本文旨在分析教育决策权力正当性的意义，及其对教育决策系统的影响。结果发现教育决策权力的正当性乃可增进决策的伦理，进而促进教育组织的革新。此外，透过教育决策典范的知识活动与决策权力正当性关系的分析，发现教育决策实体的主体性、相互依赖性以及人造性，可以增进教育决策权力的正当性。由于实体的主体性，会融摄多元立场的价值及情感，进而透过艺术性的行动，来提升教育决策权力的正当性；实体的相互依赖关系性，会促进元素间的互相渗透关系，进而透过解构的行动，来增进教育决策权力的正当性；实体的人造性，会促进发现共同的需要，进而透过社会问题解决的行动，来提升教育决策权力的正当性。因此艺术性的行动、解构的行动与社会问题解决的行动，可以增进教育决策权力的正当性。

This study is to inquire the influence of power legitimacy in policy-making in education. It is found that power legitimacy of policy-making in education can promote the quality of justice ethics and care ethics. Also, this study is to discuss the approaches of policy-making in education, including logical positivism paradigm, hermeneutic paradigm, and critical theory paradigm, which influence power legitimacy of policy-making in education. As a result, it is found that subjective, interdependent, and artificial construction of reality will help enhance power legitimacy of policy-making in education. Based on the analysis, this study suggests that the action of art, deconstruction and social problem-solving should be emphasized.