Thesis (D. Min,)--Ashland Theological Seminary, 1995. / Abstract. Includes bibliographical references (leaves 246-251).

For offenders returning to society at record levels, securing work looms as one of the most crucial factors in successful reentry. Work hope is a construct that seeks to measure the relative presence of goals of securing desired work, thoughts about how to achieve those goals, and agency to achieve those goals, even in the presence of obstacles. This study sought to examine relationships among work hope, the socioemotional variables of attachment, emotion regulation, physical, relational, and workplace victimization, and coping, and the career-related variables of perceptions of career-related barriers and complexity level of career goals. The sample comprised cohorts from eight different correctional centers (N = 111, 72.1% male, M = 37.97, SD = 10.02), who participated in three waves of a longitudinal study. Four path models were run to model the relationship among work hope and the socioemotional variables, but none of the models satisfied all designated fit indices. The model with the combination of the most adequate fit and theoretical support found significant direct effects from Time 1 anxious attachment, but not avoidant attachment, to Time 1 difficulties with emotion regulation. Significant direct effects were found from Time 1 avoidant attachment and difficulties with emotion regulation, but not anxious attachment, to Time 3 avoidant coping. Significant direct effects were also found from Time 3 avoidant coping to Time 3 work hope. Relational, physical, and workplace victimization were not significantly related to work hope or other socioemotional variables. This study also found that work hope was significantly related to perceptions of career-related barriers (r = -.30). Overall, study findings add to the construct validity of work hope and highlight the importance of addressing socioemotional variables such as attachment, emotion regulation, and coping in preparing offenders for successful reentry and obtaining work.

This study applied proactive coping theory (E. R. Greenglass, 2002; R. Schwarzer, 2000) to the domain of career development in domestic and international student transition-to-university. Participants were recruited from a large southeastern state university. No significant between-group differences were identified in the present study. Within both groups, proactive coping, work hope, and career planfulness were positively correlated. The role of work hope as a mediator between proactive coping and career planfulness was tested in domestic and international students respectively. For domestic students, a partial mediation model was established with a direct effect of proactive coping on career planfulness and an indirect effect through work hope. However, work hope fully mediates the effects of proactive coping on career planfulness for international students. Potential implication of the findings and future research directions are discussed.

教師專業學習社群（簡稱「教師社群」）是一種協助現場教師突破孤立狀態、與同儕相互學習、以持續專業發展、進而提升創意之重要方式。 本研究透過量化模式的檢驗，探究教師社群互動、工作希望感受與創造性轉化之關係，以問卷調查法，針對台灣地區教師，進行取樣研究，有效問卷共計891份。研究工具包括「社群互動品質量表」、「工作希望感受量表」與「創造性轉化行為量表」。此外，並透過對典型個案之訪談，探究四個「創意教師行動研究」成功社群的經營策略。 量化研究主要發現：「教師社群互動、工作希望感受與創造性轉化」模式之驗證獲得支持。此模式的意義在於：良好的教師社群必須兼顧認知與情感層面的互動；如此，除了可直接促進教學上的創造性轉化之外，認知與情感互動尚可以透過工作希望感受之中介效果來影響教師的創造性轉化。至於教師工作希望感受的提升，則能直接影響創造性轉化的展現。其次，根據個案分析整理歸納出經營社群的重要策略，如：「感動策略」、「友誼策略」、「共同解決問題策略」、「榮耀共享策略」、「低調漸進緩慢策略」、「彰權益能策略」、「成就感策略」、「資源網絡拓展策略」、「雁行領導策略」以及「持續互動策略」。 最後，本研究根據上述發現並針對教育實務與未來研究層面，提出具體建議以供參考。 / Nowadays, the concept of a “teacher professional learning community” (Teacher Community, TC) is an important approach to cultivate, develop, and sustain teachers’ professional development and creativity. In Taiwan, from the perspective of TC, how to facilitate teachers’ creativity is also valued under the Creative Education policy. However, empirical evidence is rarely discussed. Thus, this study addresses two aspects: (1) the relationship of TC, work hope and creative transformation (Study I), (2) to explore the main strategies of managing teacher communities (Study II). In Study I, a SEM model is proposed using the linear structural relations (LISREL) to test the research hypotheses with the data from 891 valid questionnaires collected. Instruments used include Interactions of Communities Scales, Work Hope Scale, and Creative Transformation Scale. The estimated results of the proposed model are found to substantiate the requirements of the general LISREL model. The majority of the fit indices have indicated good fit of the model to the data. The main findings include (1) Cognitive interactions of communities have significantly direct and indirect effects through work hope on creative transformation; (2) Affective interactions of communities have significantly direct and indirect effects through work hope on creative transformation; (3) Work hope has a significantly direct effect on creative transformation. These results have suggested that teachers’ work hope, and their cognitive and affective interactions in communities have a significant, positive influence on creative transformation. In addition, work hope has played a role as a mediator between the interactions in communities and creative transformation. In Study II, teachers in communities of four typical cases funded for four years under the Project on the Enhancement of Creative Education are interviewed. Based on the data, there are several strategies for managing teacher communities: (1) witnessing strategy, (2) friendship strategy, (3) problem-solving strategy, (4) honor- sharing strategy, (5) low-profile strategy, (6) empowerment strategy, (7) sense of achievement strategy, (8) networking strategy, (9) flying geese strategy, and (10) sustaining strategy. Limitations of the current research and implications for the practice of teacher community were discussed.

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