從研究結果與討論發現，後現代學校行政倫理能夠提供管理智慧，在領導者 權威面對挑戰時，只有能堅實地接納挑戰者並具整合的企圖，方能衍生管理智慧，
故提出以下幾點啟示供參酌，來確立後現代學校行政倫理能提供管理智慧的立論：
（一）後現代學校行政倫理之所以能提供管理智慧，在於領導者具備開放胸 襟的修為。後現代學校行政倫理強調對普遍規範的反駁、不明確實體的容忍、絕 對權威的挑戰，容易威脅到領導者的利益，輕者，領導者會權謀地面對挑戰者，
產生爾虞我詐的行為；嚴重者會對於挑戰者進行懲罰，部屬愈挑戰的結果，愈顯 弱勢，而無法彰顯協調整合的效力，以致管理智慧，難以顯揚於學校行政歷程中。
故後現代學校行政倫理之所以能提供管理智慧，在於領導者具備開放胸襟的修為。
（二）後現代學校行政倫理之所以能提供管理智慧，在於學校成員都有追求 效率的心向。後現代學校行政倫理強調對普遍性規則的質疑，並透過多元價值的 並存，做為組織協調的基礎，但卻容易出現混亂不堪的局面，故它之所以能夠提 供管理智慧，在於解放後偏見理解之後，不能流於意氣用事，而仍能以效率為心
向，來提升學校創新及學校效能，以期教育任務的有效實踐。故後現代學校行政 倫理之所以能提供管理智慧，在於學校成員都有追求效率的心向。
（三）後現代學校行政倫理之所以能提供管理智慧，在於領導者與被領導者 的關係能架構在理性卓越的互動上。後現代學校行政倫理強調向絕對權威或普遍 規則的挑戰，容易讓領導者失去行政主導權，挑戰的結果是使得不公平更為透明，
挑戰者的悲愴情緒，容易出現攻擊行為，或者被挑戰的領導者面子掛不住，進而 醜化抹黑挑戰者，故它之所以能提供管理智慧，在於領導者與被領導者的關係，
能架構在「理性與卓越」的互動上，既可催化溝通的持續進行，也能喚起超越性 的發展力量。故後現代學校行政倫理之所以能提供管理智慧，在於領導者與被領 導者能架構在理性卓越的互動關係上。
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