本研究旨在探討教育行政行動知識的相關理念，其次，瞭解教育行政暨國民中小學學校行政人員教育行政決定行動的現況；再次，分析學校行政人員反省批判案例，最後，進行師資培育機構教育行政相關課程之批判反省。為達成上述目的，本研究以行動研究進行；主要以文獻探討、問卷調查、晤談、個案分析暨檔案卷例評量等方法進行研究。本研究主要調查對象共1105 人，深度晤談對象共24 人參與；有關問卷調查資料以SPSS/PC+之套裝軟體處理；並以登錄簿 (Coding book)處理晤談資料。本研究結論主要有四項：首先，就行動知識而言：(1)教育行政行動知識可透過「理論學習－行動實踐－省思批判」或行動研究而獲得。(2)行動知識強調終生的修練學習、解決問題的意識、行動實踐的願力、深層的思考反省，故可有效減少教育行政理論、研究與實務的落差。教育行政行動知識受政治、社會文化暨教育專業實踐等因素的影響。(3)行動知識植基於多元派典，其來源管道、教導模式、學習方式、效果評量均具多元特色。其次，就教育行政決定行動方面而言：(1)行政決定「知識獲取」與「知識應用」兩者間存有落差現象。(2)「職別」、「學歷」、「性別」、「年資」和「組織規模」對行動知識與決定行動有顯著性的影響。(3)決定合理性高者其決定模式、資訊管道、考慮因素、化解決定反彈等，符合理想性、理論性、權變性、現代性、多元性文化性等特色。第三，就教育行政課程的省思而言，教授教育行政相關課程者，其教材教法主要以教科書暨講授法為主。學生覺得案例評析、參觀、訪問、實務分享、檔案卷例評量等多元的教材教法，會減少理論與實務的差距，進而有助於行動知識的形成。第四，就個案參與此次研究的省思而言，個案自覺學會自我反省與沉澱並在學校行政決定行為過程中，能作深入的自我檢視，較能放下自我防衛的心態，並在無形當中逐步建構專業自我，形成個人的行事風格。
This study investigated actionable knowledge on educational administration and the problems of applying administrative theories at the local educational bureau, primary schools, and junior high schools. This study attempted to achieve the following objectives: (1) to understand how the educational administrators apply the administrative theories to cope with the challenges and problems of their work; (2) to understand what kinds of problems the educational administrators have in applying administrative theories; (3)to understand how the educational administrators incorporate the results of their reflections in their work; and (4) to suggest how to improve the gap of theories and practice on administration in the future. The literature review in this study concerned the theories, practice, and problems of educational administration. Respondents in this study included 1105 educational administrators and 24 for in-depth interviewees. Questionnaire and semi-structured interviews were applied to collect data. The Statistical Package for the Social Science (SPSS) for Windows computer software was applied to analyze the data of ended questions. A descriptive analysis was used to analyze the interview questions.The conclusions are as follows: (1) the actionable knowledge on educational administration which is based on multiple paradigms can reduce the gap of theories and practice, but it is affected by several factors, such as participants’ positions, educational backgrounds, gender, administration experiences, and school size. (2) The characteristics of the rational decision maker are full of idea, contingence, modernism, and multiplicity. (3) Participants in this study agreed that action research was a good way to improve their work and promote professional development. Three suggestions are submitted for improving educational administration practices.