Abstract:

The proposed paper, based on my recently completed dissertation research project, focuses on the impact of leadership practices on culture, relationships and school development in a Japanese context. The objective of the study was to get an in-depth understanding of how leadership truly works in a Japanese school. Throughout my studies, it was challenging to find papers relating to Japan; not many studies have been done to provide new knowledge about leadership practises in Japan. The research was carried out as a case study report at the school I was assigned to in Kanagawa, Japan. Choosing a case study style was useful to collect rich data and working at the location gave me the opportunity to make use of observatory methods to support the data collected.

The study used four research questions as the platform to gather information to analyse the problem:
1. What concepts of leadership are demonstrated at the school?
2. How does leadership influence culture and relationships (developed) at the school?
3. To what extent do leadership practices impact school development?
4. How do teachers perceive leadership practices at the school?

Data was collected mainly through two different semi-structured interviews: one was administered to five leaders and the other to five regular teachers. Both groups were asked a range of questions and a lot of insightful data was gathered as some of the participants have been working at the school for many years. The data was analysed manually using a combination of thematic and emergent coding. Different colours were used to categorise the information into five themes that were used to present the main findings.

With the goal to provide knowledge on how leadership practices impact certain aspects of schools, the findings showed that leadership at the top of the hierarchy is very controlled and an instructional leadership model is practiced. However, as it triggers down to the middle leaders, a more shared leadership model is used and teachers work in a collaborative environment to achieve the goals and tasks appointed by the principal. It was reported that leaders need to have strong leadership characteristics and some teachers believed that the leaders at the school are not strong. Though teachers do not agree with some tasks given, they do not question authority because of cultural beliefs and practices in Japan.

Leadership practices were evident in the culture of the school as the school is built on the spiritual legacy of its foundation. Therefore, because it is a private school, though governed by the Ministry of Education, Youth, Culture, Science and Technology (MEXT) and the Private School Council, the principal (who is also the chairman) has more operational power when compared to a public school in Japan. This allows for the school to create a culture of care and support for its students while fostering cooperative learning. While building strong work relationships is not of much importance, the leaders are currently implementing policy changes to develop the school. Overall, leadership plays a significant role in shaping various aspects of the school in this study.

The results of this study can provide information for future researchers who are interested in Japan’s education system. MEXT, various school boards and leaders in Japan can also use this study conduct future research projects and to implement changes.

Keywords:

Leadership, power, culture, relationship, development, organisation.