變革是時代的特質，處於變動的時局中，學校自然也無法自外於這個大社會系統。傳統上，學校被視為是較保守的組織，安逸且缺乏創新，面對變革情境，學校的頓導者，必須要具有廣博的多元技巧才能使自身在變革環境中發揮頓導的功能。雖然許多的頓導理論對校長頓導實務都有正向的散發與幫助，唯在這一波激烈的變動時局下，頓導變得更複雜且難以實踐。因此，學校頓導者不但負荷很重，而且很容易受創，甚至可以說，危機和受創都已是學校頓導頓域中的一部分，此致使許多學校頓導者因無法承受而難以發揮能量，或轉而求去。唯在此艱困的環境下，仍有些學校頓導者能在變革環境中面對挑戰，克服困難與挫折，享受職涯中的工作生活並展現效能，究其原因，有學者指出，最適合描述的字眼就是「復原力(resilience) J。因此，值此身處變革 時代中，學校頓導者的復原力議題頗值得探究。尤其是在我國推動了大規模的教育改革活動之際，學校頓導者的復原力已成為是時局的需求。因此，對學校頓導者而言，建構對復原力的概念以有更好的了解與認識是很重要的。基於此，本文乃希藉由文獻分析來探究復原力的概念內涵與影響，析論變革時代中復原力對學校頓導者一校長的重要性，還有闡述變革時代中學校頓導者增進復原力的策略與作法。

In a changing era， school leadership is often shaped by the response to what can be seen as inevitable challenges and crises. In other words， crisis and wounding are simply part of the school leadership realm. It is too hard and complex to be done easily for school leaders. Principal plays the key role to run educational reform. For educational reform success， we need to help school leaders to foster resiliency which they will need for success in personal and professional life. Thepurpose of this article is to discuss the meaning of resilience， introduce the importance of resilience for school leaders， and express some strategies to help school leaders to foster their resilience and turning adversity into achievement in the future.