臺灣新進社會工作者調查

A Survey of Social Work Novices in Taiwan

本研究係參考國際社會工作者聯盟歐洲區域（International Federation of Social Workers, European Region, IFSW Europe）自2020年推動之「新進社會工作者計畫」（New Social Worker Project），以網路問卷與焦點團體方式，探討臺灣新進社會工作者（以下簡稱新進社工）從學校教育及畢業初入職場過程中獲得相關支持的程度及看法。研究對象為年資三年（含）以內之新進社工，問卷施測期間為2022年9月2日至2022年10月16日，完成有效問卷349份，並於2022年11月至2023年9月間辦理五場焦點團體，共計30位參與者。
研究結果顯示，新進社工在轉銜歷程中，實習經驗助益最高，其次為聘僱單位的支持，學校教育助益最低。教育面向呈現理論與實務落差、學制差異與師資質量影響訓練品質等問題；實習面向則反映正向實習經驗有助於就業準備，但也指出現行實習制度及安排不足、機構投入程度不一，影響學習成效；職場支持面向則以同儕督導與支持、入職引導、資深社工示範、專業訓練及督導支持等，為新進社工轉銜適應的重要支持資源，但也呈現了在職訓練資源不一，以及非新進社工皆能獲得正向督導支持等問題。
本研究建議學校、專業團體與機構應共同研擬兼具理論與實務導向之教育內容與支持策略，以促進新進社工順利銜接職場並穩定留任。惟本研究樣本以北部為主，可能影響量化資料代表性；另質性資料雖涵蓋教育、聘僱單位與專業團體等面向，惟未直接且深入討論督導議題，亦為研究限制之一。

This study explores the transitional experiences of novice social workers in Taiwan, drawing on the“New Social Worker Project”of the International Federation of Social Workers, European Region (IFSW Europe) in 2020. With a mixed-methods design, the research combines quantitative data from an online survey (n=349) conducted between September 2 and October 16, 2022, with qualitative insights from five focus groups held from November 2022 to September 2023, involving 30 participants that were social workers with 3 years of experience or less.
The findings indicate that internship experiences offer the most substantial support during the transition from education to practice, followed by organizational support, while formal education is perceived as least effective. Key challenges include a gap between theory and practice, inconsistencies across academic programs, and mixed faculty quality. Although positive internship experiences enhance job readiness, structural limitations in internship programs and uneven institutional engagement hinder learning outcomes. Workplace support—such as peer supervision, onboarding guidance, role modeling by senior professionals, and access to professional training and supervision—is critical for adaptation, yet disparities in in-service training and supervisory quality persist.
The study advocates collaborative efforts among academic institutions, professional associations, and employing organizations to formulate educational strategies that integrate theoretical knowledge with practical application, thereby facilitating professional transitions and enhancing workforce retention. Limitations in this study include geographic concentration of survey respondents in northern Taiwan and limited exploration of supervisory dynamics within the qualitative data.