學校人員對國中輔導工作及專業輔導人員試辦方案之評估研究

School Personnel's Perceptions of Guidance Services and Professional Counselor Pilot Project in Junior High Schools in Taiwan

本研究的目的在於從學校人員的角度：1.探討學校人員對國民中學當前輔導工作環境的體驗，包括他們所遭遇的困境和對改革輔導人力資源的看法；2.探討在「國民中學試辦設置專業輔導人員方案」兩年的實施經驗中，學校人員對於他們和專業輔導人員的互動經驗，以及對該方案實施成果的評估。受訪者來自台灣省、台北市和高雄市參與「國民中學試辦專業輔導人員方案」之學校中，以立意取樣方式邀請學校行政人員及輔導教師與導師共54人，分別進行六場焦點團體座談，訪談大綱由研究者根據研究目的所設計，訪談所得資料以現象學方法進行分析。研究結果發現：1.國民中學輔導人力嚴重不足，輔導老師的教學和行政負荷過重，阻礙學生輔導工作的推展，擴編輔導老師員額，可提高輔導工作效能；2.「專業輔導人員試辦方案」的實施成效普遍受到學校人員的肯定，學校人員希望教育部編列預算繼續辦理，以約聘方式聘任專業輔導人員駐校服務，帶動學生輔導工作以及教師輔導知能的成長。本文最後並針對國中輔導工作的改革以及「專業輔導人員試辦方案」的實施提出建議。

The purpose of the study was to investigate the school personnel's perceptions of guidance services and professional counselor pilot project in junior high schools. The guidance teachers were asked to share their personal experiences and difficulties functioning as guidance teachers within current school guidance systems and their interactive experience with the professional counselors under a two-year pilot project within their respective schools. A total of 54 guidance teachers and school administrators were invited to participate in 6 focus groups. A semi-structured interviewing guide was used to solicit subjects' personal input and interactive discussion. Qualitative analyses of the collected data were applied. The results of the analyses are as following: 1. The junior high schools are found to have severe manpower shortage in counseling staff and current guidance teachers' teaching and administrative burdens are overloaded. More guidance teachers and counseling staff are needed to make student guidance program effective. 2. The implementation and outcomes of professional counselor pilot project are found to receive very favorable responses from the school personnel. A majority of the subjects recommended the pilot project to be continued because the school personnel have seen its effectiveness in strengthening the current student guidance program in junior schools. Implications for future guidance reform are also discussed.