國中專任輔導教師中輟生輔導之系統合作經驗探究

Abstract

本研究為理解國中專任輔導教師中輟生輔導之系統合作經驗，以及中輟生輔導之系統合作的影響因素為何，特邀請5位任教滿5年以上之國中專任輔導教師參與，4女1男，採取質性研究，透過深度訪談法收集資料，並以敘事研究中之「類別—內容」進行資料分析與呈現，而研究結果呈現5個主類別，分別為3個正性面向：（一）系統合作優勢；（二）促進中輟生輔導之系統合作的正向因素；（三）影響中輟生就學之順向因素，以及2個負性面向：（四）系統合作困境；（五）影響中輟生就學之阻滯因素。隨後再依據主類別性質分類，得出2大主軸面向──「影響中輟生輔導工作效能之因素」、「支援系統的樣態與條件對中輟生輔導之影響」，再合成最終之核心主題「專輔教師中輟生輔導工作之考驗與機運」作為5位參與者之共同經驗呈現，並依照研究結果提出討論與建議，作為未來學校輔導實務系統工作參考。This qualitative study aims to understand junior high school counselors’ experience of system collaboration in student dropout intervention and the factors that possibly influence system collaboration. Five junior high school counselors (four females and one male) with more than five-year working experience are specifically invited to participate in this study. In-depth interviews are conducted to collect qualitative data, and then the narrative categorical content analysis is performed to address it. The result shows five main categories involving positive and negative aspects. Three categories relating to positive aspects are as described below: (1) the advantages of system collaboration; (2) positive factors promoting system collaboration in student dropout intervention; (3) positive factors influencing dropout students to continue learning. The other two categories relating to negative aspects are as described below: (4) difficulties in system collaboration; (5) negative factors influencing dropout students to continue learning.Subsequently, the five main categories can further be classified into two dimensions. One is “the factors influencing the efficacy of student dropout intervention”, and the other is “the impact of supportive systems’ situations on student dropout intervention”. At last, these two dimensions can be combined into a final theme “A junior high school counselor’s challenges and opportunities in student dropout intervention” to present these five participators’ common working experience.With the presenting result in this study, the discussion and suggestion are expected to provide some system collaboration in student dropout intervention insights for counselors of Taiwan’s junior high schools as working guidance and references.