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