- 學位論文
國中導師知覺與專輔教師之雙師合作滿意度之結構模式研究
A SEM Study on Homeroom Teachers’ Perceived Counselor-teacher Collaborative Satisfaction with School Counselors in Junior High Schools
摘要
本研究旨在探討桃園市國中導師對於雙師合作態度、合作期待、合作滿意度與專輔教師專業知覺之結構關係。本研究採問卷調查法，以分層配額抽樣方法選取12校共278位導師之有效樣本，男性有66位，女性有172位，55.5％雙師合作頻率為「有時合作」，26.89%為經常合作。研究工具包括「導師對雙師合作之態度問卷」、「導師對專輔教師雙師合作期待問卷」、「專輔教師專業知覺評量」及「導師對雙師合作之滿意度問卷」等四份問卷。資料處理以描述性統計、平均數考驗、變異數分析、皮爾遜積差相關、多元迴歸分析法與結構方程模式等統計方法進行資料分析。本研究結果歸納如下：（1）桃園市國中導師對雙師合作態度、合作期待、合作滿意度與專輔教師專業知覺均達到「高」的程度。（2）不同背景變項之國中導師對雙師合作態度、合作期待、合作滿意度有所差異。（3）知覺雙師合作態度、合作期待、與合作滿意度三者之間均呈現正相關。（4）導師知覺雙師合作態度、雙師合作期待對雙師合作滿意度具有預測力。（5）導師知覺雙師合作態度、雙師合作期待與雙師合作滿意度之間具影響關係，雙師合作期待為導師知覺雙師合作態度與合作滿意度的中介變項。（6）導師對專輔教師專業知覺對合作態度與合作滿意度具有影響關係，對專輔教師專業知覺透過合作態度的中介影響，對合作期待與合作滿意度具有全部或部分的間接影響關係。
並列摘要
The purpose of this study was to explore the relationships of the homeroom teachers’ collaborative attitude, expectation, satisfaction and their perceptions of school counselors’ professional traits in Taoyuan City. The study adopted questionnaire survey method that a total of 278 homeroom teachers were selected by a stratified quota sampling. The participants included 66 males and 172 females; with 55.5% of them having "sometimes collaborative" with school counselors and 26.89% of them having "often cooperative". The statistics analyses of descriptive analysis, independent t-test, one-way ANOVA, Pearson correlation, multiple regression, and path analysis were performed. The results: (1) the homeroom teachers scored “high” levels on all the four variables of current study: perceptions of counselor-teacher collaborative attitude, expectation, and satisfaction, and their perceptions of school counselors’ professional traits. (2) The different background variables have significant differences between the collaborative attitudes, expectations, and satisfaction that homeroom teachers perceived with school counselors. (3) There was a significantly positive correlation between the four variables. (4) Both collaborative attitudes and collaborative expectations have significantly predicted collaborative satisfaction. (5) The current research verified Oliver’s theory that teachers’ perceived collaborative satisfactions were influenced by their collaborative attitudes and collaborative expectations. The collaborative expectations have mediation effect between the two. (6) The school counselor’s professional traits have directly or indirectly affected collaborative attitudes, collaborative expectations, and collaborative satisfaction. The teachers’ perception of school counselors’ professional traits has indirectly affected collaborative expectation and satisfaction through full and partially mediation effects by collaborative attitude.