본 연구는 사회네트워크 분석법을 활용하여 초등학교 내의 의사결정 특성을 의사결정 영역과 주체를 중심으로 밝혀보고자 하였다. 네트워크 분석법은 의사결정 영역별로 의사결정 주체의 영향력을 보다 종합적, 체계적으로 분석하고 그 결과를 시각적으로 보여줌으로써, 학교 구성원의 의사결정 참여가 보다 확대될 필요가 있는 영역을 확인하고 학교 내 의사결정 구조를 개선하는 데 시사점을 제공할 수 있다. 본 연구에서 답하고자 하는 연구문제는 두 가지이다. 첫째, 학교의 주요 의사결정 영역에서 의사결정 주체들 간의중심성은 어떠한가? 둘째, 의사결정 주체들 간의 연결내향 중심성과 매개 중심성은 어떤 특성을 지니고 있는가? 분석 결과, 의사결정 영역별로 다양한 학교 구성원들의 의사결정 영향력은 차이를 보였는데, 교수방법 결정에서는 일반 교사들의 의사결정 중심성이 높았고, 교사전보 결정 등 교원인사 영역, 학생훈육기준 설정 등 학생정책 영역, 학교예산 편성 등에서는 교육청과 교장의 의사결정 중심성이 높게 나타났다. 한편, 본 연구에서는 학교운영위원회의 의사결정 중심성이 전 영역에서 매우 낮게 나타나, 이와 관련된 추가 연구와 개선 과제가 필요함을 제언으로 제시하였다.Since the mid-1990's, the government has made an effort to increase school autonomy in order to improve school effectiveness. In reviewing the newly adopted school autonomy enhancement policy, this study aims to analyze the characteristics of decision-making in primary schools by using social network analysis. This methodology is advantageous in that it yields a more comprehensive and systematic analysis on decision-making at the school level, and helps identify the gaps in decision-making areas among school stakeholders. Two research questions were explored in this study. First, how is the centrality of decision-making among school members reflected in the decision-making areas? Second, what are the characteristics of in-degree centrality and betweenness centrality among different stakeholders in the school environment? The study found several conclusions. First, there was considerable variation in the centrality within each decision-making area. In most schools, teachers displayed high centrality in decision-making related to teaching methods. Decisions on school management, including setting a school budget, were primarily made by local education authorities and principals. Meanwhile, staff management and student discipline policies were mainly in the domain of the school principal. Second, in-degree centrality and betweenness centrality among school stakeholders show clear differences depending on the decision-making area. The data revealed that the school council played a minor role in all decision-making areas. These results suggest that school autonomy in school decision-making is being achieved at the expense of limiting the influence of local/central education authorities. However, of all the stakeholders within the school, the principal emerged as the primary decision-maker in all decision-making areas except in cases of - instruction-related decisions. If the goal of the government is to enhance school effectiveness, policy makers should revisit the current school autonomy policy so that it incorporates more opportunities and support for various school stakeholders to participate in the decision-making process.