1999年12月 7-1 國小輔導相關人員對學校輔導工作者角色知覺與角色衝突之研究

王文秀
國立新竹師範學院國民教育研究所

本研究旨在透過問卷調查，了解國小輔導相關人員對輔導工作者角色之知覺及對輔導工作內涵看法之一致性，與輔導工作者之角色衝突情形。訪談包含四校共廿位之學生、家長、行政人員、一般教師及輔導工作者。問卷調查含上述訪談五類人員共1844位。研究工具含訪談大綱、研究者編製之「國小輔導工作角色問卷」’內含輔導人員版的角色衝突。主要研究結果為： 1. 研究參與者在問卷52題之輔導工作中，至少有40題均認為是輔導室之主要工作。輔導工作涵蓋的層面極廣，幾乎與兒童學業、生活、人際有關之範圍，均被認可是輔導室主要工作，這些工作所蘊含之輔導人員角色相當多樣化，如諮詢者、行政人員、授課者、特教工作者、提供資訊者、實施心理測驗者、資料管理者或諮商者均屬之。2. 研究參與者對學校輔導工作應涵蓋內容之看法均相當一致。3. 輔導人員之衝突普遍不高，僅對花在授課與實際輔導工作的時間分配有較高之衝突惑。其所知覺之衝突程度，不因性別成畢業科系而有差異。4 .輔導人員與行政人員僅對心靈受創的兒童提供支持與關懷之看法有顯著差異，但二者均肯定其為主要工作。二類人員均傾向將一些工作視為主要工作，例如「教導兒童了解自己的身心發展變化並引導其自我接
納」、「協助家長了解子女並改善與子女之互動方式」與「對畢業生或中途離校生進行追蹤輔導」，但教師認為這些是次要工作。5. 不同背景之受試者對各項輔導工作是否是輔導室「主要工作」或「次要工作」等之看法略有差異。6. 所有女性在諸多輔導工作上，均較男性傾向認為是主要工作。7. 五年級學童較六年級學童缺乏對輔導工作之相關概念。
本研究除整理及討論研究之發現外，並提出未來輔導實務及研究建議。

關鍵字
角色知覺、角色衝突、團小輔導工作

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