School leadership
2.1. Leadership standards and roles
2.2. Selection and working conditions
2.3. Leadership preparation and training
3. Teachers, parents and students
3.1. School management committees and boards
4.1. Autonomy of school leaders
4.2. Assessment and accountability of school leaders
4.3. Teacher assessment by school leaders
1. Terminology
The 1947 School Education Act (amended in 2022) uses the term kōchō (校長) for the role of the school leader. According to the act, kindergartens, primary schools, and secondary schools all must have a school principal (kōchō), a vice principal (kyōtō) and teachers (kyōyu), and other staff. It states, “The school principal shall take charge of school duties and supervise staff members.” Meanwhile, “The vice principal shall aid the school principal, organize school duties, and take charge of education for school children as necessary.”
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
In accordance with the 1949 Special Act for Educational Personnel (amended 2022) the Ministry of Education, Culture, Sports, Science and Technology (MEXT) has developed Guidelines for the Formulation of Indicators for Improving the Qualifications of Principals and Teachers of Public Schools (revised in 2022). Following these guidelines, many prefectural boards have established their indicators for principals separate from teachers. Principals are also subject to teacher development indicators. According to the 1949 Special Act for Educational Personnel (amended 2022), the "appointing authority" of principals shall take into account the guidelines and make decisions based on the actual circumstances of the region.
Roles
Setting expectations/objectives: According to the Guidelines for the Formulation of Indicators for Improving the Qualifications of Principals and Teachers of Public Schools (hereinafter referred to as the 2022 Guidelines), one of the three basic roles required of the school principal is “presentation of school management policies.” The principal should develop a concrete mid-term and short-term vision for the school and provide direction for the development of the school. The vision should focus on improved education outcomes and take risks to do so while also ensuring that it follows national, prefectural, and municipal education policies. To do this, principals should be able to understand the situation of the school from multiple perspectives and disseminate the information to the faculty and staff.
Developing teaching and learning: The second basic role in the 2022 Guidelines is “organizational development.” This means that principals are responsible for building a school environment which most effectively utilizes human, material, financial, information, and network resources inside and outside the school to realize the school's educational goals. They may do this by organizing teachers and school administration and creating a system that takes advantage of the autonomy and ingenuity of faculty and staff.
Promoting collaboration: The third basic role in the 2022 Guidelines is “communication with those outside the school.” The school is required to maximize the school’s educational capacity through the interaction of all parties inside and outside the school. To do this, principals may send out messages to residents and parents regarding school policies or coordinate with external parties in organizing or promoting various activities of the school. Furthermore, principals should have a rich sense of humanity and human rights awareness, and communicate smoothly with other teachers, children, parents, local residents ; while effectively communicating their own opinions. They must be able to practice individualized guidance and group guidance while collaborating with other faculty members and related organizations. A good principal has the skills to communicate and build good interpersonal relationships.
Supporting staff development: Prefectural Boards of Education are responsible for establishing a teacher training plan and publishing it. Based on the indicators, they systematically and effectively implement the training every fiscal year. Within the teacher training plan, there should be beginner training for mid-career teachers as well as details concerning the timing, methods, and facilities. The principal has responsibility in the human resource development of teachers as the leader of the school organization. They assume the role as an advisor and provide thoughtful guidance and advice as appropriate. Furthermore, principals help to develop vice principals as future principals.
Acting in accordance with the ethical principles of the profession: Principals should be accountable for their own actions, especially in the outside world. In 1952, the Japan Teachers' Union (Niikkyoso) established a Teacher’s Code of Ethics which consists of the following items: (1) Teachers should respond to the challenges of Japanese society and live together with young people. (2) Teachers shall fight for equal educational opportunities. (3) Teachers keep the peace. (4) Teachers act on scientific truth. (5) Teachers shall not allow infringement of educational freedom. (6) Teachers seek the right politics. (7) Teachers work with parents to fight against social corruption and create a new culture. (8) Teachers are workers. (9) Teachers shall protect the right to livelihood. (10) Teachers unite.
Others: Principals should maintain enthusiasm as educators and have an interest and love for people. Most importantly, MEXT believes that emphasis should be placed on improving the management skills of school principals.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
Article 9 of the 1947 School Education Act (amended in 2022) states that a person may not become a principal or teacher if they have been sentenced to imprisonment without work or heavier punishment, their certificates have ceased to be effective due to falling under Article 10, paragraph (1) items (ii) or (iii) of the Education Personnel Certification Act, have not had 3 years pass since the relevant day of expiration, have lost their certificates due to disposition pursuant to the provisions of Article 11, paragraphs (1) through (3) of the Education Personnel Certification Act, aor have not had 3 years pass, on or after the date of the enforcement of the Constitution of Japan, formed or belonged a political party or other organization which advocated the overthrow by force of the Constitution of Japan or the government established thereunder.
Before becoming a principal, one must have a specialized license or a type 1 license (based on completion of a master’s program) and have been in an education-related job for more than 5 years or have worked in a job related to education for more than 10 years (Article 20 of Regulation for Enforcement of the School Education Law). The type 1 certification is given to those who have completed necessary units at 4-year universities.
Appointment decision
According to the 1949 Special Act for Educational Personnel (amended 2022), the hiring and promotion of principals is by selection, and the selection shall be made by the superintendent of the board of education or the head of the local government, depending on if the school is connected to a university or not. The 2022 Guidelines state that selection tests often include interviews and should ensure consistency in the relationship between the abilities sought in the selection process and the indicators for principals while taking into account the differences in purpose between the two. Appointing authorities are dispatched to the graduate schools of education to recruit current in-service teachers who are expected to play an active role as school leaders in their respective regions.
Employment equity measures
No information was found.
Working conditions
The 1949 Special Act for Educational Personnel (amended 2022) does categorize school principals and teachers as public servants. According to the 1949 Special Act for Educational Personnel (amended 2022), the salaries of principals and teachers of public schools are determined by local ordinances based on the peculiarities of their duties and responsibilities. At the principal level, there are 15 different stages with salary grades based on performance and experience. The act also gives principals and teachers up to three years of paid leave in the case of tuberculosis. Teachers are required to change schools every few years, a rule which applies to principals as well. There is a Principal’s Association in place for each school level.
2.3. Leadership preparation and training
Pre-service training
Leadership development programs are often embedded in prefecture-wide teacher training systems. At the national level, the National Institute for School Teachers and Staff Development (NITS) collaborates with MEXT to deliver nationwide training initiatives for educational leaders. NITS provides programs aimed at enhancing the administrative capacity of school leaders and other administrative staff. These programs are designed to equip them with the necessary skills to effectively address the diverse institutional challenges encountered in schools and to promote locally tailored and student-centred education. In their Administration and Management Programs, NITS offers programs for principals, assistant principals, mid-career teachers, and administrative staff. Training content for the principal training course includes: Toward the Realization of Reiwa Japan-based School Education, School Organization Management, Risk Management, Curriculum Management, Time Management, Staff Management, Designing a School Management Plan, and Formulation of School Improvement Plans.
Induction and in-service training
According to the 1949 Special Act for Educational Personnel (amended 2022), educational public officials must constantly strive for research and training to carry out their duties (Article 21) and shall be allowed to receive training (Article 22). NITS’ Administration and Management Programs also serve as in-service training with courses such as Leadership training to promote the globalization of schools, School Organization Management Training, and Curriculum Management Training. Continuous training with practice and review is conducted in collaboration with external experts specializing in organizational development. MEXT also recognizes that in addition to learning from experts and specialists, learning among principals is effective in improving management skills and transferable training and consultation within the region.
3. Teachers, parents and students
3.1. School management committees and boards
The Act on the Organization and Operation of Local Educational Administration states that “the Board of Education shall... endeavour to establish a School Management Council for each school under its jurisdiction as an organization to discuss the operation of the school and the necessary support for the operation.” Each School Management Council (SMC) should be comprised of local residents, parents/caregivers, and community members who wish to promote educational collaborative activities with the school. The principal of the target school may submit his or her opinion on the appointment of the committee members. Once the principal has prepared a basic policy regarding the organization of the curriculum and other matters, the SMC must approve it. The SMC then actively promotes the policy to the community and helps provide the support needed. Further rules and details on the management of School Management Councils are determined by the municipal Board of Education.
3.2. Middle leaders
According to the 1947 School Education Act (amended in 2022), middle leaders in Japan include the “senior teacher” or the shukan kyōyu (主幹教諭) and the “the advanced skill teacher” or shidō kyōyu (指導教諭). The senior teacher shall aid the principal and the vice principal, organize a part of school duties under their orders, and take charge of education for school children. The advanced skill teacher shall take charge of education for school children and give necessary guidance and advice to staff members including teachers, for the improvement and enhancement of educational guidance. The National Institute for School Teachers and Staff Development (NITS) provides training for middle leaders such as the Leader Teacher Development Training. According to the 1967 School Education Law (amended in 2022), the Vice-Principal shall act on behalf of the Principal in the event of an accident and shall perform the duties of the Principal in the absence of the Principal. The vice-principal shall assist the principal organize school affairs and supervise the education of children as necessary.
3.3. Parents
Article 43 of the 1967 School Education Law (amended in 2022) states that “in order to deepen the understanding of parents, local residents and other related parties regarding the elementary school, and to contribute to the promotion of cooperation and cooperation with them, elementary schools shall actively provide information on the educational activities and other school management status of the elementary school.”
According to the Public Interest Incorporated Association National Congress of PTA of Japan the establishment of PTAs began with the occupation of Japan by US forces. In 1946, the General Headquarters of the Supreme Commander of the Allied Powers (GHQ) presented American PTA materials to the Social Education Bureau of the then Ministry of Education and instructed the formation of PTAs in Japan. In 1948, a guide to forming PTAs, "Parents' and Teachers' Association-For the Democratization of Education,” was published and disseminated by the previous Ministry of Education.
Each school PTA is organized differently. However, most PTAs are operated by officers elected by members. The PTA is headed by a president and the funds of the PTA are collected from membership fees. Activities may have included bazaars, waste collection, collection of unwritten postcards, bake sales, bell mark collection. Parents belonging to each of these groups meet at the school for meetings and engage in activities at various locations.
3.4. Students
The 2018 High School Curriculum Guidelines describe the activities of student councils in Japan. The objectives of the council are to cooperate with students of different ages and solve various problems to enhance and improve school life voluntarily and practically work on planning, sharing roles, and cooperating to operate. Student council activities are organized by the students of the whole school. The council is made up of all students from different grades and homerooms. Students should proactively form the organization, divide roles, make plans, find and solve problems in school life, have discussions, build consensus, and put them into practice. They may help to organize school events and volunteer in the community.
4. Governance
4.1. Autonomy of school leaders
Principals in Japan have reported that their schools have primary autonomy over the curriculum. Schools autonomously develop educational activities based on the authority and responsibility of the school principal. The principal must understand the significance of curriculum management, take a cross-curricular perspective, and evaluate the curriculum.
The appointing authority for principals and teachers is mainly the prefectural Board of Education. However, principals can submit their opinions regarding personnel matters to the municipal board of education (Article 39 of The Act on the Organization and Operation of Local Educational Administration).
4.2. Assessment and accountability of school leaders
The responsibility of assessing school principals is on the municipal board of education. The assessment standards of school leaders are mostly consistent with those of public servants. The 1950 Local Public Service Act (amended in 2021) states that “the criteria and methods for personnel evaluation and other necessary matters concerning personnel evaluation is determined by the appointing authority.” As such, each local board of education with the power to appoint teachers determines its own matters related to personnel evaluation.
4.3. Teacher assessment by school leaders
According to the Act on the Organization and Operation of Local Educational Administration, municipal committees supervise the duties of prefectural-funded faculty and staff under the plan of the prefectural committee.
This profile was reviewed by experts from the Japanese Government, with the support of the Permanent Delegation of Japan to UNESCO. It was also reviewed by Hirokazu Yokota, Deputy Director of the Children and Families Agency.
