國民中學輔導組長角色認同經驗之研究

本研究旨在探討國民中學輔導組長在此角色職務上形成角色認同之經驗。以輔導組長的觀點經驗出發，探討輔導組長在學校輔導工作裡，對此角色的想法、角色實踐與功能以及與學校環境互動之經驗。本研究以質性研究取向，採立意取樣邀請輔導組長工作年資滿三年之現職輔導組長，共六位，包含四位女性，兩位男性，平均輔導組長年資為六年；背景部分有四位為輔導科，一位擁有輔導第二專長，一位為非輔導科。本研究使用半結構式個別深度訪談方法，並依據訪談內容作分析整理，本研究的主要結論如下：一、輔導組長的角色認同來自個人與環境交互作用產生，認同此角色為推動學校輔導工作的助人角色，亦可能因現實考量而擔任。初任的不熟悉，以守住既有工作內容與調適角色與環境為主。二、輔導組長陀螺般的日常卻促成輔導工作的推動。其工作重點與「人」有關，亦因校因地有不同的業務面貌。其角色功能多元，連貫學校系統合作與三級輔導工作，包含活動計畫的規劃執行者、系統合作間的溝通協調者、資源連結提供者，以及綜理全校個案的個案管理者。三、輔導主任與專輔教師的支持認可，是輔導組長前行的重要力量。與學校其他成員互動，學校人員對輔導之理解與自主性，皆影響輔導組長的經驗與感受。四、輔導組長於此角色中的收穫，認為有志一同的輔導團隊是前行的力量，從學生家長回饋找到付出的意義，以及從輔導行政中獲得個人成長與肯定。而體悟與建議是人的工作一定要溝通，工作有原則以助人為考量，以及無論背景皆需具備輔導知能。最後，研究者依據上述研究結果提出討論與建議，期待提供教育現場的輔導組長於推展學校輔導工作以及輔導行政相關研究之參考。

關鍵字

輔導組長；輔導行政；角色認同經驗；學校輔導

並列摘要

The purpose of this study was to explore counseling section chief 's role identification experience in middle schools; specifically, the counseling section chief 's role thought, role performance and function, and experience of interacting with the school teachers in the school guidance work. This study adopted qualitative approach and purposive sampling method to recruit senior counseling section chiefs who had at lease three years in this position. There were 6 in total, including 4 female and 2 male section chiefs’ participating in this research. The average serving years was 6 years; 5 of them had counseling teachers’ certificate. This study used a semi-structured individual in-depth interview method and the average interview time was one hour. All interviews were recorded into transcripts. The transcripts were then categorized and analyzed using grounded study approach. The main results of this study were as follows: 1)The role identifications of chiefs came from the interaction of the individual and school environment. The chiefs identified themselves as a helping role in school that promoting school guidance work. It may also be assumed due to the practical considerations. In the novice period, all chiefs had experienced the struggle of administration verses professional roles. Due to unfamiliar with the new job, they mainly focus on keeping the existed work content in order to adjust to the new role and environment. 2)The daily role functions of the chiefs were complicated and spinning around like spinner to keep the school guidance works well in school. The counseling section chief performed diverse roles in order to satisfy the requirements of the three-level school counseling system; the roles included planning executors, communication coordinators, resource link providers, and school case managers. 3)The support and recognition of the director of counseling and school counselors were the strengths for chiefs to move forward. Besides, the chiefs were likely to have positive feelings and experiences when the school teachers showed their understandings and initiations for students guidance work. 4)The gains for counseling section chief’s: an aspiring guidance team was the strength to move forward, finding the meaning of works from the feedback of students and their parents, and gaining personal growth and affirmation from the administration work. The suggestion of counseling section chief’s included that communicating was always top-priority in school guidance work, to be integrity and had belief in helping others, and maintaining good counseling skills. Last, the researchers brought up important results into discussions and suggestions, which intended to inform the counseling section chiefs in the education field in promoting school guidance work and guidance administration related research.