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期刊目錄列表-第三十六期索引【教育評鑑研究期刊】(113年12月出版) |
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在變革的時代看見「希望」：校長希望領導之概念與啟示 [詳全文] |
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作者：莊念青 |
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刊期：第36期 |
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摘要： 在動盪的時代中，「希望」成為影響個人及組織韌性的重要因素，激發內在潛能並推動個人克服逆境的力量。希望理論將希望定義為設定明確目標（goal）、找尋可能替代途徑（pathway）、與發展個人的主動驅力（agency）之認知歷程，其初期運用在心理學與諮商領域，近期則已擴展至教育與領導。於教育領域，希望理論旨在提升教師的希望感，營造正向的班級氛圍，進而並提升學生的希望感。在領導領域強調創造組織願景、設定具體可達成的目標，並營造正向組織文化以達成預期目標。本文指在探討希望領導之概念，關注其內涵與啟示。希望領導包括三大元素：目標設定、創造路徑與啟發主動驅力行為。目標設定行為乃幫助成員確立具體且具有挑戰性的目標，並透過反饋機制檢核目標的達成；創造路徑行為則是鼓勵成員在面對困境時發揮創新思維，找出可行的解決方案；啟發主動驅力行為是藉由建立信任與責任感，激發成員內在動力，促使其積極參與並實現組織目標。領導人具有目標、路徑與主動驅力之領導行為能為組織成員注入希望，激發其潛能，並在面對挑戰之際找到可行的解決方案。最後，本文就希望領導之分析，提出對學校領導提出具體建議。 關鍵詞：主動驅力、目標、希望理論、路徑、領導 |
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Journal of Educational Administration and Evaluation, December 2024, Vol. 36 |
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Looking into “Hope” in Turbulent Times: Concept and Research of Hope-Centered Leadership |
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Author: Nien-Ching Chuang Vol.&No.: Vol. 36 |
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Abstract: In turbulent times, “hope” becomes a critical factor influencing individual and organizational resilience, emphasizing its role in exerting one’s inner potential and driving individuals to overcome adversity. Hope is not merely an emotion but a cognitive process. Hope Theory, originating in the 1990s, defines hope as setting clear goals, identifying possible alternative pathways, and developing personal agency. Initially applied in psychology and counseling to assist individuals struggling with addiction, domestic violence, abuse, and depression, Hope Theory has recently expanded into education and business leadership. It aims to enhance teachers’ hope, fostering a positive classroom atmosphere and boosting students’ hope. Business leadership emphasizes creating a vision for the organization, setting specific, attainable goals, and cultivating a positive organizational culture to achieve expected outcomes. This paper explores the concepts of Hope-Centered Leadership (HCL), focusing on its concepts and practice. Hope-centered leadership encompasses three key elements: goal-setting behaviors, pathway-generating behaviors, and agency-inspiring behaviors. Goal-setting behaviors help members establish specific and challenging goals, monitored through feedback mechanisms; pathway-generating behaviors encourage members to develop innovative solutions when facing difficulties; and agency-inspiring behaviors foster trust and responsibility, stimulating members’ intrinsic motivation to participate and achieve organizational goals actively. These behaviors enable leaders to instill hope in organizational members, unlock their potential, and find viable solutions in adversity. Finally, this paper analyzes Hope-Centered Leadership and offers recommendations for school and teacher leaders. |
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Keywords: agency, goal, Hope Theory, pathway, leadership
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