Indonesia Mengajar (IM), or Indonesia Teaches, is a movement that began in 2009 with the aim of addressing teacher shortage in schools across Indonesia and developing future leaders by sending them to live in remote parts of the country (Indonesia Mengajar in Indonesia Mengajar: Sejarah, 2015a. https://indonesiamengajar.org/tentang-indonesia-mengajar/sejarah/; Indonesia Mengajar: Tentang pengajar muda, 2015b. https://indonesiamengajar.org/tentang-pengajar-muda/jejak-pengajar-muda/; Indonesia Mengajar: Visi dan misi, 2015c. https://indonesiamengajar.org/tentang-indonesia-mengajar/visi-dan-misi/). To date, IM has sent more than 671 high-achieving young candidates to serve as schoolteachers and mobilize local education stakeholders in remote communities around Indonesia (Gabrillin in Hasilkan 671 pengajar muda dalam 5 tahun, Indonesia Mengajar gelar syukuran, 2016a. http://nasional.kompas.com/read/2016/01/31/13090031/Hasilkan.671.Pengajar.Muda.dalam.5.Tahun.Indonesia.Mengajar.Gelar.Syukuran?utm_source=WP&utm_medium=box&utm_campaign=Ktkwp). The first aim of the study is to provide readers with background knowledge of IM, including its history, theory of action and key operational features. The second aim of the study is to understand the process of transformation in the attitudes and perspectives of local stakeholders using hope theory (Snyder et al. in J Pers Soc Psychol 60(4):570–585, 1991) as the theoretical framework. Semi-structured interviews were conducted with local education stakeholders at the IM-organized local sustainability forum held in November, 2015. Structural and descriptive coding was used to organize the qualitative data thematically. Participants reported that IM played a significant and positive role in igniting their will and showing them possible ways to create educational change in their respective communities. They reported a transformation in their attitudes and perspectives about their children’s education—from feelings of hopelessness to hopefulness. Consistent with hope theory, findings demonstrate the importance of investing in the will and the ways at both the individual and communal level. Hope is found to be a necessary investment that must be made alongside investments in infrastructure, instructors and materials to create sustainable educational improvement.

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印度尼西亚Mengajar：对希望的投资

Indonesia Mengajar（IM）或Indonesia Teaches是一项始于2009年的运动，其目的是解决印度尼西亚各地学校教师短缺的问题，并通过派遣他们住在该国偏远地区来培养未来的领导者（Indonesia Mengajar in Indonesia Mengajar： Sejarah，2015a。https://indonesiamengajar.org/tentang-indonesia-mengajar/sejarah/;印尼Mengajar：Tentang pengajar muda，2015b。https://indonesiamengajar.org/tentang-pengajar-muda/jejak-pengajar-muda/ ；印度尼西亚Mengajar：Visi dan misi，2015c。https：//indonesiamengajar.org/tentang-indonesia-mengajar/visi-dan-misi/）。迄今为止，IM已派出671多名成就卓越的年轻候选人担任学校教师，并动员了印度尼西亚周边偏远社区的当地教育利益相关者（哈西尔坎的加布里林671彭加哈尔·达达拉姆5塔胡恩，印度尼西亚Mengajar Gelar syukuran，2016a。http://nasional.kompas.com/read/2016/01/31/13090031/Hasilkan.671.Pengajar.Muda.dalam.5.Tahun.Indonesia.Mengajar.Gelar.Syukuran?utm_source=WP&utm_medium=box&utm_campaign=Ktkwp） 。这项研究的首要目的是为读者提供IM的背景知识，包括IM的历史，作用原理和关键操作特征。该研究的第二个目的是使用希望理论（Snyder等人，J Pers Soc Psychol 60（4）：570-585，1991）作为理论框架，以了解当地利益相关者的态度和观点的转变过程。在2015年11月由IM组织的当地可持续发展论坛上，与当地教育利益相关者进行了半结构化访谈。结构化和描述性编码用于按主题组织定性数据。参与者报告说，即时消息在激发他们的意志并向他们展示在各自社区创造教育变革的可能方法方面发挥了重要而积极的作用。他们报告了他们对子女教育的态度和观点的转变，从绝望的感觉到充满希望的感觉。与希望理论一致，研究结果表明了在个人和社区层面上投资意愿和方式的重要性。人们发现，希望是一项必不可少的投资，必须与基础设施，教师和教材方面的投资一起进行，以实现可持续的教育改善。他们报告了他们对子女教育的态度和观点的转变，从绝望的感觉到充满希望的感觉。与希望理论一致，研究结果表明了在个人和社区层面上投资意愿和方式的重要性。人们发现，希望是一项必不可少的投资，必须与基础设施，教师和教材方面的投资一起进行，以实现可持续的教育改善。他们报告了他们对子女教育的态度和观点的转变，从绝望的感觉到充满希望的感觉。与希望理论一致，研究结果表明了在个人和社区层面上投资意愿和方式的重要性。人们发现，希望是一项必不可少的投资，必须与基础设施，教师和教材方面的投资一起进行，以实现可持续的教育改善。