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

公立学校治理结构的变化可以用三个模型来解释，这些模型分别显示了20世纪50年代至60年代、60年代至70年代和80年代后期以来每个时期的主要结构特征。基于这些模式之间的差异，SBM受欢迎的意义在于，自20世纪60年代以来，家长、社区和教师对“参与公立学校决策”的要求最终被认为是每个学校（作为学习和教学的场所）内部的一种“合作”形式。因此，在实施SBM的制度下，必须改变影响学与教的教师、家长、社区和校长之间的关系功能。特别是，校长角色的变化是基于对其专业发展讨论的转变而发现的。对于日本的“校址自治”，强调必须重新审视研究方法。并以某小学为例，探讨了校长在“校址自治”中的作用

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