教育為百年樹人的大計，亦是建國強國的基業。為達到作育英才的目的，教育系統必須發揮其整體的功能，方可達成顯著的成果。教育系統能否發揮整體功能，與教育行政人員所作決定的品質具有密切的關係。亦即是說，所作的決定如屬明智有效，則整個行政系統的運行，便較順利允當，自然也較能達成教育系統的目標；否則，適得其反。因為作決定是教育行政的核心功能，其活動貫串了整個行政歷程。一般言之，教育行政包括作決定與執行決定兩種活動，而作決定乃成為教育行政能否有效發揮其功能的重要關鍵。本研究之目的，共有以下四項：（一）探討目前國民小學校長行政決定的類別實況 。（二）分析影響國民小學校長行政決定的情境因素。（三）研究當前國民小學校長行政決定歷程的實況。（四）綜合研究結論，據以提出具體建議，作為國小校長行政決定之參考。

This thesis studies the patterns of elementary school principals’ decision─making, the situational factors affecting decision─making in administration, and the process of decision─making. It also analyzes how a principal’s level of education and years in service , the geographical area and the number of classes of the school affect his╱her decision─making.This study uses the method of survey analysis. First, adopting Chester I. Barnard’s “Occasions of Decision─Making”, Willard R. Lane’s “Situations of Decision─Making”, and Daneil E. Grriffiths’ “Process of Decision─Making” as theoretical framework, the present writer designed a Questionnaire on the Decision─Making Behavior of Elementary School Principals. The questionnaire was then addressed to 782 principals, selected out of a national total of 2,404（i.e., 32.53%）elementary school principals. Statistical analysis of the survey result is processed in accordance with the significant of difference, analysis of correlation, and ranking of means.The result of the survey has led to the following conclusions：I. In Connection with the Patterns of Decision─Making（1）Among the types of decisions made by elementary school principals, intermediary decisions are most successfully executed, and next in order are appellate decisions, and creative decisions.（2）A principal’s level of education and years in service, the geographical area and the number of classes of a school all have conspicuous influence upon his╱her decision─making in administration.II. Situation of Decision─Making（1）Except for Previous Decisions, the four Lanian situational factors─in the case of this study, Tradition of the School, Formal Commitments to individuals or Organizations Outside the School, Pressure from Outside the School, Staff and Personnel Relationships─have a salient bearing upon decision─making.（2）Among the five factors based on Lane’s categorization, Pressure from Outside the School influences a principal’s decision─making to a most significant degree：and next in order are Staff and Personnel Relationships, Formal Commitments to Individuals or Organizations Outside the School, Tradition of the School. Lastly, Previous Decisions have least influence on decision─making, according to the principals surveyed.（3）The respondents’ answers on the respective influence of each of the five factors are unanimous, regardless of the difference in levels of education, years in service, geographical area and number of classes.III. Process of Decision─MakingThe survey shows：the process of elementary school principals’ decision─making is identical with that elaborated by Griffiths and responses of the principals surveyed are highly consistent.Given the findings of this study, the writer make some modest proposals as follows：I. Some Modest Proposals for the Educational Authorities（1）It is herewith suggested that our educational authorities open more channels of on─job continuing education for elementary school principals to raise their average level of education to baccalaureate.（2）To improve and strengthen the intellectual capacity of elementary school principals in decision─making, short─term symposiums on the theory and practice of decision─making in administration, aiming to fulfill the need of educational administration, incorporating courses on Leadership, Communication Strategies, and Decision─Making are recommended. It is also recommended that small seminars be offered for principals to exchange with and learn from each other practical experiences in decision─making.（3）It is preferable that in issuing policies and orders, the educational authorities make them as clear and definite as possible in order that the principals may grasp their essential more easily and work out intermediary decisions successfully. Moreover, to encourage each school to develop its own uniquely strong points, it is urged that the overseeing authorities offer their guidance contingent on the geographical district and condition of each school so that its principal may feel free to develop originality fully and succeed in making creative decisions.（4）The educational authorities may facilitate decision─making for principals of small schools and schools in remote districts by expressing more concerns, offering assistance and counseling, and supporting these school’s personnel expense.（5）To increase the efficiency in school administration and teaching, the overseeing authorities are requested to alleviate the pressure and distraction felt by the principals, e.g., by not being too rigid in demand, and reducing the number of large group─activities or contests.II. Some Suggestions for Primary School Principals（1）Noting that decision─making is central to educational administration, the principal ought to have a thorough understanding of issues facing his╱her school and make appropriate administrative decisions with a view to fulfilling the overall function of education. The principal is urged to consider the following suggestions：a. To reinforce the school’s administrative organization；to implement the division of labor and right of authority；to discover colleagues who have administrative capabilities：it is unwise for the principal to act like a jack─of─all─trades who meddles with trivial matters. Instead, he should assume, and not transgress, his proper responsibility in order to make appellate decisions seemly.a. The principal may exchange opinions and coordinate with his╱her staff through formal or informal channels in carrying out the policies and orders put forth by the overseeing authorities─in order to succeed in making intermediary decisions.c. To perform creative decisions, the principal ought to embrace grand ideal of education and workmindeness, devoting to the smooth running of school affairs by maintaining intimate concerns, and by his╱her astute perception and creative originality.（2）The principal should manage to understand, analyze, and overcome each of the situational factors which influences decision─making to minimize its hindering force.（3）The principal should update himself╱herself in theories of educational leadership, communication strategies, decision─making and participate in symposiums, intensive discussions to develop his╱her analytical, evaluative power and intellectual capability and ultimately to achieve seemly administrative decisions.