추가 적립 안내

이번에 제4판을 내면서 그동안 교육행정과 정책 분야에서 이루어졌던 많은 변화를 반영하고, 관련 통계자료도 최신 자료로 대체하였다. 아울러 최신 관련 연구 결과를 최대한 반영하였다.
그동안 필자들이 강의하면서 느낀 점을 중심으로 일부 내용은 삭제하고, 다른 내용을 추가하기도 하였다. 교재의 전체 구조에서 가장 큰 변화는 종전의 ‘여성과 교육행정’ 관련 장을 삭제하는 대신에 ‘교육법’을 추가한 것이다. 그렇다고 교육행정 분야에서 여성 문제가 완전히 해결됐다는 것은 아니다. 여교사가 주를 이루고 있는 학교에서 페미니즘 관점은 여전히 유효하기는 하지만, 초등학교의 경우 여교장의 비율이 50%를 넘는 등 실질적인 변화가 있기도 하고, 예비교사에게 더 필요한 내용이 교육 관련법에 대한 이해라고 보아 이 장을 특별히 추가하게 된 것이다.
그리고 또 다른 중요한 변화로는 다음 두 가지가 있다. 하나는 종전에 ‘장학론’으로 되어 있던 내용을 제4판에서는 ‘교원의 전문성 개발’이라는 주제로 제목을 바꾸면서 장학과 함께 학교컨설팅과 교사 전문적 학습공동체를 다룬 것이다. 다른 하나는 학교경영과 학급경영이 별도의 장으로 구성되어 있었으나, 제4판에서는 이 둘을 통합하여 하나의 장으로 구성한 것이다.
제4판의 전체적인 구조와 내용은 다음과 같이 구성하였다. 제1부 〈교육행정의 이론적 기저〉에서는 ‘교육행정의 기초’, ‘교육행정 이론의 발달’, ‘교육행정의 과정’, ‘동기이론’과 ‘지도성 이론’을 다루었다. 제2부 〈교육행정의 과정별 이론과 실제〉는 Urwick과 Gulick이 제시한 POSDCoRB라는 행정의 과정을 따라 ‘교육기획론’, ‘교육정책론’, ‘교육조직론’, ‘교원인사행정론’, ‘의사소통론’, ‘교육재정론’으로 구성되었다. 여기에서 의사소통론은 교육행정의 과정 가운데 Directing, Co-ordinating, Reporting의 세 단계를 아우르는 이론으로 보았다. 그리고 ‘교원의 전문성 개발’, ‘학교경영 및 학급경영’, ‘학교평가’, ‘교육법’ 등의 내용을 제3부 〈교육행정 및 학교경영의 주요과제〉로 구성하였다.

제1부 교육행정의 이론적 기저
제1장 교육행정의 기초 ····························································11
제1절 교육행정의 개념 ·······················································11
제2절 교육행정학의 학문적 성격 ·············································25
제3절 교육행정의 원리 ·······················································32

제2장 교육행정 이론의 발달 ······················································39
제1절 구조중심 접근 ·························································39
제2절 인간중심 접근 ·························································52
제3절 정치적 접근 ···························································60
제4절 문화적 접근 ···························································65

제3장 교육행정의 과정 ····························································73
제1절 교육행정 과정의 의의 ·················································73
제2절 일반 경영 및 행정의 과정 ············································76
제3절 교육행정의 과정 ·······················································79
제4절 행정과정의 요소 종합 ·················································91

제4장 동기이론 ·····································································97
제1절 동기의 개념 ···························································97
제2절 동기의 내용이론 ·······················································98
제3절 동기의 과정이론 ······················································108

제5장 지도성 이론 ································································121
제1절 지도성의 개념과 의의 ················································121
제2절 지도성에 대한 접근 방법 ············································124
제3절 새로운 지도성 이론 ··················································144

제2부 교육행정의 과정별 이론과 실제
제6장 교육기획론 ·································································161
제1절 교육기획의 기초 ······················································161
제2절 기획의 유형 ··························································170
제3절 기획에 대한 논쟁 ····················································175
제4절 교육기획의 접근 ······················································183

제7장 교육정책론 ·································································197
제1절 교육정책의 기초 ······················································197
제2절 교육정책의 과정 ······················································201
제3절 교육정책의 과정과 참여자 ···········································216

제8장 교육조직론 ·································································225
제1절 조직 이해의 기초 ····················································225
제2절 조직의 형태와 유형 ··················································240
제3절 학교 조직의 특징 ····················································247
제4절 한국의 교육행정 조직 ················································249

제9장 교원인사행정론 ····························································267
제1절 교원인사행정의 기초 ·················································267
제2절 교원자격 및 자격검정제도 ···········································269
제3절 교사 신규채용 ························································273
제4절 현직연수 ······························································280
제5절 교사평가 ······························································288
제6절 승진 ··································································298

제10장 의사소통론 ·································································309
제1절 의사소통의 개념 ······················································309
제2절 의사소통의 과정 ······················································311
제3절 의사소통의 유형 ······················································315
제4절 의사소통의 기법 ······················································323

제11장 교육재정론 ·································································337
제1절 교육재정의 개념과 원리 ··············································337
제2절 교육재원의 구조와 현황 ··············································343
제3절 교육재정 배분의 구조와 현황 ········································346
제4절 교육재정의 문제점과 과제 ···········································350

제3부 교육행정 및 학교경영의 주요과제
제12장 교원의 전문성 개발 ·······················································361
제1절 교사 전문성 개발(Teacher Professional Development) ·········361
제2절 장학 ··································································367
제3절 학교컨설팅 ···························································389
제4절 교사 전문적 학습 공동체 ············································403

제13장 학교경영 및 학급경영 ·····················································413
제1절 학교경영 ······························································413
제2절 학급경영 ······························································436

제14장 학교평가 ····································································451
제1절 학교평가의 목적과 의의 ··············································451
제2절 학교평가 정책의 역사 ················································454
제3절 학교평가 정책의 문제와 주요 쟁점 ··································465

제15장 교육법 ······································································477
제1절 교육법의 개념과 성격 ················································477
제2절 교육법의 체계와 내용 ················································482
제3절 교육법 및 판례의 탐색 ···············································490
제4절 교원의 권리와 의무 ··················································493

찾아보기 ··············································································498