大專院校專責導師工作壓力與適應之研究：以國立臺灣師範大學為例

Abstract

國立臺灣師範大學為因應教官退出校園，於2015年將「軍訓室」轉為「專責導師室」，工作內容涵蓋學生輔導、行政工作與值班，工作內涵與教官、輔導人員及導師相似，過去曾探討過教官、輔導人員及導師工作壓力與工作適應，然而，專責導師的工作壓力與適應問題迄今缺乏系統性研究，為填補此文獻空白，本研究以專責導師的壓力來源、適應策略及制度建議為研究重點。本研究採用質性研究中的訪談法，針對國立臺灣師範大學的專責導師進行深度訪談，編碼進行分析。研究結果顯示，專責導師的工作壓力主要來自學生輔導、角色定位模糊使職責劃分不清及值班緊急事件處理等挑戰。專責導師採用「積極問題導向型」、「積極情緒導向型」或是綜合兩者的工作適應策略減緩壓力，減緩工作壓力帶來的影響。研究建議分為三大層面，以工作內容與工作環境層面，包括劃分工作角色、改善晤談空間；以工作壓力層面，設立緊急應變小組、統一學校與專責導師立場；以工作適應層面，增設心理支持系統與專業資源支持，期望學校能藉此改善專責導師制度，進一步促進學校輔導工作之發展。In response to the withdrawal of military instructors from the campus, National Taiwan Normal University (NTNU) converted the “Military Training Room” to the“Student Adviser Office” in 2015 to establish the Student Adviser System. The work content included student counseling, administrative work, and on-duty work, and the work content was similar to those of military instructors, counselors, and tutors. In thepast, the work stress and adjustment of military instructors, counselors, and tutors had been explored, but there was a lack of systematic research on the work stress and adjustment of student advisers, and in order to fill the gap in the literature, the present study focused on the sources of work stress, adaptive strategies, and institutional recommendations of student advisers.This study adopted the interview method in qualitative research, and conducted in-depth interviews with student advisers at the NTNU, and coding for analysis. The results of the study showed that the work stress of the student advisers mainly came from the challenges of student counseling, the ambiguity of their roles and responsibilities, and the handling of on-duty emergencies. Student advisers adopted “positive problem oriented”, “positive emotion-oriented” or a combination of both work adaptation strategies to reduce stress and mitigate the impact of work stress. The study recommended perfecting the work division of the student advisers, improving the interview space, setting up an emergency response team, unified position of schools and student advisers, adding a psychological support system and professional resource support. It was hoped that the schools can improve the student advisers’ system and further promote the development of school counseling.