導師的能力與學生的期望不一致時對師生關係及學習行為的影響

我國自民國五十七年實施九年國民教育以來，特別重視輔導功能的發揮，惟欲發揮此功能，須賴導師方克其成。學校裏的導師是達成教育功能的主要人物，他是學校中的「核心」人物，在每班學生的心目中，導師除了「傳道、授業、解惑」之外，更是他們認同(identification)的主要對象，因此，導師與學生之關係，實較其他任課教師為密切。

The purpose of this study is to explore the effects of discrepancies between Guidance-Classroom Teachers’ competence and students’ expectation on teacher-student relation and school learning behavior. The results of this study are stated as follows: 1. Guidance-Classroom teachers’ competence and students’ expectation were not the same. Some junior middle school students’ expectation of teachers’ competence were higher than their teachers’ competence. Some students’ expectation of teachers’ competence were lower than their teachers’ competence; and some others’ expectation as the same as the teachers’ competence. 2. The teacher-student relation differs according to the students’ expectation toward their teachers’ competence. In the low-expectation group， the student-teacher relation in both affiliation and sense of trust was best， and it is better in the moderate-expectation group than in the high-expectation group. 3. School learning behavior of students in different expectation group varied according to their class and sex. In achievement motivation， there were a significant variations between different groups of girl students in Class B. In motivation to avoid failure， different groups of boy students in class B showed significant differences on test anxiety; but on general anxiety， different groups of boy students in both Class A and Class B showed significant differences on test anxiety; but on general anxiety， different groups of boy students in both Class A and class b， and different groups of girl students in Class A only， revealed significant differences. In terms of the scores of the course taught by the guidance-classroom teachers， different groups of students in Class B indicated some significant differences.