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