國小輔導教師多元文化輔導知能覺察與輔導自我效能之相關研究

Abstract

本研究旨在瞭解國小輔導教師多元文化輔導知能覺察與輔導自我效能之相關情形。係以臺北市、臺北縣之國小輔導教師為研究對象，採取立意抽樣的方法，以學校為單位，隨機抽取臺北縣市的國民小學，實際有效樣本人數共169人。 本研究採用問卷調查法進行資料收集，所採用之研究工具包括：「個人基本資料」、「國小輔導教師多元文化輔導知能覺察量表」及「國小輔導人員輔導自我效能量表」。調查所得資料以t考驗、單因子多變項變異數分析、單因子單變項變異數分析、典型相關分析等統計方法進行處理。主要研究結果如下： 一、國小輔導教師自覺在多元文化輔導知能覺察部分屬於中上程度。以「多元文化輔導信念與態度」最高，其次依序為「多元文化輔導技能」與「多元文化輔導知識」。 二、國小輔導教師自覺在輔導自我效能部分屬於中上程度。「輔導自我效能」狀況由高而低，依序為「輔導工作價值效能」、「輔導技巧效能」、「輔導推展效能」、「輔導過程效能」、「輔導工作能力效能」。 三、不同年齡組、婚姻狀況、服務年資、職務與接觸新移民子女人數之台北縣市國小輔導教師，其多元文化輔導知能覺察有明顯差異。 四、不同性別、學歷、輔導背景、研習時數之台北縣市國小輔導教師，其多元文化輔導知能覺察無差異。 五、不同性別、年齡組、職務之台北縣市國小輔導教師，其輔導自我效能有差異。 六、不同婚姻狀況、服務年資、學歷、輔導相關背景、研習時數、接觸新移民子女人數之台北縣市國小輔導教師，其輔導自我效能沒有差異。 七、國小輔導教師的多元文化輔導知能覺察與輔導自我效能有顯著相關。 最後，研究者根據本研究結果加以討論，並提出具體建議供教育行政機關、國小輔導教師及未來研究之參考。

The purpose of the study is to investigate the relationship between multicultural guidance knowledge-skill awareness and guidance self-efficacy of elementary school guidance-teachers. By using random sampling, a total of 169 guidance-teachers was chosen from elementary schools in Taipei city and Taipei county. In the present study data were collected through a survey method. Instruments including Basic Information Inventory, Multicultural Guidance Knowledge-Skill Awareness Scale and Guidance-Teachers’ Self-Efficacy Scale. Data obtained in this study were analyzed by t-test, one-way ANOVA, one-way MANOVA, canonical correlation. The conclusions of this study are as follows: 1. The multicultural guidance knowledge-skill awareness of elementary school guidance-teachers is above middle degree. Score on the belief and attitudes is the highest and the knowledge is the least. 2. The guidance self efficacy of elementary school guidance-teachers is above middle degree. Score on the guidance efficacy value is the highest and guidance efficacy competency is the least. 3. Concepts of multicultural guidance knowledge-skill awareness is significantly different among elementary school guidance-teachers of different ages, marriage, guidance experience, function, contact with new immigrant children. 4. Concepts of multicultural guidance knowledge-skill awareness is not significantly different among elementary school guidance-teachers of different sex, antecedent, majored in counseling or guidance, further education. 5. Concepts of guidance self-efficacy is significantly different among elementary school guidance-teachers of different sex, ages, function. 6. Concepts of guidance self-efficacy is not significantly different among elementary school guidance-teachers of different marriage, guidance experience, antecedent, majored in counseling ,further education, contact with new immigrant children. 7. Canonical correlation was found between multicultural guidance knowledge-skill awareness and guidance self-efficacy of elementary school guidance-teachers. Suggestions and implications of the results were discussed for related educational authorities, elementary school guidance and further research.