新北市國中教師對中途輟學學生認知及輔導處遇成效認知之相關研究
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2014
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本研究旨在探討國民中學教師對中途輟學學生認知及輔導處遇認知，並分析其與輔導處遇成效之關係，進而提出可行性的建議，以供國民中學實施輔導處遇之參考。主要研究方法係採問卷調查法，在先行文獻探討獲得立論基礎後據以設計問卷。施測對象以新北市九大分區公立國民中學教師為對象，依所在分區進行分層隨機取樣，抽取24所國中，共373位受試者進行問卷調查量測，並對回收問卷予以分類與編碼，運用單因子多變量變異數分析及多元迴歸等統計方法進行分析，獲致以下六點重要結論：
一、新北市國中教師對中輟生具有高度的認知，尤其對中輟生形成因素等的認知較高。
二、新北市國中教師普遍認為中輟生輔導處遇具有成效，其中以師生互動成效較高。
三、新北市國中教師對中輟生認知，會因其擔任職務、教學專長及服務學校規模的不同而有顯著差異。
四、新北市國中教師對中輟生輔導處遇認知，會因其擔任職務、教學專長及服務學校所在區域的不同而有顯著差異。
五、新北市不同背景國中教師對中輟生輔導處遇成效的看法，有部分的差異，其中師生互動方面有較大的顯著差異。
六、新北市國中教師對中輟生的認知與輔導處遇成效有相關性，故其認知程度對輔導處遇成效具有部分解釋力。
最後，依據本研究結果，分別對新北市國中中輟生輔導處遇相關措施及後續研究等提出建議如下：
ㄧ、加強國中教師輔導處遇知能研習，落實三級輔導制度運作。
二、學校教師應徹底改變以學業為導向的觀念，採取寬容的態度接納學業成就低落的學生。
三、在高關懷課程設計上，應朝更多元化、動手做，以貼近學生生活經驗的模式發展。
四、學校中輟生輔導處遇必須與校外社政單位相輔相成，以深耕輔導工作。
五、在後續研究上，應可蒐羅全部狀況，增加不同的研究方法、對象。
This research is for the purpose of discussing and analyzing the junior high school teachers’ cognition of drop-out students and counseling treatments,and provided suggestions for the junior high school counseling office. Questionnaire Survey which is base on theoretic was applied in this study and the study takes 373 teachers from 24 New Taipei City junior high schools in 9 districts by stratified random sampling. We classified and coded these questionnaires with single factor multivariate analysis of variance and multiple regression analysis method to conclude the following study findings: 1. New Taipei City junior high school teachers with a high cognition, especially for forming factors of drop-out students. 2. New Taipei City junior high school teachers believe that they are doing great on drop-out students counseling treatments, especially the interaction between teacher and drop-out student is one of the best case. 3. New Taipei City junior high school teachers would have significant cognitions on drop-out students by multiple factors such as function、expertise and the scale of school. 4. New Taipei City junior high school teachers would have significant cognitions on drop-out students counseling treatments by multiple factors such as function、expertise and the region of school. 5. New Taipei City junior high school teachers with different backgrounds have diversity of opinions on the counseling treatments effectiveness of drop-out students, especially the interaction between teacher and drop-out student is one of the best case. 6. New Taipei City junior high school teachers’ cognition degree for drop-out students is related with the counseling treatments effectiveness of drop-out students. Finally, this research would base on its results to make suggestions for New Taipei City junior drop-out students counseling and further research: 1. Strengthen junior high school teachers' counseling trainings three levels counseling. 2. Teacher should give up concept of academic-oriented and change her/ his point of view to lower academic-achievement students. 3. The design of intensive-concern programs should be diversified and more focus on self experience such as DIY program which will be closer to students' life experiences. 4. When doing drop-out students counseling treatments, we will have to work with several government departments that will lead students to better results. 5. On follow-up studies should be collecting all conditions, increasing the different research methods, objects.
This research is for the purpose of discussing and analyzing the junior high school teachers’ cognition of drop-out students and counseling treatments,and provided suggestions for the junior high school counseling office. Questionnaire Survey which is base on theoretic was applied in this study and the study takes 373 teachers from 24 New Taipei City junior high schools in 9 districts by stratified random sampling. We classified and coded these questionnaires with single factor multivariate analysis of variance and multiple regression analysis method to conclude the following study findings: 1. New Taipei City junior high school teachers with a high cognition, especially for forming factors of drop-out students. 2. New Taipei City junior high school teachers believe that they are doing great on drop-out students counseling treatments, especially the interaction between teacher and drop-out student is one of the best case. 3. New Taipei City junior high school teachers would have significant cognitions on drop-out students by multiple factors such as function、expertise and the scale of school. 4. New Taipei City junior high school teachers would have significant cognitions on drop-out students counseling treatments by multiple factors such as function、expertise and the region of school. 5. New Taipei City junior high school teachers with different backgrounds have diversity of opinions on the counseling treatments effectiveness of drop-out students, especially the interaction between teacher and drop-out student is one of the best case. 6. New Taipei City junior high school teachers’ cognition degree for drop-out students is related with the counseling treatments effectiveness of drop-out students. Finally, this research would base on its results to make suggestions for New Taipei City junior drop-out students counseling and further research: 1. Strengthen junior high school teachers' counseling trainings three levels counseling. 2. Teacher should give up concept of academic-oriented and change her/ his point of view to lower academic-achievement students. 3. The design of intensive-concern programs should be diversified and more focus on self experience such as DIY program which will be closer to students' life experiences. 4. When doing drop-out students counseling treatments, we will have to work with several government departments that will lead students to better results. 5. On follow-up studies should be collecting all conditions, increasing the different research methods, objects.
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中輟生, 輔導處遇, 輔導處遇成效, drop-out students, counseling treatments, counseling treatments effectiveness