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머리말 / 3
추천서 / 9
제1장 권한 없는 리더: 학교장의 역할 재조명 ········································19
1.1 학교장의 법적ㆍ제도적 권한 변화 ··················································19
1.1.1 학교장의 법적 권한과 제도적 기반 ··············································19
1.1.2 학교장 권한의 역사적 전개와 제도 변화 ·······································30
1.2 교육 자치와 현장 통제의 이중성 ····················································33
1.2.1 자율성과 공동책임의 교육 자치 ···················································33
1.2.2 통제와 조화를 통한 학교장 리더십 ··············································35
1.3 조직의 책임 주체 ·········································································42
1.3.1 학교장의 법적 지위와 권한 구조 ·················································42
1.3.2 학교장의 책임과 최종의사 결정권 ················································46
1.4 교사ㆍ학부모ㆍ교육청 사이의 압력 ·················································52
1.4.1 다중 관계 속 학교장의 위치와 역할 ·············································52
1.4.2 학교장의 관계 조율 ····································································58
제2장 학교장 리더십의 필요성과 역할 ···················································67
2.1 함께 만드는 건강한 조직 ································································67
2.1.1 감정과 관계를 이해하며 갈등을 슬기롭게 해결 ·······························67
2.1.2 변화의 흐름을 이끌고 조직의 안정을 지켜내는 역할 ························73
2.2 교육과정을 이끄는 책임 ··································································80
2.2.1 교육과정을 설계ㆍ운영하며 방향성을 제시 ······································80
2.2.2 교육과정을 모니터링하고 교사를 지원하는 역할 ·······························87
2.3 지역과 학교를 잇는 다리 ·································································93
2.3.1 지역사회와 협력해 학교 교육을 확장 ··············································93
2.3.2 학교장이 교육의 연결자로서 협력 구조를 조율 ·······························100
2.4 위기 속 돌봄과 보호 ······································································108
2.4.1 위기 상황을 조기에 인지하고 신속히 대응 ·····································108
2.4.2 회복을 돕고 지속 가능한 안전망을 마련 ········································113
제3장 리더십의 전환: 권위에서 공감으로 ················································123
3.1 수직적 리더십의 한계 ·····································································123
3.1.1 전통적인 학교장의 수직적 리더십 모델 ··········································123
3.1.2 수직적 리더십의 한계와 학교 혁신의 필요성 ···································125
3.2 참여 기반의 협업 리더십 ·································································129
3.2.1 참여 기반 협업 리더십의 개념과 특징 ·············································129
3.2.2 미래교육에서의 참여 기반의 협업 리더십과 학교장의 실천 전략 ·········132
3.3 정서적 지능(EQ)과 공감 역량 ···························································139
3.3.1 정서적 지능과 공감 역량의 중요성 ·················································139
3.3.2 학교장 리더십에서의 정서ㆍ공감 역량의 적용 ··································143
3.4 갈등 조정자로서의 학교장 ································································147
3.4.1 갈등 조정 리더십의 개념과 역할 ····················································147
3.4.2 주요 갈등 유형과 조정 전략 ··························································151
제4장 줄어든 권한 속 리더십의 실천 전략 ···············································165
4.1 줄어든 자율 속 의사결정 ·································································165
4.1.1 제한된 권한 속 의사결정 원칙 ·······················································165
4.1.2 외부 지침과 내부 자율성의 조율 ····················································171
4.2 행정과 교육 리더십의 균형 ······························································178
4.2.1 행정 중심 업무에 대한 전략적 대응 ···············································178
4.2.2 분산 리더십 중심의 조직 문화 ·······················································183
4.3 교사와의 신뢰 형성 전략 ·································································190
4.3.1 수평적 신뢰 구조의 흐름 ······························································190
4.3.2 정서적 지지와 수업 중심 신뢰 문화 ···············································194
4.4 제한된 권한 속 전략적 선택 ····························································200
4.4.1 변화의 우선순위와 선택과 집중 전략 ·············································200
4.4.2 제한된 권한을 극복하는 실천적 리더십 ··········································205
제5장 외부와의 협력: 교육청, 학부모, 지역사회 ·······································215
5.1 교육청의 요구와 학교장의 책임 ························································215
5.1.1 교육청의 요구분석과 학교장의 법적ㆍ행정적 책임 ····························215
5.1.2 책임 기반의 교육청-학교 관계 및 자율성 균형 ································221
5.2 학부모 민원 대응과 소통 전략 ··························································232
5.2.1 학부모 민원의 유형과 대응 시스템 구축 ··········································232
5.2.2 신뢰 구축을 위한 학부모 소통 전략 ················································234
5.3 지역사회 자원 활용 방안 ··································································237
5.3.1 지역사회 교육 자원 발굴과 활용의 중요성 ·······································237
5.3.2 학교교육과정 연계 자원 활용과 학교장의 역할 ·································239
5.4 행정기관과의 협업 구조 설계 ····························································241
5.4.1 주요 협업 대상 행정기관의 역할 이해와 협업 구조 설계 ····················241
5.4.2 지속가능한 행정기관 협업 구축 방안 ···············································243
제6장 지속가능한 학교 조직 만들기 ·························································253
6.1 교직원 성장과 전문성 개발 지원 ························································253
6.1.1 학교 비전과 교직원 역량 개발의 상관관계 ········································253
6.1.2 교원의 성장과 전문성 향상 ·····························································261
6.2 학교 운영의 투명성과 공공성 확보 ·····················································266
6.2.1 민주적 학교 운영의 의미와 원칙 ·····················································266
6.2.2 교사와의 민주적이고 투명한 학교 운영 ············································272
6.3 민주적 학교 문화 조성 ·····································································279
6.3.1 민주적 학교 문화의 의미와 실현 원리 ·············································279
6.3.2 관계중심 실천과 문화 변화 ····························································285
6.4 조직 내 회복탄력성과 학습공동체 구축 ··············································292
6.4.1 회복탄력적 조직과 학습공동체의 의미 ·············································292
6.4.2 정체된 학교 문화를 일으키는 회복탄력성 ········································297
제7장 미래형 학교장의 리더십 모델 ························································305
7.1 포스트 팬데믹 시대의 학교 운영 ·······················································305
7.1.1 학교자치와 갈등관리로 설계하는 미래 학교 ·····································305
7.1.2 상생의 교육생태계 기반 미래 학교 운영 ·········································314
7.2 디지털 전환과 학교장의 역할 변화 ···················································318
7.2.1 디지털 전환 속 학교장의 새로운 역할 ············································318
7.2.2 디지털 교육의 기회 확대와 교육격차 문제 ······································324
7.3 학생 중심의 학습 조직 설계 ·····························································332
7.3.1 학습 조직으로서의 학교 학습공동체 ················································332
7.3.2 배움 중심의 교사 학습공동체 ·························································335
7.4 권한과 책임을 잇는 새로운 리더상 ····················································339
7.4.1 학교 거버넌스를 통한 삶 연계 리더십 ·············································339
7.4.2 AIㆍ디지털 시대 창의ㆍ자기주도 리더십 ··········································344
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