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사회과학은 해당 사회적 맥락을 바탕으로 발전되고, 사회과학 연구는 사회발전의 밑바탕이 된다. 그러나 우리 교육행정 이론들은 대부분 미국의 교육행정학 이론들을 수입하여 소개한 경우가 많다. 그렇기 때문에 교육행정 이론들이 우리 교육 현실의 발전에 주는 시사점은 상당히 제약적일 수밖에 없다.
저자들은 이러한 문제의식을 바탕으로 교육 현장에서 이루어지는 행정 현상을 전반적으로 검토하고, 이를 토대로 교육행정에 대한 새로운 이해를 시도하였다. 여기서 새로운 이해라고 하지만, 사실은 우리 교육행정 현상에 대한 사실적 이해를 바탕으로 비교적 교육행정에 익숙하지 못한 학부과정의 입문자들을 위해 이 책을 집필하였다. 이 책에서는 교육활동의 커다란 방향을 설정하고, 학교 현장에서 이를 실천할 수 있도록 제반 환경을 구축해 주는 모든 활동들을 교육행정이라고 부른다. 그러한 교육행정 활동들을 보다 잘 이해할 수 있도록 돕고, 앞으로 바람직한 교육이 되도록 방향을 설정하는 데 혜안을 제시하는 것이 교육행정에 관한 이론이다. 따라서 이 책은 내용 구성은 물론, 설명 방식이 다른 교재들과 상당히 다르다.
이 책의 저자들은 교육행정을 이론적으로 공부하였을 뿐만 아니라, 교육 현장에서 직접 행정 활동을 수행해 본 경험이 있다. 저자들은 이러한 경험과 학문적 이해를 바탕으로 현재 우리 교육 현장에서 이루어지고 있는 교육행정 현상을 중심으로 설명하고자 노력하였다. 그러다 보니 미국 교육행정 이론들이 다루고 있는 내용들을 과감히 제외하고, 가급적 우리 현실에 바탕을 둔 교육행정을 이해하고, 앞으로 교육의 방향을 설정하는 데 도움이 될 내용들을 중심으로 교재를 구성하였다.

ㆍ 머리말 / 3

제1장 교육환경의 변화와 교육 ················································11
제1절 교육에 영향을 주는 사회적인 변화 ·······························12
제2절 학교의 역할 변화 ····················································23
제3절 교육관의 변화 ·······················································30

제2장 인간에 대한 관점과 교육행정 ·········································39
제1절 인간관의 변화 ·······················································40
제2절 교육과 인간관 ·······················································42
제3절 교육행정에서의 인간관 ·············································46

제3장 교육행정 현상의 이해와 관점 ·········································55
제1절 교육행정 현상의 이해 ···············································56
제2절 교육행정의 성격과 핵심적인 영역 ·································58
제3절 교육행정에 대한 새로운 관점 ······································64

제4장 교육정책과 교육계획 ·····················································81
제1절 정치권력과 교육활동 ················································83
제2절 교육계획과 기획 ·····················································88
제3절 교육정책의 결정ㆍ집행ㆍ평가 ······································93

제5장 교육 구성원과 거버넌스 ···············································105
제1절 교육 구성원과 교육 거버넌스 ····································106
제2절 교육 거버넌스의 구조 ·············································107
제3절 지방 교육 거버넌스의 구조와 변화 ······························109
제4절 교육 거버넌스의 변화 방향 ·······································114

제6장 학교의 특성과 문화 ·····················································119
제1절 학교의 특성과 문화적 상황 ·······································120
제2절 학교의 특성과 문화에 관한 이론 ································123
제3절 학교 문화의 변화 방향 ············································130

제7장 의사소통과 리더십 ······················································133
제1절 교사와 학생의 의사소통과 리더십 ·······························134
제2절 의사소통과 리더십 문제의 원인 ··································136
제3절 의사소통과 리더십에 관한 이론 ··································138
제4절 의사소통과 리더십의 변화 방향 ··································143

제8장 교수학습활동 지원 행정 ···············································149
제1절 교육과정의 결정 과정 ·············································150
제2절 교육과정의 실행과 평가 ···········································157
제3절 교수학습활동 지원 방향 ···········································161

제9장 교사 양성ㆍ임용과 역량 개발 ········································165
제1절 교사 양성 ···························································167
제2절 교사 선발과 임용 ··················································174
제3절 교사 역량 개발 ·····················································178

제10장 교육시설과 공간 ·························································183
제1절 교육 공간의 재구조화 ·············································185
제2절 교육 공간의 확장: 사회 전체를 교육의 공간으로 ··············192
제3절 학교 공간에 대한 인식의 변화 ···································194

제11장 교육에 필요한 재정적 기반 ···········································197
제1절 교육활동에 필요한 경비 ···········································198
제2절 교육재정의 수입과 지출 ···········································200
제3절 교육재정의 변화 방향 ·············································213

제12장 교육활동의 법적 기반 ··················································219
제1절 교사와 법 ···························································220
제2절 교육을 둘러싸고 있는 법과 규정 ································223
제3절 학생 중심의 관점으로 접근하는 교육법 ·························227

제13장 교육활동의 모니터링과 피드백 ·······································231
제1절 교육활동 모니터링의 의미 ········································232
제2절 교육활동 모니터링 장치 ···········································233
제3절 교육활동 모니터링의 발전 방향 ··································237

참고문헌 ···································································· 240
찾아보기 ···································································· 252