因吳清基:教育行政決定理論與實際問題，台北，丈景書局，民國七十三年三月。
回吳清基:我國教育行政機關決策現況調查研究，教育部教育計劃小組，民國七十三年 五月。
的黃昆輝:教育行政決定理論之分析，師大教育研究所集呵，十七輯，民國六十四年共 丹。
他黃見輝:教育行政與教育問題，台北，五南圖書出版公司，民國六十九年八月。
的許智偉譯:教育行政之決策理論，台北，國立編譯筒，民國七十一年十一月。
。~張潤書:行政學，台北，三民書局，民國六十五年五月。
伸張昭雄:行政決定之研究，國立政治大學公共行政研究所碩士論文，民國五十九年五 月。
的彭文賢:賽蒙氏的思想體系與組織原理，台北，中央研究院三民主義研究所叢翔的，
民國七十年四月。
的信建吾:賽蒙行政決策理論之研究，國立政治大學公共行政研究所碩士學位論文，員 國六十四年六月。
目彭懷恩:決策論奇才一賽蒙，台北，允晨文化公司，民國七十一年十月。
儡華力進:賽蒙民決策理論，東方雜誌，三卷十二期，民國五十八年六月。
由雷飛龍譯:行政學，台北，正中書局，民國七卅一年二月。
備蔡麟筆:參與式領導行為和行政績效之研究，台北，幼獅書局，也民國六十二年八月。
目劉 真:教育行政，台北，正中書局，民國七十年五月。
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激育行改決定理論的邏輯賓誼分析
AN ANALYSIS OF LOGICAL POSITlVISM HYPOTHESIS IN THE THEORY OF DECISION-MAKING IN EDUCATlONAL ADMINISTRATION
by
Ching-Ji Wu
Abstract
Decision-making in educational administration is the central function of the educational administrative operation
,
and it is also the main job of the educational administrators. So,
recently,
educational administration has been the focus of academic research to make further theoretical analysis about it.Herbert A. Simon
,
the winner of the Alfred Nobel Memorial Prize in Economics in 1978 and renowned for his outstanding contribution to the Decision-making Theory, pointed out that the logical positivism of modern philosophy is the base of the Decision-making Theory. Thus, it is essential for us to make an analysis of logical positivism hypothesis for understanding the conception and improving the efficiency of educational administration operation.The method of this research is theoretical analysis. The procedures 訂e ， first, to study the reference 1iterature in order to see the key views of this theory; second, to pick up Simon's creative ideas about the decision-making theory as the blueprint for this study; third, to find out some Chinese ancient writings of simi1ar meaning relative to the concept of decision-making.
From this research, we can arrive at the fol1owing conc1usions:
1. . Educational administrators must distinguish between value premises and factual premises in order to make a rational operation.
2. Educational administrators must correctly recognize the function and restriction of the chain of means-end for improving the accountability of. educational administration.
3. Educational administrators mustunderstand only the correct choice of alter.
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-natives can faci1itate attainment of efficient consequences.
4. Educational administrators must estab1ish boundary rationality conception in place of omniscient rationality and emphasize obtaining satisfactory or good enough benefits in place of optimal or maximized benefits.
5. Educational administrators need to .provide the best psychological environment for the purpose of the efficient operation of educational administration.
6. Educational administrators must understand the significance of organizational equilibrium and provide sufficient inducement to stimulate the subordinates' morale:
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