大專校院優質社團指導老師建構本位能力之探討

大學校園社團活動參與經驗是一位大學生校園學習生活中不可或缺的學習經驗。透過校園社團活動的參與，以及承辦規劃各類校園社團活動的機會，可以讓學生增加團隊合作工作的經驗，促進學生個人的時間管理技巧、增進人際關係和組織規劃的辦事能力；並為自己的將來奠定良好的發展基礎。然而近年來，由於國內大學校院增加迅速，加以國內就學學生的人數逐年下降，校際之間的招生工作日趨困難。各校由於招生不足，直接影響到學校主要年度收入，在校務發展經費資源有線的情形下，校內經費的排擠效應，讓各校學生社團發展活動進一步受到一定程度的影響。影響校園社團活動發展的因素很多，社團指導老師的熱心參與，更是被視為促進校園社團發展活動的重要導引力量之一。如何去設定一位優質社團指導老師所需具備的本位能力，是本次研究工作探討的目的。本研究問卷調查進行時間分別為九十二年八月，受訪的學生為參與教育部與救國團共同舉辦之九十二年全國大專社團幹部研習會，來自全國53所公私立大專校院的192位社團幹部；以及九十二年九月，受訪之課外活動組師長為參與教育部訓委會，委託靜宜大學承辦之全國大專校院課外活動工作傳承活動的出席人員。問卷內容中所設定的問題包涵「認真負責」等18項，問卷資料以主成份法進行因素分析，並經變異最大法做因素轉軸。在社團幹部學生部份共萃取了四項主要的因素：「親切熱情」、「專業負責」、「行政協調」、以及「學經背景」。各項因素對變異解釋程度分別為24.0％、17.09％、12.29％、9.66％，累積解釋變異量為63.04％。再以上述四項因素之分數為應變數，而以學生的基本資料，包涵學校屬性、社團組織屬性、社團資歷及幹部性別等分類變數作為自變數，分別進行單因子變異數分析。統計分析結果顯示，「社團組織屬性」之不同，對於社團指導老師的「行政協調」因素之重視程度有顯著之差異。此外，社團學生幹部的學校屬性、社團資歷及幹部性別的不同，對於前述四項變異因素皆沒有出現顯著之差異。在課指組師長部份共萃取了五項主要的因素：「專業負責」、「溝通協調」、「鼓勵學生」、「熱心負責」以及「表達能力」。各項因素對變異解釋程度分別為17.88％、12.73％、12.58％、12.27％和7.54％，累積解釋變異量為63.0％。本次問卷資料分析結果，發現課外活動組師長與社團學生幹部對於社團指導老師本位能力的認知態度，呈現顯著的一致性。

關鍵字

社團；本位能力；社團指導老師

並列摘要

It is important for college students to participate in the student organization activities. This kind of participating experience can help them improve the abilities to work in a team, to manage their time, to get along with others, and to maneuver the strategic planning, and which are all essential capabilities for their future. However, due to the rapid increase in college quantity as well as the decrease in student enrollment, the colleges' fiscal budgets are seriously cut, and therefore influence to some extent the budgets for the student organization activities. While there are many factors affecting college student organization development, the instructor of the student organization is particularly deemed as one of the major factors. The purpose of this study is to find out the required competence for the excellent college student organization instructors and to compare the viewpoints between college students and administrators. The Competence Survey subjects are nationwide including192 cadre students in college student organizations and 97 college administrators directly responsible for students' extra-curriculum. Factor analysis reveals that 18 items in the student-rated Competence Survey can form four instructors' competence factors: ＂kind passion＂, ＂professional responsibility＂, ＂administrative coordination＂, and ＂academic and experience background' with 24.0%, 17.09%, 12.29%, 9.66% of all variance respectively. Multivariate analysis of variance reveals that cadre students from different kind of student organizations has different viewpoint to the importance level of the instructors' ＂administrative coordination＂ competence, and that cadre students from different college types, different working qualification in student organizations and different sex has no different viewpoints to the importance level of the four instructors' competence factors. Factor analysis reveals that 18 items in the administrators-rated Competence Survey can form five instructors' competence factors: ＂professional responsibility＂, ＂communicative coordination＂, ＂encourage students＂, ＂enthusiastically responsible＂ with 17.88%, 12.73%, 12.58%, 12.27%, 7.54% of all variance respectively. Analysis results shows that students and administrators' viewpoints regarding the required competence for the excellent college student organization instructors are quite consistent.