals' role was found based on the transition of discussions about their professional developmentAs for the "School-Site Autonomy" in Japan, it was emphasized that we must re-examine the research methodology. And the role of principals for "School-Site Autonomy" was discussed through the case study of the improvement process at an elementary school