Analyzing Studies about Mid-Level Positioned Teachers in School Management Research : Focusing on Its Role Expectation

This study aims to clarify studies about mid-level positioned teachers in school management researches through the perspective of its role expectation. Because of rapid environmental changes which public schools are now faced, many studies have recently focused on mid-level positioned teachers as a key person for school management. Although each definition of such teachers\u27 role expectation varies and sometimes confused in its use, those studies have become a mainstream in school management research, and now need to be organized and analyzed. Using of the frameworks for defining the changes of role expectations, this study adopts the distinctive characteristics of managers and leaders. Business administrations generally recognize managers as problem-solvers in their organizations and leaders as generators of ideas. These definitions are applicable to examine the nature of mid-level positioned teachers in school management. In conclusion, the role expectation for mid-level teachers was described as a manager in the 1980s to the mid-1990s. In addition to that, their role as a leader becomes more popular from the second half of the 1990s to the early 2000s. Today, the mid-level positioned teachers are expected as managers and leaders; moreover, its role expectation is being concreted. Mid-level positioned teachers inclined to be required abilities of mentoring, facilitating, and training teachers, and also developing their ideas continuously for schools\u27 improvement