This paper examines current working conditions, recruitment and professional trajectories of Japanese teachers based on the cultural concept of shido (Shimahara, and Sakai 1995). In contrast to efforts by other governments which seek to diversify the entry routes into the teaching profession, Japan's Ministry of Education continues to limit teacher training to approved universities and colleges. Despite a national shortage of teachers, the Ministry has raised expectations for new teachers' competencies. Central to these efforts is an emphasis on shido. This paper aims to review the definition of teacher roles in Japanese schools in light of these expectations. “Shido“ – variously translated as “leadership,” “guidance,” or even “counseling” is a term that is central to understanding the variety of roles played by Japanese teachers and the competencies they are expected to exhibit. To ensure that various shido activities are performed efficiently and smoothly, Japanese schools separate each area of shido activity into its own division, and there is a formal position for the chief of each division who is selected from the faculty. These “chief” posts are integral to the running the school in coordination with the principal and vice-principal. Today, as the demand for school accountability is increasing, teacher leaders are required to actively participate in school management under the direction of the principal. New teachers are expected to proceed along a career trajectory where they develop their shido skills so that they may be able to take on a “chief” role in 10-15 years. This paper analyses the survey data on teacher recruitment and working conditions conducted by the Ministry in order to clarify that there is a shortage of teachers, especially in urban areas, and large number of temporary teachers are hired to fill the shortage (Monbukagakusho 2019). It also describes career path of teachers based on the Ministry statistics on teachers’ promotion and turnover. It focuses on teacher career path at Tokyo metropolitan prefecture and show the decreasing number of teachers taking exams to promote to managerial positions. Despite the shortage of aspiring new teachers and managers, the government has made it a top priority to improve the practical shido competence of teachers (Chuo Kyoiku Shingikai 2006). We point out the gap between the reality of teacher recruitment and the idea of reform. Finally, based on the policy materials of each board of education, it will report on the measures proposed to close this gap.

Chuo Kyoiku Shingikai (Central Council for Education). (2006). Kongo no kyoin yosei menkyo seido no arikata ni tsuite (About the future teacher training / license system), final report. https://www.mext.go.jp/b_menu/shingi/chukyo/chukyo0/toushin/1212707.htm Monbukagakusho (Ministry of Education). (2019). Koritsu gakko kyoin saiyou senko shiken jisshi jokyo (Implementation status of selection tests for hiring public school teachers) https://www.mext.go.jp/a_menu/shotou/senkou/1243159.htm Shimahara, N.K., and A. Sakai. 1995. Learning to teach in two cultures: Japan and the United States. New York: Garland.