Abstract
This chapter concerns the perceptions and attitudes of secondary teachers and principals in Japan regarding the possibility of professional responsibility-taking by teachers in the leadership and development of their own schools. In particular, it focuses more on the issues and decisions of teaching policy and practice than the content and procedures of classroom teaching.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Chrispeels, J. H. (2004). Learning to lead together: The promise and challenge of sharing leadership. Thousand Oaks, CA: Sage Publications.
Duke, B. C. (1986). The Japanese school (ABC Clio, LLC). New York, NY: Praeger.
Fullan, M. (2001). Leading in a culture of change. San Francisco, CA: Jossey-Bass.
Fullan, M. (2001). The new meaning of educational change. New York, NY: Teachers College, Columbia University.
Marks, H., & Louis, Seashore Louis, K. (1999). Teacher empowerment and the capacity for organizational learning. Educational Administration Quarterly, 35, 707–750.
MEXT. (2002-2004). Attracting, developing and retraining effective teachers. Japanese Country Background Report.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2015 Sense Publishers
About this chapter
Cite this chapter
Inoue, I. (2015). Teacher Responsibility-Taking for School Change & Professional Development in Japan. In: Menlo, A., Collet, L. (eds) Do Teachers Wish to be Agents of Change?. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-959-3_9
Download citation
DOI: https://doi.org/10.1007/978-94-6209-959-3_9
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6209-959-3
eBook Packages: Humanities, Social Sciences and LawEducation (R0)