專任輔導教師知覺教師合作與諮詢中的人際影響因素

學校輔導工作體系中，專任輔導教師（以下簡稱：專輔教師）若能與導師形成同盟合作關係，發揮彼此角色的專長，將能大大提升輔導效能，學生輔導成效之廣度與延續性也能因而提升許多。本研究旨在探討專輔教師與導師進行教師諮詢之現況與經驗，以及專輔教師從諮詢互動歷程中，覺察到的人際影響因素。　　本研究採質性研究取向，使用半結構式個別深度訪談方法，邀請10名專輔教師進行約60分鐘訪談。訪談對象包括4名國中專輔教師、6名國小專輔教師，男性1名、女性9名，平均年齡31.9歲，從事輔導工作年資平均3.92年。所有的研究參與者均參加科技部編號108-2410-H-033-028-MY2之研究計畫，經計畫主持人同意後，本研究為該研究計畫之前導研究。資料分析部分則運用紮根取向之開放編碼與主軸編碼原則進行分析，並以三角驗證法檢核信實度。本研究的主要結論如下：一、專輔教師在教師諮詢中，會因為信心不足自我綑綁、導師擔心被評價的抗拒、導師輔導知能不足、雙師立場差異、學校所處的環境壓力、學校行政支持度等原因，而出現不同的困境，以及相對應的疏離迴避或積極策略。二、專輔教師在教師諮詢中所知覺到的人際影響因素分為關係、問題解決、內在力量與外在壓迫四大範疇，並細分為創造連結、專業信任、真誠開放、互惠補償、達成共識、專業助益、自我效能感、情緒支持、注入希望、法律規章、第三方壓力等十項。三、從研究資料中發現最多專輔教師使用的人際影響因素依序為專業助益、創造連結、真誠開放、達成共識、專業信任、情緒支持。　　最後，研究者依據上述研究結果提出討論與建議，期待提供現場專輔教師於學校進行諮詢合作，及未來有關教師諮詢相關研究之參考。

關鍵字

教師諮詢；人際影響因素；專輔教師；雙師合作

並列摘要

In school guidance system, if the collaborative relationships between homeroom teachers and school counselors were established, and the roles and functions for each expertise were achieved; then, the efficiency of school counseling and the width and continuity of student guidance can also be greatly improved. This study aimed to investigate school counselors’ status and experiences in conducting teacher consultation; further, the perceived interpersonal influence factors in consultation process. The study adopted a qualitative approach, using semi-structured individual in-depth interview method to collect school counselors’ experience. Ten school counselors were invited to participate in current research. The interviewees included four junior high school counselors and six elementary school counselors, one of them was male and the other nine were females. Their average age was 31.9 years old, and the average length in counseling work is 3.92 years. All participants have joined MOST 108-2410-H-033 -028-MY2 project voluntarily that was conducted by Dr. Tu, Su-Fen and agreed to participate in current research. And, the current research was approved by Dr. Tu as a preliminary study of the project. The data analysis followed the analytical procedure of grounded theory approach and the reliability was examined through triangulation method. The main result of this study were as follows: 1) The school counselors perceived a variety of difficulties when conducting teacher consultation in schools, such as such as their self-constraints in consultation due to lack of confidence, homeroom teachers’ resistance for worrying about being judged, insufficient guidance knowledge of homeroom teachers, different stances between the two parts, the situational pressure from other school authorities, and the support level from school administration, etc. A school counselor may chose avoiding or active resolving strategies upon facing these difficulties. 2) The interpersonal influential factors that the school counselors perceived in teacher consultation could be divided into four major themes: relationship, problem solving, internal strength and external pressure. And, they could subdivided into ten categories: creating connections, professional trust, sincere and open-minded, mutual compensation, reaching consensus, professional benefits, self-efficacy, emotional support, injecting hope, regulations and third-party pressure. 3) The most used interpersonal influential factors in order by school counselors were: professional profit, creating connections, sincerely open, reaching consensus, professional trust and emotional support. Last, the researchers make discussions regarding to school consultation based on above important results. Also, some implications and suggestions were brought up with regard to the training and supervision for school counselors.