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| URN | etd-0501107-162450-964 | |
|---|---|---|
| Author | Cheng An-Ling | |
| Author's Email Address | No Public. | |
| Statistics | This thesis had been viewed 1048 times. Download 954 times. | |
| Department | ||
| Year | 2001 | |
| Semester | 2 | |
| Degree | Master | |
| Type of Document | Master's Thesis | |
| Language | zh-TW.Big5 Chinese | |
| Title | The Research of the Elementary School Teachers'' Perspectives toward School Guidance Work and Students Guidance | |
| Date of Defense | 0000-00-00 | |
| Page Count | 189 | |
| Keyword | ||
| Abstract | The Research of the Elementary School Teachers・ Perspectives toward School Guidance Work and Students Guidance Abstract The main purpose of this research is to explore the elementary classroom school teachers・ and guidance teachers・ perspectives toward students guidance and school guidance work, to further understand the difficulties that might be encountered on guiding students and the promotion work of guidance, and also, to analyze and compare the similarities and differences among these perspectives. The participants are selected by adopting criterion sampling of purposeful sampling. To select 10 elementary school teachers (including 6 classroom teachers and 4 guidance teachers), and utilize the insight interview method of qualitative research, which is semi-structural open interview method to collect information. After inductive analysis, the conclusion of the research are as follows: A. Perspectives of Students Guidance: 1. Teachers・ cognition toward students guidance varies with individual experience.However, guidance in stronger demand tends to focus on correcting students'' misbehavior, not on developing or preventing oriented guidance. 2. Teachers are deeply aware that guidance cannot be hasty, and usually is not effective within a short time. Classroom teachers・ insistence is that students do not be transferred to the guidance office. 3. Classroom teachers・ mental transformation toward guiding misbehaved students begins with endeavor stage, then couldn''t-do-anything-to-help stage, and at last, passively- accept-everything stage; while guidance teachers endeavor to eliminate sense of powerlessness, and constantly believe that students would eventually feel teachers''efforts for them. 4. Teachers tend to focus their time and efforts on guiding misbehaved students; therefore they spend relatively less time on ordinary students. 5. When guiding students, common difficulties encountered by guidance teachers and classroom teachers are: (1) failing to cooperate owing to family problems, (2) lack of guidance time, (3) insufficiency of teachers・ professional guidance ability, (4) limitation of individual student''s own problems. 6. Teachers all recognize with the actual function of tracing guidance and individual case records; however, they do have difficulties to carry out these plans. B. Perspectives of School Guidance Work 1.The guidance office has a function of providing assistance, which proves to be inefficient; students seldom voluntarily seek help through the guidance office. 2.Teachers tend to hold negative attitude toward evaluating schools''guidance work . 3.Schools・ guidance meetings are not routinely held as schedule appointed, and the effectiveness of the meetings is downsized. 4.The main reasons that cause guidance teachers unable to perform effective guidance work are: (1) heavy workloads without sufficient manpower to handle, (2) ambiguous ideas of classroom teachers・ guidance attitude, (3) failing to cope with classroom teachers, (4) failing to retain school principals・ support, (5) heavy workloads of classroom teachers. 5.Most interviewed teachers (8 out of 10) think that classroom teachers stand in the front line of guidance work, guidance teachers simply play the role of assistance, and providing resource; only minority of them (2 out of 10) vice versa. 6.The content of guidance study should be mainly practice oriented. 7.Most teachers (7 out of 10) approve and support that counselors exert their professions at elementary schools ;only minority of them (3 out of 10) have no comment on this point. 8.Teachers・expectations toward future guidance work: first, schools・ guidance office is expected and demanded most to transform in full scale; schools・ administrative units are expected to support and cooperate, decrease the number of students in each class, enhance the cooperation with family system, clarify every school employee・s guidance concept, reduce classroom teachers・ teaching hours, and to multiply guidance manpower, finance, and equipment. C. Perspectives on the similarities and differences between guidance teachers and classroom teachers 1.Perspectives on student guidance and school guidance work between classroom teachers and guidance teachers are mostly in common, and different in some specific points. 2.Different perspectives on students guidance are: (1) guidance perspective toward misbehaved students, (2) the obstacle of students guidance, which is the perspective of failing to cope with parents, and the degree of seriousness of students・misbehavior, (3) reasons that cause the lack of guidance time,(4) inability to carry out tracing guidance and individual case records. 3.Different perspectives on school guidance work are:(1) functions of the guidance office, (2) workloads of the guidance office, (3) perspectives on voluntary individual guidance system, (4) practical effect of small group guidance, (5) distribution of guidance work responsibilities, (6) professional guidance personnel hired in school. Finally, based on the results of the research, some concrete suggestions toward practical affairs of elementary school guidance work and further studies are proposed. Key words: students guidance, school guidance work, teachers・perspectives. | |
| Advisory Committee | ||
| Files | ||
| Date of Submission | 2002-07-01 |