"本文目的主要以批判性繼承、創造性轉化及辯證性綜合的探究途徑，運用科際整合的多元觀點，針對教育行政組織成員的行為，進行理性的分析。基本上，以理性作為詮析教育行政組織行為之間架，非惟可洞澈教育行政組織行為的實質意涵，亦且可探索教育行政組織理性化的演進歷程。教育行政組織在邁向現代或後現代的理性化進程中，設若過於強調組織的系統理性功能，將造成工具理性高度膨脹的偏執現象，致使人類的價值理性或實質理性相對萎縮，從而產生理性異化或物化的危機。
為進一歩探討教育行政組織行為的理性深層結構內涵，本文共分四部份加以論述。首先，分析教育行政組織行為的基本概念；其次，說明教育行政組織行為的歷史演進；再次，指出教育行政組織行為的理性困境；最後，提出邁向溝通理性的教育行政組織行為模式。

"The major purpose of this paper is to interpret and analyze organizational behavior of educational administration through rational perspective. Basically , adopting rationality approach as interpreting framework, it not only could understand the substantial meaning of organizational behavior of educational administration, but also could inquiry the evolution process of organizational behavior while educational administrative organization evolve towards a rationalization process of modern or postmodern, if overemphasizing the system rationality function of organization, value rationality or substantive rationality will be neglected. Because of this reason, it will be necessary to produce the alienation or reification crisis of rationality.
In order to explore the deep contents of rationality structure of organizational behavior of educational administration, this paper may be divided into four parts as follows：
1. to analyze the basic concepts of organizational behavior of educational administration.
2. to explain the historical evolution of organizational behavior of educational administration.
3. to indicate the rationality dilemma of organizational behavior of educational administration.
4. to provide the ideal model of organizational behavior of educational administration towards communicative rationality.