以社會認知生涯理論探究臺灣海峽兩岸航海系學生上船工作意願之影響差異

Exploring the Differences in Factors Influencing Seafaring Intentions between Navigation Majored Students across the Taiwan Strait: The Application of Social Cognitive Career Theory

本研究旨在探究國民小學校長自我領導之信念、作為與對校務產生之影響。本研究採個案研究法，對校長、教師及家長進行訪談，並輔以文件分析、觀察記錄及省思札記蒐集相關資料。研究主要結論如下：一、校長自我領導的信念呈現對自我、人我及組織三大面向。（一）對自我而言，要建立健康自我概念，不斷自我激勵、超越，逐步達成目標;（二）對人我而言，要善用影響力成就他人，為更有價值的成功而努力;（三）對組織而言，要運用理性及感性交融，發揮感性領導力，凝聚組織集體力量。二、校長運用行為聚焦、自然酬賞與建設性思維三種策略來實踐自我領導:（一）行為聚焦策略：包含設定目標、穩定情緒、妥善運用時間、以同理心建立圓融之人際關係、形塑熱情積極之形象、不斷學習精進等;（二）自然酬賞策略：包含發掘工作意義、宗教信仰指引、複製成就經驗等。（三）建設性思維策略：包含秉持正向信念、進行正向自我對話、預演成功歷程等。三、校長實踐自我領導能引導校務卓越發展，對師生產生正向的影響:（一）形塑優良校園文化，建立學校特色;（二）引發教師組織承諾，提升效能與效率;（三）激發學生學習渴望，培養關鍵能力

This study aimed to explore the beliefs of a principle’s self-leadership, strategies and influence. This case study adopted interviews, document analysis, observation field-note taking, and reflective diaries to collect the data. The following are the research findings. 1. The beliefs of principle’s self-leadership include three dimension :(1) By establishing the positive self-cognition, the principle kept promoting to reach the ideal and the excellence.(2) By using power and influences, the principle helped others strive harder to reach their own success and to prove their own value. (3) By establishing a rational and emotional organization, the principle could then adopt sensitive leadership to build the cohesive power of the organization. 2. The practical strategies the principle took to fulfill his self-leadership: (1) By setting up the goals, pacifying the emotion, making good use of the time, and trying to understand one another in social relationship, the principle by thus established his own active and passionate image are the behavior-focused strategies. (2) To discover the meaning of the job, to obey the teaching of Jesus and to replicate the experience of accomplishment are the natural reward strategies. (3) To maintain the positive beliefs, to undergo positive self-talk and to rehearse theprocedure of success are the constructive thought pattern strategies. 3. The influences of the principle’s self-leadership upon the school: (1) To cultivate an outstanding campus culture and to establish schoolcharacteristics. (2) To provoke teachers’ organizational commitment and to promote theefficiency and effectiveness of the administration. (3) To activate the students’ learning wish to have key competencies.