A Comparative Study of Supervisory Role of Primary Schools Principals in Iran, Japan and South Korea

Abstract

The aim of study was to identify supervisory role of primary school principals and its developments from a comparative perspective in the three countries of Iran, Japan and South Korea. The research method was comparatively qualitative and unit of observation and selection strategy were at the macro level (countries) and "different social systems, different educational outputs” respectively. Data collection method was documentary and two methods of John Stuart Mill’s agreement and difference and Bereday were used to analyze the data and present the results. The findings reveal that out of fifteen components, in six components, there are similarities between Iran, Japan and South Korea. These six components are centralized structure, social status of school principal, need to have at least one university degree to hold a management position, written test and interview, and the great variety of supervisory roles of principals. Another important finding of study is determination of eight differences between Iran's education system with Japan and South Korea. Some important differences are the wider supervisory role of the principal in Iran, higher level of satisfaction of school principals in Japan and South Korea, and reform developments in supervisory role of principal in Japan and South Korea. According to the findings, it is suggested to the policy makers of the Iranian educational management system that specific and objective standards be prepared to evaluate the performance of supervisory role of school principals.

Keywords

• comparative perspective
• educational management
• primary schools
• principal
• supervision