Recommendation
Prologue / Does a school need a principal?

Part 1: School Operation Centered on Educational Activities through Democratic Leadership in Administrative Practice

Chapter 1: Development of School Education and the Role of School Principals
The role of the principal
The ability to lead change
Principles of School Change and the Role of the Principal

Chapter 2: Creating a School Culture Centered on Educational Activities
A vision for school education created together
School work structure, bringing teachers closer to students
Normalizing school operations, with systems and culture

Chapter 3: School, an Educational Community We Create Together
The principal is the best person to resolve conflicts.
Parents, Partners in Education
School Operations, Going with the Faculty
The real owners of the school are the students
Community School, a school that works with the village

The Principal as a Curriculum Expert: Everything in School is Curriculum

Chapter 4: Everything in School is Curriculum
We need a curriculum that allows us to truly learn.
School educational environment, basic elements of the curriculum
A curriculum where knowledge and life go hand in hand
Learner-led, personalized curriculum: Learners learn under their own conditions.
Assessment, Curriculum - Go with the class

Chapter 5 School Facilities and Budget
Don't you think school money is a waste?
Who owns the school space?

Epilogue / The Need for Reform of the Principal Promotion System and the Full Implementation of the Principal Public Offering System

What kind of principal does a school need?
A Guide to School Management from a Communicative, Democratic Leader

“It doesn’t matter who sits where,
“What that person does is more important.”

How much do our country's principals contribute to the innovation and advancement of school education? Why do schools need principals? "When the Principal Changes, the School Changes" contains the answers to these questions.

A story of educational innovation told through the vivid experiences of a principal who has been selected for the contest.

The author's story begins with the question, "Who is the most important person in a school?" He was elected as the principal through an internal competition at Oryu Middle School, a Seoul-style innovative school, and has since completed his term. He is actively seeking ways to improve education.

“There may be several possible answers depending on the perspective.
If we look at the reason for the existence of a school, it is obviously the students.
If there is no target for education, the reason for the existence of the school disappears.
From the perspective of carrying out educational goals, teachers are the most important.
The saying, "The quality of education cannot exceed the quality of teachers, and therefore teachers are the main agents of educational innovation" represents the importance of the role of teachers.
However, when looking at the comprehensive influence that the principal has on various educational activities in the school, the principal is the most important.”

“This book is a record of the school operation of a principal who imagined and practiced ‘administrative practice-type democratic leadership.’
The purpose is not to present a theory about the role of the principal.
This book presents a case study from the perspective of qualitative research, showing how a teacher who felt a sense of crisis about the role of a principal became a principal and tried to demonstrate "administrative, practical democratic leadership" in the realities of our country.
(From the prologue)

Hong Je-nam, the Principal Who Makes the Road

When the school's side gate was opened to the school entrance, students asked, "Was there a gate like this here?" "Wow! This is great.
“Thank you,” he says happily.
Furthermore, if you listen to the process of creating 'Ogu Ogu Together Road', you get the feeling that the type of principal the author aspires to be is someone who creates roads.
That path, of course, will be the path for our schools and education to change.

I read this book as a 'nonfiction drama that makes its way.'
In fact, the author is a principal who created a 'road' by creating a school route and changing the neighborhood.
That 'road' again opened up another road within the school.
Change is always scary and difficult.
This book is a refreshing drink that will help many school administrators around the world overcome their fears, and it is a warm and friendly 'school management guide' that encourages school administrators to find courage.

(From a letter of recommendation by Professor Kim Chu-ryeong of Sungkonghoe University)

For a school to change, its principal must change first.

The author argues that for a school to change, the principal must change first.
This book is a worthy guidebook for educational innovation in Korea, as it constantly ponders the question of "what kind of person a principal should be," meticulously examines every person and every problem at the school, and works with the school community to create innovation.

“The appearance of a school can change greatly depending on which principal comes in.
A principal with administrative and democratic leadership should be appointed and allowed to serve as principal.
To appoint a principal with the will and capacity for change, an objective and objective evaluation of the current principal promotion system is necessary.
Based on the current principal promotion system and field research on principal leadership, educational authorities should reform the principal appointment system to ensure that working principals with the capacity to truly drive school development are appointed.
(From "Epilogue: The Need for Improvement of the Principal Promotion System and Full Implementation of the Principal Selection System")