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本稿では、教育長資質能力研究と学校組織マネジメント論の架橋を図りつつ、学校の自律的で最大化されたパフォーマンスを引き出すことができる教育長の資質能力をサーバント・リーダーシップから捉える。その際、サーバント・リーダーシップとしての「期待」について、エックルスの「期待―価値モデル」を援用して記述を試みた。X自治体のA教育長、5名の校長への質問紙調査から、A教育長の「期待」には妥当性と一貫性があり、教育長が、校長たちの心理に寄り添い、心理的物理的環境を整え、高い成果に導く、サーバント・リーダーシップを優れて発揮したことがわかった。A教育長の「期待」に対し、校長たちは、受け手として得たことをそれぞれの咀嚼や創意工夫とともに子どもたちや教職員への働きかけに変換していた。それは、校長としての資質能力が向上していくことが実感される、アイデンティティ形成の過程であった。資質能力向上の主なものは人材育成についてであり、教育長の「期待」から、多様なキャリア形成を包含する、脱序列化された人材育成が導かれ、校長のアイデンティティ形成をより高めることとなっていた。X自治体におけるA 教育長と5校の校長による、連鎖するサーバント・リーダーシップは、地域社会弱体化時代における学校組織マネジメントの範型となりうる。, In this paper, while attempting to bridge the research on superintendent's competencies and school organization management theory, we will grasp the competencies of superintendents who can bring out the autonomous and maximized performance of schools from the viewpoint of servant leadership. At that time, We tried to describe the "expectation" of servant leadership by using Eccles' "expectation-value model".From the questionnaire survey to the superintendent and the principals of X municipality, the superintendent's "expectations" are valid and consistent, and the superintendent of education is closely related to the psychology of the principals, and the psychological and physical environment. It was found that he demonstrated excellent servant leadership, which leads to high results. In response to Superintendent A's "expectations," the principals converted what they had gained as receivers into efforts for the children and teachers, with their own understanding and ingenuity. It was a process of identity formation, in which they felt that their skills as a principal were improving. The main thing to improve skills is about human resource development, and the "expectation" of the superintendent leads to de-ranked human resource development that includes diverse career development, and further enhances the principal's identity formation.The chain of servant leadership by Superintendent A and the principals of five schools in X municipality can be a model for school organization management in an era of weakening local community.

The purpose of this paper is to describe the operation status of "proposal type" that supports the establishment of school autonomy by delegation of authority, and to examine its role. The classification of authority delegation to schools that has been implemented so far mainly consists of methods of delegating authority during the budget execution stage and methods of providing supplementary budget. The latter, the “proposal type,” aims not only to distribute the budget at the request of the school, but also to incentivize the school by making a part of it a competitive budget, and to promote the establishment of autonomy. The survey was conducted from February 2018 to October 2019. As analysis materials, they are used that the website information of the S City Board of Education and elementary and junior high schools and utterance scripts based on interviews with a total of eight investigators who are the staff of the Board of Education, the principal of S City Elementary and Junior High Schools. As a result of the survey, the proposal type has been continuously implemented in S City since 2008 because of the education policy of the country and the superintendent of education who has an innovative policy preference and persuades the heads of bureaus. In addition, as a role of “proposal” derived from the operation status of the system, from the perspective of diversity, a mechanism that allows the school to accept budget requests will encourage the principal to set goals based on the current situation of the school, and in addition to playing a role in the development of competence, it was found that the competitive budget is an incentive for motivated faculty members. From the perspective of efficiency, it was also confirmed that the simplification of the clerical procedure brings flexibility to educational practice that is difficult to predict, and expands the possibility. On the other hand, it became clear that challenges remain from the perspective of democracy such as participation of children, parents and local residents and accountability for them.

The purpose of this paper is to identify the process and constitution of funding for a public high school, and point out issues in terms of the expansion of school autonomy. The findings of this paper are as follows: (1) The principal's discretionary fund works well for schools with distinctive features. (2) There is a system in which the school's opinion is reflected in the school budgeting process by the board of education. However, (3) the school budget allocated by the board tends to be the minimum standard cost to operate the school. In addition, (4) there is not a well organized system in which teachers participate to discuss the school budgeting. It is expected that school budgeting based on policy evaluation will be promoted for more effective use of the resources.

The purpose of this paper is to identify the process and constitution of funding for a public high school, and point out issues in terms of the expansion of school autonomy. The findings of this paper are as follows: (1) The principal's discretionary fund works well for schools with distinctive features. (2) There is a system in which the school's opinion is reflected in the school budgeting process by the board of education. However, (3) the school budget allocated by the board tends to be the minimum standard cost to operate the school. In addition, (4) there is not a well organized system in which teachers participate to discuss the school budgeting. It is expected that school budgeting based on policy evaluation will be promoted for more effective use of the resources.

The purpose of this paper is to identify the process and constitution of funding for a public high school and point out issues in term of the expansion of the school autonomy in a case of. 'Y' Prefectural Board of Education and 'S' High School. The findings of this paper are as follows; (1) The system receive a school opinion in budget compilation is not constructed practically. (2) In 'Y' Prefecture, there is not the fund based on principal discretion in the framework of budget. Consequently, (3) in the case of 'S' High School, the subvention from supporter's organization is only fund that principal can use with his own discretionary power.