[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-601801-105":3,"doc-detail-601801-en":80,"detail-sidebar-cat-0-en-105":98},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","policies-and-practices-of-school-leadership-in-japan-a-case-of-leadership-development-strategies-in-akita","Policies and Practices of School Leadership in Japan - A Case of Leadership Development Strategies in Akita","","Reflecting social and economic change, Japanese education has moved toward decentralization since the 1980s, making local government essential for developing capable school leaders. This descriptive case study examines current leadership development policies and practices in Akita prefecture, using case-study analysis. Semi-structured interviews with 17 education leaders conducted in 2014 and 2015 explore perceptions about leadership development. Findings show a dual approach combining formal and informal training activities.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/policies-and-practices-of-school-leadership-in-japan-a-case-of-leadership-development-strategies-in-akita/601801/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/policies-and-practices-of-school-leadership-in-japan-a-case-of-leadership-development-strategies-in-akita/601801.png","ImageObject",300,407,{"name":42,"@type":43},"ahduag","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"How does decentralization affect school leadership development in Japan?","Question",{"text":62,"@type":63},"Decentralization since the 1980s increases autonomy and responsibility at the local government level, making it important for developing competent school leaders.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What methods does the study use to explore leadership development in Akita?",{"text":67,"@type":63},"The study uses a case study approach to analyze current policies and practices, and it includes semi-structured interviews with 17 education leaders conducted in 2014 and 2015.",{"name":69,"@type":60,"acceptedAnswer":70},"What approach to leadership development is implemented in Akita?",{"text":71,"@type":63},"Leadership development in Akita combines formal and informal training activities, including strategic comprehensive professional development and commonly practiced informal learning of competency.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},601801,1792189244,{"code":4,"msg":81,"data":82},"success",{"doc_id":78,"user_id":83,"nickname":42,"user_avatar":84,"doc_module":4,"category_id":85,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":86,"file_id":87,"file_url":88,"file_type":89,"file_size":90,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":91,"language":92,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":93,"faqs":94,"seo_title":95,"seo_description":12,"update_tm":96,"read_time":97},3985747870414,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc",8,"Policies and Practices of School Leadershipsin Japan: A Case of Leadership Development Strategies in Akita  \nYukiko Yamamoto, Naoko Enomoto, and Shinobu Yamaguchi  \nDr. Yukiko Yamamoto is a researcher of Global Scientific Information and Computing Center, Tokyo Institute of Technology. Her current research projects include ICT integrated education in Mongolia and education for 21st centrally skills. She earned her Ph.D. degree from Administrative Policy Studies, School of Education at University of Pittsburgh.  \nNaoko Asano Enomoto is a former researcher of Global Scientific Information and Computing Center, Tokyo Institute of Technology. Her research focus is on education policy and practice in Asia-Pacific region with special interest in 21st century skills/generic skills. She holds a Master’s Degree from Waseda University and University of Pennsylvania.  \nDr. Shinobu Yamaguchi is a professor of Global Scientific Information and Computing Center, Tokyo Institute of Technology. She previously worked for UNESCO as an education officer and was involved in education and human resources development in Asia and the Pacific. She holds a PhD from Columbia University.  \nAbstract  \nReflecting the social and economic change, Japanese education has shifted to decentralization since the 1980s. With an increased autonomy and responsibility, the local government plays an important role to develop competent school leaders. This descriptive study employs case study approach to illustrate current status of leadership  \ndevelopment at the local level in Japan. Through the analysis of current policies and practices, it lays out the strategies of leadership development in Akita prefecture. In addition, semi-structured interviews with 17 education leaders were conducted in 2014 and 2015 to explore their perceptions on the leadership development.  \nThe study found that the leadership development in Akita is implemented combining formal and informal training activities. While a comprehensive professional development system is implemented strategically, informal learning of competency is commonly exercised. This dual approach enables school leaders to develop their leadership skills and knowledge.  \nIntroduction  \nSince the 1980s, demands for educational reform has become evident, reflecting constantly changing social and economic conditions. Responding to these demands, a series of policy recommendations pushed Japanese education into an era of administrative liberalization and decentralization. With a greater autonomy and responsibility at the local government level, the enhancing skills and competencies of school leaders has become an urgent issue at the local level.  \nSchools leaders today are required to possess various competencies to make a coherent education community (Muta 2000; Osugi 2014). For example, a recent government policy report related school management lists three qualities that school leaders are expected to possess: 1) leadership to connect school personnel with diverse specialties, 2) presenting and clarifying vision, and 3) communication skills to establish partnership with community (Central Council for  \nEducational Considerations 27  \nEducation 2015). However, it is also pointed out that most of the efforts to build school leaders’ capacities are focusing on the technical aspects, instead of enhancing holistic skills to collaborate with various stakeholders to reflect their demands into educational practices (Tsujimura 2014). The authors have opportunities to work closely with education communities in Akita prefecture for a study related to transversal competencies and teacher training. Through the study, it is clear that their leadership development in educational communities is an important part of its coherent teacher training system.  \nThis study explores structure and practice of leadership development using the case of local governments and schools in Akita. It attempts to lay out the strategies of leadership develop","cbCaiiGHLfIKR8vg","https://ap.wps.com/l/cbCaiiGHLfIKR8vg","pdf",624797,10,"English","# Abstract\n# Introduction\n# Background\n## National Policies and Strategies of Professional Development for School Leaders","[{\"question\":\"How does decentralization affect school leadership development in Japan?\",\"answer\":\"Decentralization since the 1980s increases autonomy and responsibility at the local government level, making it important for developing competent school leaders.\"},{\"question\":\"What methods does the study use to explore leadership development in Akita?\",\"answer\":\"The study uses a case study approach to analyze current policies and practices, and it includes semi-structured interviews with 17 education leaders conducted in 2014 and 2015.\"},{\"question\":\"What approach to leadership development is implemented in Akita?\",\"answer\":\"Leadership development in Akita combines formal and informal training activities, including strategic comprehensive professional development and commonly practiced informal learning of competency.\"}]","Policies and Practices of School Leadership in Japan - A Case of Leadership Development Strategies in Akita | PDF",1792093453,25,{"code":4,"msg":81,"data":99},[100,104,108,112,117,122,127,130,135,138,141],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":109,"show_sort_weight":110,"slug":111},"Exam",70,"exam",{"id":113,"doc_module":4,"doc_module_name":25,"category_name":114,"show_sort_weight":115,"slug":116},5,"Comic",60,"comic",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":119,"show_sort_weight":120,"slug":121},6,"Technology",50,"technology",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":125,"slug":126},7,"Healthcare",40,"healthcare",{"id":85,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":128,"slug":129},30,"research-report",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":132,"show_sort_weight":133,"slug":134},9,"Religion & Spirituality",20,"religion-spirituality",{"id":133,"doc_module":4,"doc_module_name":25,"category_name":136,"show_sort_weight":133,"slug":137},"World Cup","world-cup",{"id":91,"doc_module":4,"doc_module_name":25,"category_name":139,"show_sort_weight":91,"slug":140},"Lifestyle","lifestyle",{"id":142,"doc_module":4,"doc_module_name":25,"category_name":143,"show_sort_weight":113,"slug":144},19,"General","general"]