在心理分析層面，自戀被視為一種精神病態，而在臨床層面，自戀屬 於一種人格障礙。此種人格病態的比例粗估約佔一般人口的百分之一，自戀 的人通常會以自我為中心，缺乏同理心、具優越感、權力慾強、喜愛享受特 權、吹噓誇大、人際關係不佳。即便自戀人格特質者所佔人口比例不高，若 以人口常態分佈為推論基礎，教育行政組織存在自戀人格特質者即為必然存 在的事實。鑑於現今教育行政與領導的研究鮮少觸及行政人員自戀行為之探 討，本文乃先從路徑發展與理論架構的整合做嘗試。本文研究推論，教育行 政人員的自戀傾向與組織效能之間，除了具有負相關之外，還可能存在包括 反生產工作行為與衝動性格的中介效果，以及行政職位高低和組織容忍度的 調節作用。本文以討論研究發現對教育行政理論與實務的意涵做結。

The narcissist is ego-centered, possessing a grandiose sense of self-worth, lacks empathy, and believes that he or she is superior to most people as well as entitled to privileges, which is highly likely detrimental to their interpersonal relationships and may even attribute to organizational failure. Even though narcissistic individuals are estimated to account for approximately one percent of the population, , based on the normal distribution of population, it is evident that there might be certain number of narcissists working in the fields of educational administration too. Therefore this paper aims to preliminarily discuss the narcissistic behaviors of educational administrators from a theoretical and path analysis perspectives. Accordingly, this paper theorizes that (a) there exists a negative correlation between educational administrators’ narcissism and organizational efficiency; (b) both sides are mediated by the variables of counterproductive work behavior and impulsivity; and (c) both sides are moderated by the variables of administrative position and organizational tolerance. This paper concludes by proposing the implications for theory as well as practice in educational administration.

自戀;教育行政;自戀人格特質

narcissism; educational administration; narcissistic personality