The purpose of this paper is to examine how internationally recognized styles of transactional, instructional, transformational and distributed leadership have emerged in the Japanese education system.,National legislation and policy documents in Japan since 1945 were collected by searching for the word “principal” or “head of school.” Then, four types are excluded: those that are unique only to one school type, do not explicitly deal with the role of the principal, are in subordinate laws prescribing contents that essentially overlap with those in superordinate statutes and define procedural roles of the principal. As a result, 17 legal provisions and 35 policy documents remained, each of which was analyzed by using four leadership styles.,Despite an increasing focus on instructional, transformational and distributed styles, Japan has not comprehensively articulated attributes and abilities expected of the principal. Additionally, a movement away from instructional leadership in the 2000s contrasts with the recent emphasis on “educational leadership.” Moreover, transformational leadership has centered on the school–family–community collaboration and the expansion of principal autonomy, and distributed leadership has taken the forms of new positions that support the principal, both of which were influenced by the decentralization movement.,It points to the susceptibility of the role of the principal in Japan and western countries alike to broader structural reforms but with different implications and distinct timing of the advent of leadership styles among them. Additionally, Japan has adopted a modified approach to distributed leadership style, which is somewhat similar to delegation, to make a compromise between the emergent theory and the centrality of the principal in the school hierarchy. Furthermore, instructional leadership seems to be a “late bloomer” in Japan because of its practice-based nature and unsuitability to daily realities of the principal.,As an arguably unprecedented attempt to apply leadership styles to legislation and policy documents, this study builds a foundation for understanding how school leadership is shaped by education policies. Moreover, while making connections to the western view, it creates a paradigm for future studies of school leadership in Japan and in the field of comparative educational administration.

中文翻译：

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绘制日本的四种领导风格：政策如何塑造校长的角色？

本文的目的是研究日本教育体系中如何形成国际认可的交易，指导，变革和分布式领导方式。自1945年以来日本的国家立法和政策文件是通过搜索“主要”一词收集的。 “校长。” 然后，排除了四种类型：那些仅对一种学校类型唯一的类型，不明确处理校长角色，属于从属法律规定的内容与上级法规中的内容基本上重叠并定义了校长的程序性角色的类型。结果，剩下的17项法律规定和35项政策文件都通过四种领导风格进行了分析。尽管越来越注重教学，变革和分布式风格，日本尚未全面阐明校长期望的属性和能力。此外，在2000年代脱离教学领导的动向与最近对“教育领导”的强调形成了鲜明对比。此外，变革型领导力集中在学校，家庭和社区的合作以及校长自治的扩大上，而分布式领导力则采取了支持校长的新职位形式，这两者都受到权力下放运动的影响。日本和西方国家的校长角色对更广泛的结构改革的敏感性，但它们之间有着不同的含义和出现领导人风格的不同时机。此外，日本对分布式领导风格采用了改良的方法，在某种程度上类似于授权，以在新兴理论与校长在学校等级制度中的中心性之间做出折衷。此外，由于在实践中具有指导性，并且不适合校长的日常实际情况，因此指导型领导在日本似乎是“后备力量”。作为将领导风格应用于立法和政策文件的空前尝试，本研究建立了一个理解教育政策如何塑造学校领导力的基础。而且，在与西方观点建立联系的同时，它为日本和比较教育管理领域的学校领导的未来研究创造了范例。在日本，指导性领导似乎是“晚装”，因为它具有实践基础，并且不适合校长的日常现实。作为将领导风格应用于立法和政策文件的空前尝试，本研究为了解教育政策如何塑造学校领导才能。而且，在与西方观点建立联系的同时，它为日本和比较教育管理领域的学校领导的未来研究创造了范例。指导性领导在日本似乎是“后期的”，因为它具有实践基础，并且不适合校长的日常现实。作为将领导风格应用于立法和政策文件的空前尝试，本研究为了解教育政策如何塑造学校领导才能。而且，在与西方观点建立联系的同时，它为日本和比较教育管理领域的学校领导的未来研究创造了范例。这项研究为理解教育政策如何塑造学校领导力奠定了基础。而且，在与西方观点建立联系的同时，它为日本和比较教育管理领域的学校领导的未来研究创造了范例。这项研究为理解教育政策如何塑造学校领导力奠定了基础。而且，在与西方观点建立联系的同时，它为日本和比较教育管理领域的学校领导的未来研究创造了范例。