臺灣博碩士論文加值系統

本研究的目的在於瞭解高中職導師之輔導諮詢滿意度及相關因素，並探討高中職導師背景因素、輔導室專業形象知覺因素、學校組織氣氛知覺因素之關係。
本研究對象為高雄縣、市公私立高中職導師，研究方法採用問卷調查法，預試樣本共78份，正式樣本共342份。研究的工具主要有：1.「基本資料調查表」、2.「輔導諮詢服務滿意度調查表」、3.「輔導室專業形象量表」、4.「高中職學校組織氣氛量表」。本研究以SPSS for WINDOWS 10.0版統計套裝軟體進行統計分析，所採取之統計方法有平均數、標準差分析、獨立樣本t檢定、單因子變異數分析、二因子變異數分析、多元逐步回歸分析。
本研究發現如下：
一、 有80.7%的導師受過輔導知能訓練。
二、 有81.9%的導師每年至少向輔導室尋求諮詢服務一次，並以一年1-2次最多。
三、 高中職導師之輔導諮詢滿意度現狀、對整體輔導室專業形象知覺、對整體學校組織氣氛知覺達中上程度。
四、 高中職導師之求詢頻率、知覺「輔導教師專業能力」、「輔導室工作效能」，「學校承諾」、「專業投入」越高，在尋求技巧諮詢、知識諮詢、心理諮詢之滿意度越高。
五、 知覺「革新」越高，在技巧諮詢滿意度越高，在知識諮詢滿意度高分組高於中分組和低分組，在心理諮詢滿意度上高分組和中分組大於低分組。
六、 輔導室專業形象知覺及學校組織氣氛知覺對技巧諮詢有交互作用
1.就輔導室專業形象知覺而言，高中職導師知覺「輔導室專業形象」低者，知覺「學校組織氣氛知覺」開放組與普通組對「技巧諮詢」之滿意度高於封閉組。
2.就學校組織氣氛知覺而言，高中職導師知覺「學校組織氣氛」無論如何，對「輔導室專業形象知覺」高者，其對「技巧諮詢」之滿意度高於「輔導室專業形象知覺」低者。
七、輔導室專業形象知覺、學校組織氣氛知覺越高，其知識諮詢滿意度越高。
八、輔導室專業形象知覺及學校組織氣氛知覺對心理諮詢有交互作用。
1.就輔導室專業形象知覺而言，高中職導師知覺「輔導室專業形象」低者，知覺「學校組織氣氛知覺」開放組與普通組對「心理諮詢」之滿意度高於封閉組。
2.就學校組織氣氛知覺而言，高中職導師知覺「學校組織氣氛」無論如何，對「輔導室專業形象知覺」高者，其對「心理諮詢」之滿意度高於「輔導室專業形象知覺」低者。
九、高中職導師「輔導教師專業能力」知覺、「輔導室工作」知覺能有效預測「技巧諮詢」與「心理諮詢」滿意度。
十、高中職導師「輔導教師專業能力」知覺、「輔導室工作」知覺、「專業投入」、「公私立」能有效預測「知識諮詢」滿意度。

本研究基於上述研究結果，提出對輔導室、學校行政單位、師資培育機構、未來研究者具體之建議以供參考。

The purpose of this study is to understand the satisfaction rate among form teachers in senior and vocational high schools in both Kaohsiung city and county, who seek consultations at office of guidance and counseling, as well as its related factors. The factors included in the study were background of the form teachers, professional image of the office of guidance and counseling, and perception towards school organization.

The subjects were form teachers in senior high and vocational high schools, either public or private, in city and county of Kaohsiung. Investigation was done by filling out survey questionnaires. Sample sizes were 78 and 342 for pilot and formal study respectively. Main instruments utilized were 1. basic information survey, 2. satisfaction rate of service by office of guidance and counseling, 3. rating of professional image of office of guidance and counseling, and 4. scales of perception toward school organization. Statistical analysis was done with SPSS (Windows Version, 10.0) by averaging, standard deviation analysis, t-testing, ANOVA (both one and two way), and stepwise regression analysis.

The findings were:
1. 80.7% of form teachers surveyed received training of counseling knowledge.
2. 81.9% seek consultation at office of guidance of counseling at least once a year, and most did so once or twice.
3. The satisfaction rate for office of guidance and counseling, the impression for professionalism of office of guidance and counseling, and the perception toward school organization were all above medium mark.
4. The higher the frequency of form teachers seeking consultation, perception of professionalism of the counselor(s), proficiency of the office of guidance and counseling, and professional dedication, the better the satisfaction rate for consultation skill, its knowledge and psychology.
5. When perceived as more innovative, the satisfaction rate for consultation skill by the form teachers would be higher. But only those scored the office of guidance and counseling with high marks, would be more satisfied with consultation knowledge. Whereas toward psychology consultation, teachers with high and medium scores would be more satisfied than those with low scores.
6. Interaction effects were identified among professional image of the office of guidance and counseling, perception of school organization, and skill consultation.
7. With better professional image for the office of guidance and counseling, as well as better school organization, the knowledge consultation satisfaction rate would be higher.
8. Interaction effects were identified among professional image of the office of guidance and counseling, perception of school organization, and psychological consultation.
9. The satisfaction rate for consultation skill and psychology, could be effectively predicted by the perception of professionalism of the counselor(s) and proficiency of the office of guidance and counseling.
10. Whereas the satisfaction rate for consultation knowledge, could be effectively predicted by the perception of professionalism of the counselor(s), proficiency of the office of guidance and counseling, level of professional dedication, and whether school was public or private.

Based on the above results and conclusions, suggestions were made toward betterment for offices of guidance and counseling, school administrations, educational institutions for teachers, as well as future researchers.

目 錄
第一章 緒論
第一節 研究動機與目的………………………………………… 1
第二節 研究問題………………………………………………… 4
第三節 名詞界定………………………………………………… 5
第四節 研究限制………………………………………………… 7
第二章 文獻探討
第一節 學校諮詢理論研究……………………………………… 9
第二節 學校輔導諮詢工作研究………………………………… 22
第三節 學校諮詢滿意度及相關因素之研究…………………… 28
第三章 研究方法
第一節 研究架構………………………………………………… 38
第二節 研究假設………………………………………………… 39
第三節 研究對象………………………………………………… 40
第四節 研究工具………………………………………………… 41
第五節 實施程序………………………………………………… 48
第六節 資料處理………………………………………………… 49
第四章 結果與討論
第一節 研究樣本特質分析……………………………………… 50
第二節 高中職導師輔導諮詢滿意度、輔導室專業形象知覺、
學校組織氣氛知覺之現狀分析……………………… 53
第三節 高中職導師的背景變項、輔導室專業形象知覺、學
校組織氣氛知覺對其輔導諮詢滿意度之差異分析…… 56
第四節 高中職導師的背景變項、輔導室專業形象知覺、學
校組織氣氛知覺對其輔導諮詢滿意度之預測分析…… 95
第五章 結論與建議
第一節 研究發現……………………………………………… 104
第二節 結論…………………………………………………… 108
第三節 建議…………………………………………………… 110

參考書目
中文部分………………………………………………………… 116
英文部分………………………………………………………… 117

附錄一、正式樣本與問卷回收一覽表…………………………………122
附錄二、專家效度評定名單……………………………………………123
附錄三、高中職導師輔導諮詢滿意度調查問卷（預試問卷）………124
附錄四、高中職導師輔導諮詢滿意度調查問卷………………………128
附錄五、問卷使用同意書………………………………………………132
附錄六、您填問卷我幫您捐款…………………………………………133
附錄七、捐款收據………………………………………………………134

參考書目
一、中文部分
王淑玲(民90)。高雄市國民中小學學生家長諮詢需求與意願之研究。國立高雄師範大學輔導研究所碩士論文。
台北市政府教育局(民92)。「臺北市高級中學學生輔導暫行要點」
李柏英(民74)。大學生求助態度與求助行為及其相關變項。台灣大學心理研究所碩士論文。
李口永 吟(民81)。我國國民小學輔導單位的組織與員額編制調查研究。教育部輔導工作六年計劃專案研究論文集，87-133頁。
宋湘玲、林幸台、鄭熙彥、謝麗紅(民86)。學校輔導工作的理論與實施。高雄：復文書局。
邱獻輝(民89)。青少年家長親子溝通諮詢團體之效果研究。國立台灣師範大學教育與心理輔導研究所碩士論文。
邱獻輝譯(民91)。學校諮詢理論與實務 。William P. Erchul & Brian K. Martens 原著。台北，學富文化圖書事業有限公司。
邱獻輝(民92)。建立本土化諮詢歷程模式之嘗試。學生輔導雙月刊，82，106-119頁。
吳淑禎(民90)。國中小特教班教師專業知能諮詢需求與意願之研究－以南投縣為例。國立嘉義大學國民教育研究所特教教學碩士論文。
林宜靜(民92)。影響國中導師尋求輔導諮詢相關因素之研究。國立高雄師範大學輔導研究所碩士論文。
林美珠、蔡憶萍、王麗斐（民86）。我國國小輔導人員對「諮詢」概念認知之初探。中華輔導學報，5，119-149。
林美珠（民91）。諮詢能力內涵與評量之探討研究。中華輔導學報，12，117-152。
夏敏(民89)。大學生對諮商服務的知覺暨影響求助意願之探討。國立彰化師範大學輔導與諮商學系碩士論文。
教育部(民74)。「職業學校學生輔導辦法」
教育部(民90)。「高級中學學生輔導辦法修正條文草案」
陳明志(民92)。高級職校學習型組織對校園氣氛影響之研究。國立台灣師範大學工業教育學系在職進修碩士班碩士論文。
許韶玲(民92)。督導者知覺受督者影響諮商督導過程之因素。載於王文秀主編：督導理論與實務。台北：五南圖書公司。
許維素(民85)。學校輔導人員的專業角色認定。諮商與輔導，132，25-28頁。
許維素(民87)。輔導教師專業角色發展歷程之研究。國立台灣師範大學教育心理與輔導研究所碩士論文。
連廷嘉(民87)。國民中小學教師諮詢需求與意願之研究。國立高雄師範大學輔導研究所碩士論文。
張德聰(民85)：我國「諮商、輔導人員」專業形象之調查研究。教育部訓委會。
郭書毓(民87)：國民中學導師尋求輔導室支援及其相關因素之探討。國立政治大學教育研究所碩士論文。
黃月霞(民90)。諮商導論。台北，五南出版社。
黃德祥(民81)。國民小學輔導課程實施現狀之研究。教育部輔導工作六年計劃專案研究論文集，31-59頁。
童慶懋譯(民78)。與小學教師諮詢－介紹諮詢的原理與小學實施的方法技術。台北：國立編譯館。
曾麗華(民93)。國中教師社會支持、問題解決態度與輔導諮詢態度度相關研究。國立高雄師範大學輔導與諮商研究所碩士論文。
賈紅鶯(民86)。諮詢的基本概念及其在學校輔導上的運用。諮商與輔導，141期，2-9頁。
蔡素妙(民79)。高中高職導師對輔導室諮詢服務的期望諮詢模式偏好與滿意度之調查研究。國立彰化師範大學輔導研究所碩士論文。
蔡憶萍(民86)。國民小學諮詢實施現況之研究。國立花蓮師範學院國民教育研究所碩士論文。
蔡麗芳(民82)。學校諮詢的兩個模式。諮商與輔導，87，39-43頁。
廖瑞銘(民81)。國民小學學生輔導活動現狀研究。教育部輔導工作六年計劃專案研究論文集，154-168頁。
劉焜輝(民88)。落實學校工作的步驟。中國輔導學會主編：輔導學大趨勢。台北：心理出版社。
蕭文(民84)。從市常學角度談學校輔導工作的形成與發展：消費者導向的輔導工作策略。輔導季刊，31，2-6頁。
蕭瑞琦(民87)。行為諮詢之可接受性及諮詢口語技巧之使用:以國小教師之訓練情境為例。國立花蓮師範學院國民教育研究所碩士論文。
戴嘉南、連廷嘉(民90)。心理健康諮詢模式與行為諮詢模式的比較分析。諮商輔導文粹， 6期，87-118頁。

二、英文部分
American Association for Counseling and Development (1988). Ethical Standards (rev. ed.). Alexandria, VA: Ahthor.
Alpert, J. L. (1981). Conceptual bases of mental health consultation in the Schools. In M. J. Curtis, & J. E. Zins (Eds.), The theory and practice of school consultation. pp.19~26. Springfield, Ill: Charles C Thomas.
Alpert, J. L., & Yammer, D. M.(1983). Research in school consultation: A content analysis of selected journals. Professional Psychology, 14, 604-612.
Baker, H.(1965).Psychological services: Form the school staffs point of view. Journal of School Psychology, 3, 36-42.
Bergan, J.R.(1977). Behavioral consultation. Columbus, OH:Merrill.
Bindman, A . J.(1964). The psychologist as a mental health consultant. Journal of Psychiatric Nursing, 2, 367.
Brown, D., Pryzwansky, W. B., & Schulte, A.C. (1987). Psychological consultation: Introduction to theory and practice. Boston: Allyn & Bance.
Brown, D., Pryzwansky, W. B., & Schulte, A.C. (1991). Psychological Consultation: Introduction to theory and practice (2nd ed.). Boston, MA.
Brown, D., Pryzwansk, W. B., & Schulte, A.C. (1998). Psychological consultation: Introduction to theory and practice (4th ed). Boston: Allyn & Bacon.
Brown, D., Pryzwansk, W. B., & Schulte, A.C. (2001). Psychological consultation: Introduction to theory and practice (5th ed). Boston: Allyn & Bacon.
Caplan,G.(1963). Types of mental health consultation. American Journal of Orthopsychiatry,3, 470-481.
Caplan, G.(1970). The theory and practice of mental health consultation. New York：Basic Books.
Caplan, G.(1993).Mental health consultation, community mental health, and oriented psychiatry. In W. P. Erchul(ed.). Consultation in community, school, and organizational practice: Gerald Caplan’s contribution to professional psychology (pp.42-45). Washington, DC：Taylor & Francis.
Caplan, G., & Caplan, R. B. (1993). Mental health consultation and collaboration. San Francisco: Jossey-Bass.
Conoley, J. C., & Conoley, C. W. (1992). School consultation practice and training (2nd ed). Needham Heights, MA: Allyn & Bacon.
Conoley, J.C., & Wright, C.(1993). Caplan’s ideas and the future of psychology in the school. In W. P. Erchul(ed). Consultation in community, school, and organizational practice: Gerald Caplan’s contribution to professional psychology (pp.177-192). Washington, DC：Taylor & Francis.
Corey, G., Corey, M. S., & Callanan, P. (1993). Issues and ethics in the helping professions. Pacific Grove, California: Brooks/Cole Publishing Company.
Dinkmeyer, D. (1973). Elementary school counseling: Prospects and potentials. The Personal and Guidance Journal, 52, 171-173.
Dougherty, A. M. (1995). Consultation : Practice and perspectives in school and community settings. Boston: Brooks/Cole.
Drapela, V. J. (1983). The consultant and supervisor. Springfield Ill.: Thomas Books.
Elliott, S. N. (1988). Acceptability of behavioral treatment: Review of variables that influence treatment selection. Professional Psychology: Research and Practice, 19, 68-80.
Erchul, W. P., & Conoley, C. W. (1991). Helpful theories to guide counselors’ practice of school-based consultation. Elementary School Guidance & Counseling, 25, 204-211.
Erchul, W. P., & Martens, B. K. (1997). School consultation: Conceptual and empirical bases of practice. New York: Plenum.
Gallessich, J. (1982). The professional practice of consultation: A handbook for consultants, trainers of consultants and consumers of consultation services. San Francisco: Jossey-Bass.
Gilmore, R., ＆ Candy, J. (1973). Teacher’s perceptions of school psychological services. Journal of School Psychology, 11,139-147.
Goldstein, A. P. (1981). Psychological skill training: The structured learning technique. New York: Pergamon Press.
Green, A., & Keys, S. (2001). Expanding the developmental school counseling paradigm: Meeting the needs of the 21st century student. Professional School Counseling, 5, 84-95.
Gresham, F. M., & Kendell, G. K., (1987). School consultation research: Methodological critique and future research directions. School Psychology Review, 16, 306-316.
Gutkin, T. B.(1981). Teacher perception of consultation services provided by school psychology. Professional Psychology, 11, 637-642.
Gutkin, T. B., & Bossard, M. D. (1984). The relationship of consultant skill and school organizational characteristics with teacher use of school based consultation services. School Psychology Review. 12, 50-56.
Jurowicz, J. W. (1982). Consultation training in counselor education: North Central Region. (Doctoral Dissertation, Loyola University of Chicago), AAC 9221296 ProQuest-Dissertation Abstracts.
Kahnweiler, W. M. (1979). The school counselor as consultant: A historical review. The Personnal and Guidance Journal, 57, 262-265.
Keat, D. B. (1974). Fundamentals of child counseling. Boston:Houghton Mifflin.
Kurpius, D. J., & Fuqua, D. R. (1993). Fundamental issues in defining consultation. Journal of Counseling and Development, 71, 598-600.
Lippitt, G., & Lippitt, R. (1986). The consulting process in action (2nd ed.). San Diego, CA: University Associates.
Loganbill, C., Hardy, E.,& Delworth, U.(1982). Supervision: A conceptual model. The Counseling Psychologist, 10, 3-42.
Mann, P. A. (1973). Student consultants: Evaluation by consultees. American Journal of Community Psychology, 1,182-193.
Mannino, F. V., & Shore, M. F.(1986). Understanding consultation some orienting dimension. The Counseling Psychologist, 13(3), 363-367.
Martin, R., & Curtis, M.(1980). Effects of age and experience of consultant and consultees on consultation outcome. American Journal of Community Psychology, 8, 733-736.
Medway, F. J.(1979). How effective is school consultation?: A review of recent research. Journal of School Psychology, 17, 275-282.
Meyers, J. (1981). Mental Health Consultation. In J. C. Cononley (Ed.), Consultation in the schools theory, research and procedures. pp.35~58. New York, NY: Academic Press.
Meyers, J., Alpert, J. L., & Fleisher, B. D. (1983). Models of consultation. In J.L. Alpert, & J. Meyers (Eds.) Training in consultation: Perspectives from mental health, behavioral, and organizational consultation (pp.5~16). Springfield, Ill.: C.C. Thomas.
Meyers, J. (1995). A consultation model for school psychological services: Twenty years later. Journal of Education and Psychological Consultation, 6, 73-81.
Meyers, J., Parsons, R. D., & Martin, R. (1979). Mantel health consultation in the school. San Francisco: Jossey-Bass.
Muro, J. J. (1970). The counselor’s work in the elementary school. Scranton, Peen: International Textbook Company.
Pryzwansky, W. B. (1986). Indirect service delivery: Considerations for future research in consultation. School Psychology Review, 15, 479-488.
Sarson, S. B. (1982). The culture of the school and the problem of change (2nd ed). Boston: Allyn & Bacon.
Sarson, S. B. (1996). Reviewing “The culture of the school and the problem change.” New York: Teachers College press, Columbia University.
Schmidt, J. J. (1996). Counseling in schools: Essential service and comprehensive programs (2nd ed). Bosten: Allyn & Bacon.
Schowengerdt, R. V., Fine, M. J., ＆ Poggio, J. P. (1976). An examination of some bases of teacher satisfaction with school psychological service. Psychology in the School.13(3), 269-275.
Shertzer, B., & Stone, S. C.(1981). Fundamentals of guidance. Boston: Houghton Mifflin.
Slesser, R. A., Fine,M., J.,& Tracy, D., B.(1990). Teacher reactions to two approaches to school-based psychological consultation. Journal of Educational & Psychological Consultation,Vol.1, Issue 3, p243, 16p.
Thompson, C.L., & Rudolph, L. B.(1988).Counseling children. Pacific Grove, CA:Brooks/Cole.
Tokko, L. L. (1993). Attitudes of elementary general education teachers toward 　　 collaborative consultation. California State University, Fullerton.
Valerie S., Valerie J. & Lesley F. (2003). Factors affecting patient and clinician satisfaction with the clinical consultation: Can communication skills training for clinicians improve satisfaction? Psycho-Oncology; Sep2003, Vol. 12 Issue 6, p599, 13p.
Vernberg, E. M., & Reppucci, N. D. (1986). Behavior consultation. In F. V. Mannion, E. J. Trickett, M. F. Shore, M. G. Kidder, & G. Levin (Eds.) Handbook of mental health consultation (DHHS Publication NO. ADM 86-1446, PP. 49-80) Washington DC: U.S. Government Printing Office.
Wallace, W. A., & Hall, D.L.(1996). Psychological consultation perspectives and applications. Boston: Brook/Cole.
West, J. F., & Idol, L. (1987). School consultation(part 1): An interdisciplinary perspective on theory , models ,and research. Journal of Learning Disabilities, 20(7), 388-408.
Weissenburger, J. W., Fine, M. J., ＆ Poggio, J. P. (1982). The relationship of selected consultant/teacher characteristic to consultation outcomes. Journal of School Phychology, 20(4), 263-270.
Wickstorm, K. F., & Witt, J. C. (1993). Resistance within school-based consultation. In J. E. Zins, T. R. Kratochwill, and S. N. Elliott (Eds.), Handbook of consultation services for children: Applications in educational and clinical settings (pp. 159-178). San Francisco, CA: Jossey-Bass.
Zimmerman, J. A. (1988). The effects of consultant instrumentality and expressiveness on consultee satisfaction in a consultation relationship. The University of Texas at Austin.
Zins, J. E., Kratochwill, T. R., & Elliott, S. N. (Eds.) (1993). The handbook of consultation service for children: Applications in educational and clinical settings. San Francisco: Jossey-Bass.