Values, Roles, Visions, and Professional Development in the Twenty-first Century: Australian and Japanese Principals Voice Their Views

  • David T. Gamage
  • Takeyuki Ueyama
Part of the Globalisation, Comparative Education and Policy Research book series (GCEP, volume 12)


This chapter presents the findings of a comparative study of the principals of Australian and Japanese schools and their visions for ideal schools in the twenty-first century. It focuses on principals’ views on basic values, roles, visions, and opinions on leading and managing schools. The findings are based on the analyses of data from empirical surveys of 145 school leaders in Australia and 260 in Japan from 130 schools from each country with 71% and 45% responses, respectively, followed by a limited number of interviews. The results suggest significant similarities and some differences between school leaders of the two countries in spite of significant differences of cultural contexts. In a comparison of the Australian and Japanese school leaders’ visions for ideal schools in the twenty-first century, the researchers reveal that a central concern of both the Australian and Japanese principals was the success for all students and all teachers. They expect their ideal schools to be attractive places of joy and happiness for adults and children, with adequate funding, diversity, creativity, and modern technology with parental and community involvements.


School Principal School Leader School Reform Citizenship Education Preservice Training 
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Copyright information

© Springer Netherlands 2010

Authors and Affiliations

  1. 1.Faculty of Education & ArtsThe University of NewcastleCallaghanAustralia
  2. 2.Sultan Hassanal Bolkiah Institute of EducationUniversiti of Brunei DarussalamBrunei DarussalamTanzania

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