공무원

기출 경향 및 학습 방향

2021년도까지 교육행정직을 준비하는 수험생들은 교육학개론이 행정법총론, 행

정학개론, 사회, 과학, 수학과 함께 선택과목이었기 때문에 교육학개론이 아닌 다른 

과목을 선택해서 시험을 볼 수 있었다. 이는 과거에 특성화고를 졸업한 학생들도 공

무원 시험에 부담 없이 도전할 수 있어야 한다는 사회적 또는 의사결정자들의 요구

에서 비롯되었다고 볼 수 있다. 그러다가 2022년부터 교육행정직을 포함한 공무원 

시험이 해당 직무의 전문성을 평가할 수 있어야 한다는 사회적 합의가 형성됨에 따

라 행정법총론과 함께 교육학개론이 필수과목이 되었다. 그러므로 이러한 변화의 이

면에는 교육학개론이 단지 선택과목에서 필수과목으로 바뀌었고 그로 인해 과목으

로서의 중요성이 커졌다는 것 이상의 의미가 존재한다. 즉, 이러한 변화를 가져온 

사회적 요구에 주목해야 한다. 교육행정직의 전문성을 확보해야 한다는 사회적 합의

에서 이러한 변화가 시작된 것이라면 장기적으로 시험문제 역시 이러한 전문성을 담

아낼 수 있는 형태로 나아갈 것이기 때문이다.

이와 관련해서 2022년 교육청 시험 총평에서 지적했던 바는 다음과 같다. 

“2022년 9급 시도교육청 지방공무원 교육학개론은 선택과목에서 필수과목으로 전

환된 첫해인 만큼 국가직 공무원 교육학개론 시험과 마찬가지로 기본적인 개념들 안

에서 비교적 어렵지 않게 출제되었다. 이는 교육학개론이 필수과목이 된 이후로 오

히려 합격의 당락을 결정짓는 과목으로 부상하는 것에 대한 부담감에서 비롯되었다

고 생각한다. 즉, 기본적인 개념을 알고 있는 수험생들의 경우에는 쉽게 풀 수 있었

던 문제들이 대거 출제되었다. 전에는 선택과목간에 형평성 문제로 인해 교육학개론

의 난이도를 다른 선택과목들과 맞추려 했을 가능성이 크고 그 과정에서 문제가 어

려워질 여지가 있었다고 생각한다. 교육학개론이 필수로 전환되면서 시험이 조금 더 

어려워지지 않겠냐는 의견들이 다수였으나 오히려 자주 출제되지 않았던 범위보다

는 중요한 기본 개념 위주로 다만 단순한 지식을 암기하는 수준에서가 아닌 각각의 

내용을 전체적인 개념 안에서 비교하고 분석할 수 있는 능력을 요하는 문제들로 출

제되었다. 이를 통해 출제범위는 기존 기출의 범위를 크게 벗어나지 않았으나 문제

의 수준은 더 깊어졌다고 볼 수 있다.”

                                            (2022년 시도교육청 교육학개론 총평 중에서)

위에서 분석한대로 2022년도에 교육학개론이 합격의 당락을 결정짓는 과목으로 

부상하는 것에 대한 부담감으로 전반적으로 기출문제 범위 안에서 비교적 쉽게 출제

되었다면, 2023년에는 국가직과 지방직에서 조금 다른 양상을 보이면서 아래와 같

이 출제가 되었다. 

“2023년 9급 국가직 교육학개론의 가장 큰 특징은 그동안 상당수의 문제가 기출

문제와 비슷하게 출제되던 것과는 다르게 기출문제를 그대로 재현하고 있는 문제들

의 비중이 적었다는 점이다. 이를 통해 기출문제를 통해 공부할 때 기출문제 자체보

다는 관련 개념들에 대한 전반적인 내용정리가 함께 이루어져야 할 것으로 보인다. 

난이도에 있어서는 작년과 마찬가지로 기본적인 개념들 내에서 전반적으로 쉽게 출

제되었다. 

                                                  (2023년 국가직 교육학개론 총평 중)

2023년 국가직 시험이 기출문제를 그대로 재현하던 기존의 관행에서 벗어났음에

도 비교적 쉬운 문제들이 출제되었다면 2023 교육청 문제는 아래와 같이 조금 다른 

형태로 출제가 되었다. 

“지난번 국가직 교육학개론 총평에서 교육학이 필수과목이 된 지 올해로 2년 차로 

접어들면서 보여지는 양상으로 첫째, 전반적으로 평이한 수준의 난이도로 까다로운 

문제가 덜 출제되고 있다고 분석하였는데, 향후 추이를 좀 더 분석해보아야 하겠으

나 이번 시도교육청 시험을 통해 국어, 영어, 한국사 등의 공통과목에 비해 전공과목

인 교육학개론 시험의 난이도가 높아진 것을 알 수 있다. 이것이 전체 교육학개론 

시험의 추세로 나타날 것인지 아니면 시도교육청 시험의 특징이 될지는 좀 더 두고 

봐야 하겠지만 분명한 것은 과거의 시험처럼 기출문제가 그대로 재현될 가능성은 적

어졌다는 것이다”. 

                                       (2023년 시도교육청 교육학개론 총평 중에서)

위와 같이 2022년에 교육학개론이 필수과목이 된 이후에 2년에 걸쳐 출제경향과 

난이도에 있어 변화가 있었다. 2022년보다 2023년이, 2023년에서도 국가직보다 지

방직이 다소 까다롭게 출제된 측면이 있다. 2023년 시험의 가장 큰 변화는 앞에서 

살펴본 대로 기출문제를 그대로 재현하지 않았다는 점이다. 그러면서 처음 나온 문

제들의 경우에 교육학적인 베이스를 지니고 있었다면 크게 어렵지 않게 풀 수 있었

을 문제가 대거 출제됨으로써 교육학개론이 더는 암기과목이 아닌 이해를 요하는 과

목으로 출제경향이 바뀌고 있음을 알 수 있다. 이러한 변화된 출제 경향에 맞춘 수험

생들의 향후 전략은 다음과 같다. 

 첫째, 교육학 내에 하위 영역들을 공부하는 데 있어서 관련 내용을 유기적으로 연

결해서 이해하고 전반적인 구조와 핵심적인 키워드를 중심으로 효율적으로 공부할 

필요가 있다. 둘째, 다양한 영역에서 새롭게 문제들이 출제되고 있어서 이를 위해서

는 기본서를 공부할 때 단순한 암기하기보다는 이해가 선행된 상태에서 즉, 교육학

적인 베이스를 갖추는 것이 중요하다. 특히 교육학을 전공하지 않은 초심자들의 경

우에는 이론에 대한 암기보다는 이해 위주로 공부하기를 추천하며 가능하면 기본서

의 구성이 개조식보다는 서술식으로 풀어쓴 교재를 가지고 전체 교육학 내용을 이해

하려고 하는 노력이 필요할 것으로 보인다. 그리고 그렇게 교육학적인 베이스가 갖

춰진다면 기출로 나온 적이 없는 문제를 보게 되더라도 추론을 통해 정답을 고를 수 

있을 것으로 생각한다. 지금까지 살펴본 내용들은 교육행정직의 전문성과도 관련된 

부분으로 단순히 지식을 기억하는 것 이상으로 교육학적인 베이스를 지니고 있어야 

풀 수 있는 문제들이 대거 출제되고 있음을 나타내는 것이다. 

2023년 교육청 시험이 끝나고 유례없이 교육학개론 시험이 어려웠다는 이야기가 

많았다. 항상 모든 시험이 유독 어렵게 출제되면 나오는 이야기지만, 앞으로 교육학

개론에 많은 시간과 노력을 투자해야 한다거나 방대한 양의 커리큘럼에 몇 회독의 

학습량이 필요하다는 등의 이야기가 나온다. 그러나 이번 시험을 통해 수험생이 갖

춰야 하는 교육학적인 베이스는 많은 양의 내용을 암기한다고 얻어지는 것이 아니라 

효율적인 학습을 통해 전체 영역 간에 유기적인 구조를 이해하는 것을 통해 얻어질 

수 있다는 점이다. 그러므로 공부량이 아닌 공부의 질에 대한 고민이 필요한 시기이

다. 그리고 기출문제집 또한 무엇보다 이러한 질에 대한 고민, 효율적인 학습에 대한 

고민의 연장선에서 만들어졌다.

책의 구성 및 활용

공부량이 아닌 공부의 질에 대한 고민의 연장선에서 수험생 여러분들의 교육학적

인 체계를 처음부터 깔끔하게 효율적으로 잡아주기 위해 2007년부터 2023년까지 국

가직 문제 340문항, 2015년부터 2023년까지 교육청 문제 180문제, 2007년부터 201

4년까지 복원된 문제 240문항까지 총 760문항을 분석해서 아래와 같이 기출문제집

을 구성하였다.

 1. (단원별이 아닌) 테마별 구성

교육학개론은 교육학의 여러 영역을 다루고 있어서 교육학개론을 처음 공부하는 

초심자들은 물론이고 대학에서 교육학을 전공한 사람이라고 할지라도 하위 영역들

에 대한 구분이 정확하지 않을 가능성이 크다. 예를 들면, 초심자들의 경우에 브루너

의 발견학습이 교육과정에 나오는지 교육심리 또는 교수방법에 나오는지 헷갈릴 수

있어서, 공부하거나 관련 자료를 찾아볼 때 어려움을 겪을 수도 있다. 그러나 수험생

들에게 중요한 것은 발견학습의 내용이지 이것이 어느 영역에 속하는지가 중요한 것

은 아니다. 그러므로 시험에 출제된 내용을 테마 그대로 기억해서 정리할 수 있도록 

총 137개의 테마를 11개 CHAPTER 아래에 정리하였다. 테마를 테마 자체로 기억하

는 것이 전체 교육학적인 구조를 가져가는 데 도움이 될 수 있도록 테마의 명칭을 

정하는 데에도 신경을 씀으로써 수험생들이 목차를 보면서 수시로 중요한 내용을 점

검할 수 있도록 하였다. 

2. 교권 4법과 같은 최신 개정법안 내용 수록

지난 2023년 9월 21일 교권 4법이 국회를 통과하였다. 이처럼 교육학을 공부할 

때 어려운 점 중의 하나가 매년 교육 관련 개정법안이 나오고 이러한 개정법안이 문

제로 출제된다는 것이다. 교권 4법뿐만 아니라 2021년 이후에 주요 교육 관련법들이 

개정되었는데 이러한 개정사항들을 테마로 묶어서 아직 기출문제로 나온 적은 없지

만 앞으로 나올 가능성이 있는 법 개정사항에 대한 내용을 수록하였다. 

3. 출제 경향을 통한 학습방향 체크

CHAPTER 시작 전에 각 CHAPTER 별 출제 문항 수와 출제 경향을 분석해서 제시

함으로써 수험생들이 전체적인 출제 경향을 파악하고 이에 따른 학습 방향을 잡을 

수 있도록 하였다. 

4. 학습방법을 알려주는 기출공략

THEME 별로 가장 먼저 제시되는 기출공략은 수험생들이 해당 테마를 어떤 방식

으로 접근하고 학습해야 하는지를 알려주기 위해 작성되었다. 초심자들조차도 쉽게 

접근할 수 있도록 최대한 쉬운 설명과 함께 문제를 푸는 팁 등의 기출 공략법을 제시

하였다.

5. 대표기출로 문제유형 파악

THEME 별로 대표문제를 수록해서 수험생들이 문제유형을 파악할 수 있도록 하

였다. 가능한 한 최근에 출제된 문제이면서 해당 테마의 내용을 잘 드러낼 수 있는 

문제로 선정하였다. 

6. 이론플러스를 통한 개념 정리

해당 테마에서 꼭 기억해야 하는 중요한 내용을 정리해서 이론플러스에 수록하였

다. 이를 통해 수험생들이 문제를 있는 그대로 기억하는 것이 아니라 같은 개념을 묻

는 다른 변형문제에도 대처할 수 있도록 개념의 폭과 넓이를 조절하여 제시하였다. 

7. 관련 기출로 이해도 점검

2007년부터 2014년까지 복원된 문제 240문항을 포함해 총 760문제를 검토해서 

비록 예전에 교육청 시험에 나온 문제라고 하더라도 해당 테마를 이해하고 정리하

는데 필요한 문제라면 관련 기출문제에 포함을 시켰으며 그렇지 못한 경우에는 제

외하였다.

8. KEYWORD로 개념다지기

이론플러스가 관련 내용에 대한 이해를 돕기 위한 것이라면 키워드로 개념 다지기

는 꼭 기억해야하는 내용을 키워드로 정리할 수 있도록 하는 단계이다. 이론플러스

에서 다룬 내용 중에서 꼭 기억해야 하는 내용을 키워드로 만들어서 제시하고 수험

생들이 앞에서 이해한 내용을 기억하고 있는지를 확인하기 위한 용도로 사용할 수 

있도록 책의 가장 마지막 부분에 수록하였다. 

책의 특징

테마별 기출뽀개기는 기존 기출문제집과 구별되는 아래와 같은 특징을 갖는다. 

 첫 번째, 이 책은 전적으로 9급 공무원 교육학개론 시험을 준비하고 있는 수험생

들을 위한 책이다. 기출문제집을 만드는 데 있어서 가장 큰 문제의식은 기존에 9급 

공무원 교육학개론 기출문제 교재가 임용고시에서나 다룰 내용을 상당히 많이 포함

하고 있다는 것이었다. 같은 내용을 다룰지라도 전공수준에서 물어보는 임용고시와 

개론 수준의 지식을 물어보는 공무원 교육학개론의 난이도와 깊이가 전혀 다름에도 

불구하고 이 두 시험에서 필요로 하는 내용들이 서로 뒤섞여 있다는 문제의식에서 

기출문제집을 작성하였다.

지난 17년간에 걸친 기출문제 분석 및 2022년도 이후의 교육학개론 시험의 출제

경향을 분석하면서 무엇보다 공무원 교육학개론 고유의 난이도와 범위 및 깊이 등에 

초점을 맞추어서 교재를 작성하려고 노력하였다. 물론 임용을 준비하는 수험생들 또

한 이 책을 통해 각각의 테마들을 기억하고 정리하는 것이 도움이 될 수 있겠지만 

난이도가 조절되지 않는 전공수준의 교육학 내용은 특히 공무원 시험을 준비하는 경

우에는 도움이 되기는커녕 너무 많은 내용으로 수험생들로 하여금 핵심을 놓치게 할 

가능성 또한 존재하기 때문에 공무원 시험을 준비하는 경우에는 시험에 필요한 수준

까지만 학습하면서 전체적인 구조를 만들어가는 것이 중요하다.

 두 번째로 단원별이 아닌 테마별 구성을 특징으로 한다. 워낙 방대한 양을 다루

고 있는 교육학개론인만큼 시험에 출제되는 테마들을 중심으로 내용을 정리하고 테

마 자체를 기억하는 것이 효과적일 수 있다고 판단하였다. 또한, 수험생들이 공부를 

할 때도 관련 내용을 찾을 때 보다 쉽게 내용에 접근할 수 있다는 장점이 존재한다. 

 세 번째는 모든 테마들 사이에 교육학적인 베이스가 스며들 수 있도록 그리고 

그것들이 서로 연관될 수 있도록 최선을 다해 작업했다는 점이다. 이 과정에서 교육

학을 한 번도 접해본 적이 없는 초심자를 염두에 두고 그 초심자가 교육학적인 베이

스를 갖출 수 있도록 하는 것에 포커스를 맞추었다. 교재 중간 중간 기본적인 개념들

에 대한 반복적인 설명이라던 가 같은 개념들의 테마별 연관성 등에 대한 설명에 저

자의 노력이 들어있음을 느낄 수 있을 것이다. 

  매번 책이 나오기까지 감사드릴 분들이 너무 많다. 특히 시험에 합격한 분들이나 

아쉽게 떨어진 분들께서 개인적으로 감사의 인사를 해주시는 경우가 있는데 그럴 때 

주시는 따뜻한 에너지 덕분에 뼈를 깎는(?) 시간을 헤쳐 나갈 힘을 얻게 되는 것 같

다. 그래서 더욱 이번 기출문제집은 내 가족이 본다는 마음으로 더 열심히 꼼꼼하게 

작업할 수 있었다. 두 번째는 책을 계획하고 작성하는 모든 과정에서 큰 힘이 되어주

고 도움을 주시는 에듀에프엠 식구들께 감사를 드린다. 마지막으로 사랑하는 가족과 

친구들, 그분들의 애정 어린 격려 덕분에 마지막까지 모든 집중력과 에너지를 쏟아

낼 수 있었다고 생각한다. 특히, 사랑하는 우리 조카 하원이에게 이모 원고 교정봐준

다고 애써줘서 고맙다는 말과 함께 부디 이 책이 교육행정직을 준비하시는 수험생 

여러분들께 도움이 되어서 본 교재로 공부하신 모든 수험생 분들께 합격의 영광이 

함께하기를 ….

                                                         2023년 10월 

                              김지아

CHAPTER 01 교육에 대한 이해

THEME 01 교육의 개념····································································································· 20

CHAPTER 02 한국교육사

THEME 02 고대 삼국시기의 교육······················································································ 30

THEME 03 남북국시기의 교육··························································································· 34

THEME 04 고려시대의 교육······························································································ 36

THEME 05 조선시대의 관학체계:성균관, 학당(사부학당), 향교······································ 40

THEME 06 조선시대의 사학체계(서원, 서당) 및 실학파··················································· 48

THEME 07 과거제도··········································································································· 52

THEME 08 조선시대 자찬교재의 등장과 활용·································································· 54

THEME 09 개화기 교육:신식학교의 등장과 갑오․ 광무개혁··········································· 58

THEME 10 일제강점기 조선교육령···················································································· 62

CHAPTER 03 서양교육사

THEME 11 고대 그리스의 교육:소크라테스, 플라톤, 아리스토텔레스 등······················ 68

THEME 12 소피스트(Sophist)들과 이소크라테스(Isocrates) ·············································· 74 

THEME 13 로마시대의 교육····································································· 76

THEME 14 중세 기독교 사회의 교육···································································· 78

THEME 15 르네상스 및 종교개혁······················································································ 80

THEME 16 실학주의(리얼리즘) 교육사상··········································································· 84

THEME 17 18세기 계몽주의 교육····················································································· 88

THEME 18 19세기 신인문주의와 교육·············································································· 90

CHAPTER 04 현대교육철학

THEME 19 진보주의 교육사상:듀이, 루소, 페스탈로치, 프레벨 등································ 96

THEME 20 항존주의 교육사상························································································· 102

THEME 21 본질주의 교육사상························································································· 104

THEME 22 실존주의 교육사상························································································· 106

THEME 23 분석적 교육철학:허스트와 피터스······························································· 112

THEME 24 비판적 교육철학···························································································· 116

CHAPTER 05 교육심리 상담

THEME 25 피아제의 인지발달이론·················································································· 122

THEME 26 비고츠키의 인지발달이론·············································································· 128

THEME 27 프로이트의 심리성적 발달이론······································································ 134

THEME 28 에릭슨의 심리사회적 발달이론······································································ 140

THEME 29 마샤의 정체성 지위이론················································································ 146

THEME 30 보울비의 애착형성이론·················································································· 148

THEME 31 브론펜브레너의 생태학적 이론······································································ 150

THEME 32 도덕성 발달이론:피아제, 콜버그, 길리건···················································· 152

THEME 33 지능이론········································································································ 158

THEME 34 창의성············································································································ 164

THEME 35 영재교육········································································································ 166

THEME 36 특수교육········································································································ 168

THEME 37 장 의존성 대 장 독립성 인지양식································································ 170

THEME 38 행동주의 학습이론:고전적 조건형성, 조작적 조건형성, 

           사회인지학습이론··························································································· 172

THEME 39 인지주의 학습이론:통찰학습, 정보처리이론················································ 182

THEME 40 동기화 이론··································································································· 188

THEME 41 생활지도········································································································ 194

THEME 42 청소년 비행이론···························································································· 198

THEME 43 홀랜드의 직업흥미이론·················································································· 200

THEME 44 정신분석 상담이론························································································· 204

THEME 45 행동주의 상담이론························································································· 208

THEME 46 인간중심 상담이론························································································· 212

THEME 47 인지적 상담이론:합리적 정서행동 상담이론, 현실치료, 교류분석············· 216

CHAPTER 06 평가 및 측정

THEME 48 교육평가모형·································································································· 226

THEME 49 명명, 서열, 등간, 비율, 절대척도································································· 228

THEME 50 참고준거에 의한 평가의 종류:규준, 준거, 능력, 성장 참조평가················ 230

THEME 51 교수-학습 진행에 의한 평가 유형:진단, 형성, 총괄평가··························· 236

THEME 52 정의적 특성 측정방법··················································································· 240

THEME 53 수행평가········································································································ 244

THEME 54 좋은 검사도구의 조건(신뢰도, 타당도, 객관도, 실용도)······························· 248

THEME 55 표집방법········································································································ 258

THEME 56 문항분석:고전검사이론 & 문항반응이론····················································· 260

THEME 57 검사결과의 해석···························································································· 264

CHAPTER 07 교육사회

THEME 58 교육평등론····································································································· 272

THEME 59 교육선발의 특징···························································································· 276

THEME 60 시험의 기능··································································································· 278

THEME 61 교육의 확대와 원인 - 지위경쟁이론···························································· 280

THEME 62 학업성취격차와 원인 - 사회자본································································· 284

THEME 63 구조기능론 & 갈등론···················································································· 288

THEME 64 구조기능론:뒤르켐, 파슨스, 드리븐 등······················································· 294

THEME 65 경제적 재생산론:보울스와 진티스······························································· 300

THEME 66 문화적 재생산론:부르디외(문화자본)··························································· 302

THEME 67 갈등론 - 번스타인, 애플, 일리치, 프레이리, 알튀세르 등·························· 306

THEME 68 포스트모던적 관점························································································· 312

THEME 69 신자유주의적 관점························································································· 314

THEME 70 신교육사회학(교육과정사회학)······································································· 318

THEME 71 문화실조론····································································································· 322

THEME 72 다문화교육····································································································· 324

CHAPTER 08 평생교육

THEME 73 평생교육의 개념···························································································· 328

THEME 74 데이브와 스캐거의 평생교육의 개념적 특징················································· 332

THEME 75 비형식 교육··································································································· 334

THEME 76 유네스코의 평생교육····················································································· 336

THEME 77 OECD의 순환교육························································································· 340

THEME 78 성인교육(안드라고지)····················································································· 344

THEME 79 평생학습도시·································································································· 348

THEME 80 학교와 평생교육···························································································· 352

THEME 81 평생교육법····································································································· 354

THEME 82 평생교육의 주요제도:평생교육사, 학점인정제도, 독학학위제, 학습계좌제, 

           학습휴가제 등································································································ 358

CHAPTER 09 교육과정

THEME 83 교육과정의 유형···························································································· 372

THEME 84 타일러의 교육과정 개발 모형······································································· 378

THEME 85 블룸의 교육목표 분류··················································································· 382

THEME 86 워커의 자연주의적 교육과정 개발 모형······················································· 384

THEME 87 교육내용의 조직 원리··················································································· 386

THEME 88 교육과정 발달의 역사:교과중심, 경험중심, 학문중심 교육과정 등············ 390

THEME 89 우리나라의 국가 교육과정············································································ 398

CHAPTER 10 교수학습이론 및 교육공학

THEME 90 교수자 중심 교수학습이론:브루너의 발견학습··········································· 406

THEME 91 교수자 중심 교수학습이론:오수벨의 유의미 학습을 위한 설명식 

           교수이론········································································································ 410

THEME 92 캐롤의 학교학습모형····················································································· 414

THEME 93 구성주의적(학습자중심) 교수학습이론··························································· 416

THEME 94 학습자-중심 교수학습이론(구성주의적 관점):인지적 도제학습이론··········· 420

THEME 95 학습자-중심 교수학습이론(구성주의적 관점):문제중심학습······················· 424

THEME 96 학습자-중심 교수학습이론 (구성주의적 관점):상황학습이론····················· 426

THEME 97 교육공학의 정의와 영역················································································ 430

THEME 98 ADDIE 모형··································································································· 434

THEME 99 딕과 케리의 수업체제설계모형······································································ 438

THEME 100 가네의 학습의 조건····················································································· 442

THEME 101 켈러의 ARCS 동기이론··············································································· 446

THEME 102 협동학습······································································································· 450

THEME 103 프로그램 학습(programmed learning)························································ 456 

THEME 104 테크놀로지 활용 수업 : 이러닝, 온라인학습, 모바일러닝, U-러닝, 

             플립러닝 등································································································· 458

CHAPTER 11 교육행정

THEME 105 교육행정의 개념·························································································· 468

THEME 106 교육행정의 과정·························································································· 470

THEME 107 교육행정의 특성 및 원리············································································ 472

THEME 108 과학적 관리론······························································································ 478

THEME 109 관료제론과 교육행정··················································································· 480

THEME 110 인간관계론··································································································· 484

THEME 111 학교조직의 유형·························································································· 486

THEME 112 학교조직의 성격·························································································· 490

THEME 113 학교풍토······································································································· 494

THEME 114 상황적 리더십 이론····················································································· 496

THEME 115 새로운 리더십이론······················································································· 502

THEME 116 동기의 내용이론:허즈버그의 동기-위생이론 외······································· 508

THEME 117 동기의 과정이론:브룸의 기대이론, 아담스의 공정성 이론 등················· 512

THEME 118 캠벨의 정책수립과정모형············································································ 516

THEME 119 의사결정에 관한 관점:합리적, 참여적, 정치적, 우연적 관점··················· 520

THEME 120 교육정책 결정모형······················································································· 522

THEME 121 토마스의 갈등관리이론················································································ 526

THEME 122 조하리 창 이론···························································································· 528

THEME 123 주요 교육 관련법 개정사항(2221년 이후) ················································ 530

THEME 124 교육법의 체계와 내용················································································· 532

THEME 125 교육법:헌법······························································································· 536

THEME 126 교육관련 주요 법령사항·············································································· 540

THEME 127 지방교육자치제도························································································· 548

THEME 128 학교자율경영:학교운영위원회···································································· 554

THEME 129 교육비의 분류······························································································ 558

THEME 130 교육재정제도································································································ 562

THEME 131 학교회계 예산운용 과정·············································································· 568

THEME 132 학교예산편성 기법······················································································· 572

THEME 133 교직에 대한 이해························································································ 576

THEME 134 교원 인사이동 및 징계················································································ 582

THEME 135 교원의 권리와 의무····················································································· 588

THEME 136 교원의 연수································································································· 592

THEME 137 장학의 유형································································································· 594

부록 테마별 키워드로 개념 다지기 ··················································································· 604