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Abstract：
This study reviews both theoretical and empirical literature, and uses three focus group interviews to develop an integrated conceptual model of educational administrative bullying behavior. The interview panel consists of experts, administrators and non-administrators, and discussed the issue from a pluralistic and balanced perspective. This study concludes that educational administration bullying has a direct effect on the target’s physical and psychological conditions as well as organizational effectiveness; we also establish correlation on the relationship between the former and the latter. Secondly, both the individual characteristics of bullies and bullied, education organizational change, education work pressures, education organizational culture as well as education leadership style had a moderating effect on antecedents to consequences. This study also discusses the implications of bullying and offers suggestions for educational administration and leadership.
Keywords： school administration, bullying behaviors, focus group interview
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