Summary of the “Report of the Research Study on Teacher and Staff Placement andManagement to Enhance the Overall Strength of the School Organization”

1. Purpose of the research study(1) Purpose of the research study

As well as planning and implementing educational curricula that nurture the competencies
required of a new era, “schools as teams” are required to solve more complicated and diverse
issues, and to ensure enough time face-to-face time for the teachers and children. The Council forCentral Education and other forums have stated that in order for schools to be able to function asa team, it is essential for the principals to further demonstrate their leadership skills for thefunctions of management to be reinforced, and for the teaching and guidance structure of teachersand staff to be reconstructed (placement of teachers and staff, and a system of division of duties
and collaboration).
In order to solve these policy problems, what is required is evidence relating to thecomposition of the competencies of principals who promote “the school as a team”, how thesecompetencies can be developed, how the beliefs of the principal that the school is open to change
can be improved through the principal’s leadership (effective leadership) and the satisfaction levelof the principal with respect to his or her job (degree of job satisfaction), as well as a need for
proposals aimed at reconstructing the teaching and guidance structure of teachers and staff.
Therefore, for this research study, we conducted (1) a survey (domestic research) in order tostudy measures to increase the level of acquisition of the competencies, sense of effective
leadership, and degree of job satisfaction of the principals, and to clarify the factors influencing
them, and (2) a comparative study (overseas comparative study) on the role of schools in othercountries and the teaching and guidance structure of teachers and staff in order to study measures
aimed at reconstructing the teaching and guidance structure of teachers and staff.
This research study is one part of the “Comprehensive Study on Pre-service Training,
Placement, and In-service Training for Teachers to Foster Children’s Competencies”(Representative researcher: Akihide Osugi (Director of the Department for Elementary andSecondary Education Research), research period: FY 2015 -2016)”.

2. Summary of research outcomes1(1) Research study on the competencies and professional development of the principals

In the domestic research study, we developed a scale for the level of competency acquisitionof principals who promote “schools as a team”, a scale to rate effective leadership, and a scale forthe degree of job satisfaction, and utilizing these scales, we conducted research to find the factors
affecting the level of competence of the principals, sense of effective leadership and degree of job
satisfaction. In addition, we analyzed the perception of the usefulness (usefulness of growth
opportunities) of diverse opportunities to acquire the necessary competencies as a principal andexpectations of learning at graduate school for each career stage.
The period of the survey – the “Survey on the Competencies and Professional Growth of the
Principals”, was from November 14, 2016 to December 9, 2016, targeting 1,795 principals
throughout the country. In order to attain a reflection of the professional awareness of principals
throughout all of Japan, the number of schools surveyed by prefecture was decided so as to be
proportional to the ratio of elementary schools/lower secondary schools and prefecture by
population. Then, after randomly choosing the first target school, we extracted target schools at
regular intervals and asked the principals of the schools to cooperate with the research. The valid
response number was 1,065 persons, and the valid response rate was 59.3%. The composition of
the survey items was as is shown in Table 1.

Table 1 Composition of the survey items
Category(�)(�)Contents of the survey
Relationshipbetweentheacquiredcompetencies(competencies acquired by theprincipal), and attributes andbackground of the principal,
schoolorganization/
environment, cooperation andcollaboration between schools.
Relationship between effective
leadership (principal’s belief
that
leadershipcanbedemonstrated or that schools
can change through leadership)
and attributes and backgroundof the principal, schoolorganization / environment,
collaboration and collaboration
between schools

Background to the survey
Requirement of improving thecompetencies of principals
promoting “schools as a team”

Contents of the questions
The competencies necessaryfortheprincipal,
competencies which are
acquiredSince what is needed forprincipals to be able to lead“schools as a team” is toreview the current school
culture and to promote school
improvement, it is necessary tohave a high level of effective
leadership.

Sense of effective leadership

2

(�)

(�)

Relationshipbetweenthedegree of job satisfaction(satisfaction towards the job),
and attributes and backgroundof the principal, schoolorganization / environment,cooperation and collaboration
between schools
Awarenessofvariousopportunities to acquire thenecessary competencies as aprincipal (the usefulness ofgrowth opportunities) and
expectations for learning at
graduate school for each careerstage

An increase in job satisfaction
is required in order to be able
to secure excellent humanresources for principals.

Degree of job satisfaction

Interest in graduate school
education is rising as one of
the important opportunities for
improving the competencies ofprincipals

The timing and motive forwanting to become aprincipal, the usefulness ofgrowthopportunities,
expectations of learning at
graduate school learning foreach career stage(i) Competencies of the principals
When considering measures to enhance the competencies of principals who promote “schools
as a team”, it is necessary to clarify the composition of their competencies and to clarify the
influencing factors. Therefore, we analyzed the variables (observable variables) that measure thecompetencies acquired by the principals through factor analysis, and as shown in Table 2,summarized the five elements: “educational policy implementation skills” (ability to appropriately
manage schools based on educational policy trends), “ability to realize a vision” (ability toconceive and realize a vision), “ability to collaborate with assisting staff” (ability to collaborate
with administrative staff, etc.), “ability to build relations of trust with outside people” (ability tocollaborate with the local community and to build relations of trust) and “ability to foster acollaborative environment” (the ability to foster a cooperative, comfortable environment forteachers and staff to work).
Table 2 Elements of the level of competence acquisition
Elements
Educational
policyimplementation
skillsAbility to realize
a vision
Ability tocollaborate withassisting staff,
etc.
Ability to build
relations of trustwith outside
peopleObservable variables“Knowledge of the educational measures of the national and local governments”,“knowledge of education laws (including duties and service), etc.

“Ability to conceive a school vision”, “ability to persuade others of the school vision”,
etc.
“Ability to collaborate with administrative staff”, “ability to cooperate with nursing
teachers”, etc.

“Ability to cooperate and collaborate with the local community and parents,” “ability
to handle complaints from outside persons”, etc.

3

Ability to foster
a collaborativeenvironment“Ability to create a comfortable environment for teachers and staff”, “ability to createa collaborative atmosphere inside the school”* Questions were posed on to what extent the principals had acquired the competencies in relation
to each of the observable variables using five scale points: “1. Not at all”, “2. Not very much”, “3.
Neither yes nor no”, “4. To a certain extent”, and “5. Very much”, and the results were analyzed
using factor analysis.
Subsequently, out of the five elements, we focused on “educational policy implementation
skills” and “ability to realize a vision”, and in order to grasp what kind of factors were affecting
these elements, we performed a multiple regression analysis using the subscale scores (averagevalue of the scores of the observable variables included in each respective element) as explanatory
variables. As shown in Table 3, the four groups: “variables relating to the principal’s attributes”,“variables relating to the principal’s career history”, “variables relating to the school’s
organization and environment” and “variables on school cooperation / collaboration”, and a totalof 22 variables were incorporated as explanatory variables.
Table 3 Explanatory variables
Variables on the attributes of the principals
Ambitions of the principal up until the early 40s (dummy variable), elementary school work (dummy
variable), female principal (dummy variable), age
Variables on the background of the principals
Experience of working as a social education director (dummy variable), board of education work
experience (dummy variable), years of service as a principal, years of service as the principal at the current
school, learning opportunities through self-motivating clubs or academic conferences, etc. (dummy
variable), knowledge from books, etc. (dummy variable), graduate school dispatch training experience(dummy variable), experience of undergoing training at the National Institute for School Teachers andStaff Development (dummy variable) and long-term trainee experience at the National Institute for School
Teachers and Staff Development (dummy variable).
School organization and environmental variables
Number of classes, number of education-related mentors, number of family/local community mentors,
appointment of a senior teacher (dummy variable), sense of usefulness of administrative staff, sense of
usefulness in supporting an education chief
Variables relating to school cooperation and collaboration
Collaboration between schools and the local community (dummy variable), regional coordinator (dummy
variable), integrated elementary and lower secondary school education (dummy variable)

Table 4 shows the results of analysis using the “educational policy implementing skills”
subscale scores as explanatory variables. The four estimation models were significant at a level of
1% level. In Model 1, the variables of the “ambitions of the principal up until the early 40s” and“elementary school work” were significant at a level of 1%. In Model 2, “learning opportunities
at self-motivating clubs and academic conferences, etc.”, “knowledge from books, etc.” were4

significant at a level of 1%. In addition, the “board of education work experience” was significant
at a level of 10%. In Model 3, “usefulness in supporting an education chief” was significant at alevel of 5%.
Through the four analytical models, the variables of “ambitions of the principal up until theearly 40s”, “learning opportunities at self-motivating clubs and academic conferences, etc.”, and“knowledge from books, etc.” can all be confirmed to be significant at a level of 1%. (Only theconclusions are shown below.)(i) Principal results relating to the level of competence of the principal
Regarding “educational policy implementation skills”, it was found that self-evaluation tended to behigher, the more aspiring principals up until their early 40s 1 recognized learning at self-motivating clubs
and academic conferences, etc. to be beneficial as a growth opportunity, or recognized knowledge frombooks, etc. to be beneficial as a growth opportunity.
Regarding the “ability to realize a vision”, it was found that self-evaluation tended to be higher, themore aspiring principals up until their early 40s recognized learning at self-motivating clubs and academic
conferences, etc. to be beneficial as a growth opportunity, or recognized knowledge from books, etc. to bebeneficial as a growth opportunity.

Table 4 “Multiple Regression Analysis Results Taking “Educational Policy Implementation
Skills” Subscale Scores as Explanatory Variables 2

Attributes

Background

Organization andenvironment

Cooperation andcollaboration

Model 1Model 2Model 3Model 4B

Aspiring principals up until their early 40s.163

Work at an elementary school

.086

Women

.070

Age

-.001

Experience of a social education director
Board of education work experience

Standard
error

.03
0
.03
0
.04
3
.00
6

*
*
*
*

B

Standard error

.14
1
.07
5
.03
1
.00
9
.02
6
.05
4

.0
31
.0
31
.0
44
.0
07
.0
51
.0
30

B

Standard error

BStandard error

**

.130

.037

**

.148

.043

*

.068

.037

+

.028

.043

.034

.051

.029

.059

.006

.009

.008

.011

.006

.058

.065

.077

.053

.037

.045

.044

+

**

1 Compared to other principals, aspiring principals up until the early 40s tend to cite as motivation for wanting

to become a principal, “a sense of interest in school management from the time of being appointed chief of adivision of work”, “encountering an ideal school manager” or “a desire to create their own ideal school”, andtended not to cite as motivation “recommended by a person in the vicinity” or “thinking someone had to takeover the job”.
2 <Model 1> only inserted variables regarding the attributes of the principal. <Model 2> controlled the variables
regarding the attributes of the principal and introduced variables on the background of the principal. <Model 3>
controlled the variables regarding the attributes of the principal and the [variables on the background of theprincipal, and inserted variables on the organization / environment of the school. <Model 4> controlled thevariables on the attributes of the principal, the [variables on the principal’s background, the variables on theorganization and environment of the school, and inserted variables on school collaboration and cooperation. The
same analysis was subsequently carried out.

5

No. of years working as a principal

-.0
10
-.0
06
.11
5
.15
9
-.0
08
.04
2

.0
07
.0
15
.0
30
.0
35
.0
51
.0
31

.03
3

.0
39

-.009

.008

-.018

.010

.000

.018

.012

.021

**

.118

.036

**

.127

.043

**

**

.155

.043

**

.155

.052

**

-.036

.059

-.011

.068

.057

.036

.052

.043

.022

.047

.027

.057

No. of classes

.001

.003

.002

.003

No. of education related mentors

-.005

.003

-.005

.004

No. of family or local resident mentors

-.004

.005

-.005

.006

Appointment of a senior teacher

-.036

.043

-.062

.049

Sense of usefulness of administrative staff

.037

.025

.035

.029

.056

.028

.036

.033

.019

.055

Local community coordinator

.052

.048

Integrated education between elementary
and upper secondary school

.046

.045

No. of years working as a principal at thecurrent school
Learning opportunities at a self-motivatingclub or academic conference, etc.
Knowledge from books, etc.
Graduate school dispatch training
experience
Training experience of the National Institutefor School Teachers and Staff Development
Long-term trainee experience at the
National Institute for School Teachers andStaff Development

Sense of usefulness in supporting the
education chief
Collaboration between the schools and local
community

Capacity

3.724

.35
4

2.9
61

.4
17

2.831

*

.519

2.772

+

.621

2

Adjusted R
N

0.036

0.082

0.081

0.073

1027

978

710

545
**p＜0.01，*p＜0.05，+p＜0.1(ii) Sense of effective leadership
For principals leading “schools as a team”, it is necessary to review the previous school culture
and to promote school improvement and so a high level of effective leadership is required. For
this purpose, it is necessary to clarify the structure of effective leadership and to clarify the
influencing factors. Therefore, we analyzed the variables (observable variables) that measureeffective leadership through factor analysis, and as shown in Table 5, summarized the four
elements: “local community collaboration” (confidence in being able to promote local community
collaboration), “lesson improvement” (confidence in being able to improve the lessons), “student
guidance” (confidence in being able to build a student guidance system), and “responses todiversity” (confidence in being able to build a system to handle diversity).
Table 5 Effective leadership elements
Elements

Observable variables

Local
community
collaboration“Able to explain and understand the educational policies of the school to parents and local
residents”, “able to discuss with the parents and local residents the image of the children
to be nurtured in the region”, etc.

6Lessonimprovement
Student
guidance
Responses todiversity“Able to advance lesson improvement based on the perspective of active learning”, “ableto lead curriculum development”, etc.
“Able to build an organizational structure to address student guidance issues such as
bullying and school attendance refusal”, “able to build an organizational structure to
respond to special support education issues, etc.
“Able to build an organizational structure to improve the academic ability of children inpoor families”, “able to create a system that organically links staff possessing diverse
expertise”, etc.

* Questions were posed on to what extent the principals looked back to the day when they wereappointed to their school to the present day in relation to each of the observable variables using
five scale points: “1. Not at all”, “2. Not very much”, “3. Neither yes nor no”, “4. To a certain
extent”, and “5. Very much”, and the results were analyzed using factor analysis.
Subsequently, out of the four elements, we focused on “local community collaboration” andlesson improvement”, and in order to grasp what kind of factors were affecting them, we
performed a multiple regression analysis using the subscale scores (average value of the scores ofthe observed variables included in each factor) as explanatory variables.
(ii) Principal results relating to a sense of effective leadership
Regarding a sense of effective leadership with regard to “local community collaboration”, it was foundthat the sense of effectiveness tended to be higher, where the principal’s school was an elementary school
and it was recognized that learning at self-motivating clubs and academic conferences was beneficial as a
growth opportunity, where the principal’s school had a school support local community headquarters or
school and local community collaborative headquarters, where the school was implementing integrated
elementary and lower secondary school education, the smaller the size of the school, the larger the numberof family or local community mentors (spouses, parents, friends, neighbours, etc.) and the greater the senseof usefulness of support from the education chief.
Regarding a sense of effective leadership with regard to “lesson improvement”, it was found that thesense of effectiveness tended to be higher, the more it was recognized by aspiring principals up until theirearly 40s and women that learning at self-motivating clubs and academic conferences was beneficial as a
growth opportunity, it was recognized knowledge from books, etc. is useful as a growth opportunity, thegreater the number of years of service as principal at the current school and the greater the sense of
usefulness of support from the education chief.

(iii) Degree of job satisfaction
In order to be able to secure excellent human resources for the principal, what is needed is toimprove the appeal of the job and to increase the degree of job satisfaction. For this purpose, it isnecessary to clarify the composition of degree of job satisfaction and to clarify the influencing
factors. Therefore, we analyzed the variables (observable variables) that measure the degree ofjob satisfaction through factor analysis, and as shown in Table 6, summarized the five elements:“work-related satisfaction” (satisfaction level of finding the job rewarding), “relationshipsatisfaction” (degree of satisfaction with regard to relationships with teachers and staff), “degreeof satisfaction with the state of the school” (degree of satisfaction with the situation of the children
at the school where the principal works), “degree of satisfaction with the work conditions” (degree7

of satisfaction with a work life balance and treatment), and “degree of satisfaction with therelationship with administrative officials” (degree of satisfaction with the relationship with thechief of education and the board of education).
Table 6 Elements of job satisfaction
Elements
Work-related
satisfaction
Relationshipsatisfaction
Satisfaction withthe state of theschoolSpecific items“Able to demonstrate ability”, “able to demonstrate independence”, etc.
“Relationship with nursing teachers”, “relationship with administrative staff”, etc.
“Calm atmosphere of the school”, “growth of the children”, etc.

Satisfaction with“Acquisition of annual paid leave”, “salary / benefits”, etc.
the work
conditions
Satisfaction with
“Leadership of the chief of education”, “support of the board of education”
the relationshipwithadministrative
officials* Questions were posed on the extent to which the principal was satisfied to each of the observable variables
using five scale points: “1. Very dissatisfied”, “2. Somewhat dissatisfied”, “3. Neither yes nor no”, “4. Somewhat
satisfied” and “5. Very satisfied”, and the results were analyzed using factor analysis.

Subsequently, out of the four factors, we focused on “relationship satisfaction” and“satisfaction with the work conditions”, and in order to grasp what kind of factors were affecting
them, we performed a multiple regression analysis using the subscale scores (average value of thescores of the observed variables included in each factor) as explanatory variables.
(iii) Principal results relating to degree of job satisfaction
Regarding “work-related satisfaction”, it was found that the degree of satisfaction tended to be higher,
the more experience of training there was for aspiring principals up until the age of 40 and women at the
National Institute for School Teachers and Staff Development, the higher the sense of usefulness of support
from the administrative staff, and the higher the sense of usefulness of support from the chief of education.
Regarding “satisfaction with work conditions”, it was found that the degree of satisfaction tended tobe higher, the more recognition there was by women of how learning at self-motivating clubs and academic
conferences was an opportunity for growth, and if there was long-term trainee experience at the Institute,the higher the sense of usefulness of support from the administrative staff, and the higher the sense of
usefulness of support from the chief of education.

(iv) Competencies to be learnt especially at graduate school for each career stage
Interest in graduate school education is increasing as an important opportunity for improving
the competence of the principals. When considering the role that graduate school education plays
in improving the competence of the principals, it is indispensable to consider the “timeliness” of8what kind of content is to be learnt at what career stage.
Therefore, 37 questions on the competencies required of principals were set, and where current
teachers and staff at the three career stages of “principal”, “vice-principal/deputy principal”,“senior teacher/advanced skills teacher/chief teacher” were sent to a teacher education graduate
school, etc. for the purpose of enhancing the competence of current and future principals, we asked
them to choose five competencies to be learnt especially at graduate school for each respective
career stage. The top six items for each position are summarized in Table 7.
(iv) Principal results relating to competencies to be learnt especially at graduate school by career stage
The results showed that there were differences in the competencies to be acquired at graduate school foreach career stage, and in particular, there were large differences between what should be learnt at graduate
school during the “senior teacher/advanced skills teacher/chief teacher” stage and what should be learnt
at graduate school “before becoming vice-principal/deputy principal” and afterwards. It is thought that
this is a reflection of the managerial position of the vice-principal/deputy principal which differs from thejob responsibilities of the senior teacher/advanced skills teacher/chief teacher”.

Table 7 Competencies to be learnt particularly at graduate school by career stage (top six
items)
1st

2nd

Ability toconceive aschool vision

Crisismanagement
skillsPrincipal

Viceprincipal /deputyprincipal
Seniorteacher /advancedskills chiefteacher /chiefteacher

Crisismanagement
skillsExpertise inthecurriculum,
subjectteaching,
student
guidance, etc.

3rd

4th

Beliefs andAbility toprinciples
promoteconcerning
curriculum
education
management
based onsocietalchanges
Ability to
Ability to
Ability toconceive a
guide teachers create aschool vision and staff
collaborative
atmosphereinside theschoolAbility to
Ability to
improvepromotelessons from curriculum
themanagement
perspective ofactivelearning

Ability to
guideteachers and
staff

5th
Decisionmaking

6th
Knowledge ofeducational
measures of
the national
and local
governments

Ability to
Ability tocollaborate
promotewith andcurriculum
cooperate with management
the local
communityand parents
Ability to
Crisiscreate amanagement
collaborative skills
atmosphereinside theschool(2) Overseas comparative study of the role of schools in other countries and teaching systemof teachers and staff
Conducting an overseas comparative study is one way of obtaining knowledge that is helpful
in terms of reviewing the teaching system of teachers and staff, etc. In the overseas comparative
9

study, we aimed to conduct comparative research from the perspective of clarifying (1) the
characteristics of the role of schools in Japan, (2) the characteristics of the work for which theJapanese teachers are responsible, and (3) the characteristics of the workflow when helping
Japanese children (for example, the flow when a violent incident occurs) in order to “visualize”
the characteristics of the teachers and staff, etc. in Japan.
Two criteria were set as the criteria when selecting the target countries of the survey. That is
the scope (broad - narrow) of the school educational activities and the content of the duties (clear- ambiguous).
Ninomiya (2014) 3 presents a global school typology theory of “a memorable school” which
incorporates the characteristics of “a school that focuses on the subjects” and “a school whereinteresting activities such as elective subjects, club activities, and special activities are available,
and teachers and experts care and look after the students”. This “broad – narrow” scope of theschool educational activities should connect to the teaching and guidance structure of teachers andstaff, etc. In addition, the method of employment in the world, including the employment ofteachers and staff, is divided into a “job system” in which the duties are made clear and the salaries
are linked, and a “membership system” in which workers are employed without clarification of
their duties. “The clear – ambiguous” nature of the duties is likely to greatly affect the teachingsystem of teachers and staff, etc.
In the overseas comparative study, the teaching and guidance structure of teachers and staff,
etc. was divided, based on the above standards: (1) a school system type where teachers serve
multiple functions but have restricted duties (first quadrant); (2) a school system type where
teachers serve limited functions and have restricted duties (second quadrant); (3) a school system
type where teachers serve limited functions and have ambiguous duties (third quadrant); and (4)a school system type where teachers serve multiple functions and have ambiguous duties (fourth
quadrant) (however the school system type located in the third quadrant where the teachers serve
limited functions but their duties are ambiguous does not, in reality, exist). In addition, taking into
consideration regional balances, we conducted a survey using the target countries of the survey of
the National Institution for Education Policy Research (2013): the United States, the United
Kingdom, France, Germany, China, South Korea, with the addition of Singapore as the seventhcountry. The standpoint of each country is shown in Figure 8.

3

Authored and edited by Shozo Ninomiya, “New Edition Schools around the World - From the
Education System to Everyday School Scenes”, Academic Journal Publication, 2014.
10

Content of teachers’ duties (clear)
FranceGermany
School system type where
teachers serve limited
functions and have

Scope ofeducational
activities (narrow)

U.S., U.K., China,
Singapore
School system type where
teachers serve multiple
functions but have restricted
duties (first quadrant)

restricted duties (second
quadrant)

school system type where

School system type where
teachers serve multiple
functions and haveambiguous duties (fourth
quadrant)
Japan
South Korea

teachers serve limited
functions and haveambiguous duties (third
quadrant)

Scope ofeducational
activities (broad)

Content of teachers’ duties (ambiguous)
Figure 8 Types of teaching and guidance structures of teachers and staff, etc. in other countries
In order to visualize the characteristics of the duties for which Japanese faculty members are
responsible, we established 40 duties that are generally performed in school, and conducted asurvey on whether or not they are being performed in the school, and if they are, who is in charge.
When examining the content of the duties, the content of the work of the “Survey on the Actual
Work of Teachers” conducted by the Ministry of Education, Culture, Sports, Science andTechnology in FY2006 was used as reference, and the categories of “work related to guidance forthe students”, “work related to managing the school” and “work related to responses to outside
persons” were kept for the categories of work.
Out of the 40 duties, aside from the seven items that all teachers in all countries are in chargeof: “checking attendance”, lessons”, “research of teaching materials”, “experiential activities”,“preparation, scoring, evaluation of exam questions”, “exam supervision”, and “evacuation drills,
school safety guidance”, the work the teachers of each respective country were or were not incharge of is shown in Table 9. The symbol ◯ shows the teacher was “in charge of the work”, thesymbol △ shows the teacher was “sometimes in charge of the work or some of the teachers werein charge of the work” while the symbol x shows the teacher is “not in charge of the work”. Work

where teachers in three or more countries chose “sometimes in charge of the work or some of theteachers were in charge of the work” or “not in charge of the work” are shown in grey.
Principal results relating to overseas comparative research on the role of schools in other countries
and the teaching system of teachers and staff, etc.
The results showed that in other countries teachers are not in charge of administrative tasks such as“work related to managing the school” and “work related to responses to outside persons” for which
Japanese teachers are responsible, and that more Japanese teachers are in charge of “work related to11

guidance for students” than teachers in other countries. This confirms what was already pointed out in the
2nd OECD Teaching and Learning International Survey.
In Japan, it is commonplace for teachers to be in charge of “guidance and monitoring absence fromschool”, “contacting absent children”, “morning homeroom”, “school lunches and nutritional guidance atlunchtime”, “guidance during break times”, “school cleaning guidance”, “health and sanitary guidance”,“counseling, psychological care”, “guidance for club activities not included in the classes”, which is notnecessarily the case with teachers in other countries. This result backs up the suggestion that “in order toensure Japanese teachers are less busy, it is important to lessen the need for Japanese teachers to be incharge of peripheral duties (handling of administrative work, etc.: note of the person citing the survey) as
well as guidance for children such as counseling, guidance on academic paths, meal and cleaning
guidance, guidance on club activities, which are taken on in addition to regular classes” as indicated inresearch based on further analysis of the 2nd OECD Teaching and Learning International Survey.

In Japan, there is a need in the future to consider how to categorize work, which is not a lesson
but is related to school education, commonly taken on by teachers such as “guidance andmonitoring absence from school”, “contacting absent children”, “morning homeroom”, “school
lunches and nutritional guidance at lunchtime”, “guidance during break times”, “school cleaning
guidance, and “guidance for club activities not included in the classes”.
France and Germany serve as informative examples for this point. In France, time is divided
into three categories: “school time (temps scolaire)” where classes are conducted on the
responsibility of the school, “peripheral school (temps périscolaire)” such as acceptance in themorning, lunch breaks, and acceptance and support after school, and “temps extrascolaire” on
Saturday, Sunday, Wednesday afternoon, short vacations, the summer vacation, etc. In addition to“time outside of school”, the relationship of “peripheral school (temps périscolaire)” with school
education is also emphasized, but is not categorized as school education, and the principal person
responsible is not the teacher, but social welfare and education professionals referred to as“animatour”.
In Germany, all-day school is being expanded based on the results of the PISA survey in 2000,
but this is also sometimes criticized from the viewpoint of social education, youth aid, and family
education as “school education monopoly”. Also even in Germany, there are children’s activities
such as social education and youth aid, which are specialized services provided by social welfare
and education professionals.
As indicated from these examples in France and Germany, there is the possibility that there isa three-part theory of “school”, “peripheral school”, “outside of school” which differs from thetwo-part theory generally used in Japan of “school” and “outside of school”. Although the scopeof school educational activities is certainly narrow in these countries, we can see from theexamples that the educational activities are likely to be substantial if the time of the “peripheral
school” is included, and that social welfare / education professionals are the ones in charge during
this time
12The current teaching system of teachers and staff, etc. in Japan is categorized in the school
system type where teachers serve multiple functions and have ambiguous duties (fourth quadrant).
Certainly, there are many points that we should continue in the future as there are basic merits
using the conventional way. However, in order to plan and implement a curriculum that fosters
the competencies required for a new era, there is a need to reconstruct the teaching system ofteachers and staff, etc. in order to resolve the complicated and diverse issues, and to ensuresufficient face-to-face time for teachers and children. In such case, Japan will be moving closer tothe school system type where teachers serve multiple functions but have restricted duties (first
quadrant) or the school system type where teachers serve limited functions and have restricted
duties (second quadrant).
In this research study, we were able to confirm that it is possible to take measures for a school
system type where teachers serve multiple functions but have restricted duties (first quadrant) suchas promotion of the placement of school counselors, club activities support staff andadministrative staff as well as measures aimed at a school system type where teachers serve limited
functions and have restricted duties (second quadrant) in the direction of placement of social
welfare and education professionals in the “peripheral school” activities incorporating the threepart theory of “school”, “peripheral school” and “outside of school” as with France and Germany.
There were issues as well in this research study. When creating the list, we checked literature
and websites, and then took the procedure of checking with multiple educational personnel of therelevant country and filling in the list, but the actual situation of each country is diverse, andfurther verification will be needed in the future.
Table 9 The role of teachers in other countries
Ⅳ

Ⅱ

Ⅰ

Quadrant

U.S.

U.K.

China

Singapore

FranceGermany

Japan

South Korea

Guidance and monitoring school absenteeism

×

×

×

×

×

×

△

×

Contacting absent children

×

×

○

○

×

○

○

○

Morning homeroom
Ordering and administrative handling to purchase teaching materials

×

○

○

×

×

×

○

○

×

×

△

×

×

×

△

×

Grade information management

○

×

△

○

○

○

○

○

Preparing teaching materials (printing and preparing objects)

○

×

○

○

○

○

○

○

Individual guidance and supplementary guidance for children with issues

○

×

○

○

○

○

○

○

Running and preparation of experiential activities

○

×

○

○

○

○

○

○

School lunches and nutritional guidance at lunchtime

×

×

×

×

×

×

○

○

Guidance during break times

○

×

○

△

×

○

○

○

Name of country
Work

Work related to guidance for the children

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Work related to responding

Work related to managing the school to outside persons

School cleaning guidance

×

×

○

×

×

×

○

○

Athletic meets, cultural festivals, etc.

○

○

○

○

×

○

○

○

Managing and preparing athletic meets, cultural festivals, etc.

○

○

○

○

×

○

○

○

Academic path guidance and consultation

△

○

○

○

×

○

○

○

Health and sanitation guidance

×

×

○

○

○

○

△

○

Guidance for students who shows problematic behavior

△

○

○

○

○

×

○

○

Counseling, psychological care

×

×

○

○

○

×

△

×

Guidance for club activities not included in classes

△

×

○

△

×

△

○

△

Children and student council guidance

○

○

○

×

×

○

○

○

Organization of classroom environment, equipment management

○

×

△

○

○

○

○

○

School patrols and safety inspection

×

×

○

×

×

○

×

Answers to surveys and statistics of national and local governments

×

×

×

×

○

Receipt and storage of documents

×

×

△

×

×

×

×

×

×

×

○

△

×

Preparation and execution of budget proposal

△

○

△

Facility management, inspection and repair

×

×

×

×

×

△

×

Collection of academic payments

○

×

×

Preparation of documents related to teachers’ business trip

×

×

×

×

○

School public relations (websites, etc.)

×

×

△

×

×

○

Office work related to transfer and relocation of students

×

×

○

×

×

×

Home visits

×

×

○

×

×

×

Cooperation with regional events

○

○

×

○

×

Coordination with local volunteers
Management of managing organizations in which local residents
participate

×

×

△

×

×

○

△

△

×

×

×

×

△

△

△

△

△

×

×

×

×

×

×

○

△

×

×

×

○

×

△

×

○

△

△
△
×
×

* The symbol 〇 has been added to “things the teacher is in charge of”, the symbol △ to “things the teacher ispartially in charge of or thing only some of the teachers are in charge of” and the symbol x to “things theteachers is not in charge of”. The duties for which teachers in three or more countries chose △ or x are
indicated in grey. Although 40 jobs were set in all, the seven categories of “checking attendance”, lessons”,“research of teaching materials”, “experiential activities”, “preparation, scoring, evaluation of examquestions”, “exam supervision”, and “evacuation drills, school safety guidance” have not been listed.

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