책임만 커진 시대의 교육 리더십

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

맺음말 / 351
찾아보기 / 355

구교정 인천의 현직 중학교 교장이자 교육학 박사로서, 인하대학교 교육대학원에서 강의하며 교육과정ㆍ수업 혁신과 학습자 중심 교육 연구에 힘써 왔다. 수석교사 재직 시절에는 수업 혁신과 전문적 학습공동체 활성화에 주도적으로 기여했으며, 이러한 공로를 인정받아 홍조근정훈장을 수훈했다. 또한 교수ㆍ학습의 변화와 동아리 활동 지도 성과를 높이 평가받아 대통령상을 받았다. 학교 현장에서 축적한 실천적 경험과 전문성은 미국 SciencePG 학회의 논문 심사위원 활동으로 이어지며, 국제적 학술 교류에도 기여하고 있다.
아울러 교육정책과 학교 운영 전반에 대한 깊은 이해를 바탕으로 『교원노조법 해설』(공저), 『학교교육법 편람』(공저), 『원격교육의 효과성』, 『2025년 중학교의 미래 준비』, 『2026년 학생 맞춤형 역량교육의 이론과 실천』(공저) 등 10여 권의 저서를 집필했다. 더불어 Improve Lung Function Through Boys' Natural Learn(2025, 공동연구), A Study on the Organization and Operation of School Autonomous Time through an Analysis of Perceptions and Support Factors(2026) 등을 포함해 SCI급 학술지를 중심으로 25편 이상의 연구 논문을 발표하며, 학교 혁신과 교육 리더십, 역량 기반 교육과정 분야에서 학문적ㆍ실천적 성과를 지속적으로 축적해 오고 있다.