： 本研究主要透過國民小學校長的職責與知能分析、校長培育的必要性分析、英美兩國小學校長培育制度分析及我國國民小學校長甄選儲訓制度沿革及優缺點之分析，及調查教育人員及家長會代表對國民小學校長培育制度之意見，以探討我國理想的國民小學校長培育模式。 本研究方法為文獻分析法、問卷調查法及訪談法，問卷調查樣本為臺灣地區二十五縣市國民小學教師、組長、主任、校長、家長會代表、教育行政人員及學者專家等共一二Ｏ二名，樣本回收七Ｏ二份，有效樣本數六八八份，總回收率達58.4%。訪談樣本為國民小學資深校長、新任校長、教育行政人員及學者專家，共十六人。研究工具為自編「國民小學校長培育模式調查問卷」及「國民小學校長培育模式訪談綱要」。本研究統計方法為次數分配、百分比、χ2考驗、變異數分析、及Scheffe法事後比較。 本研究結論如下： 一、理想的國民小學校長培育模式 (一)多數人認為理想的國民小學校長培育模式應採「先訓後選」模式。 (二)不同職務者對於理想的國民小學校長培育模式的看法達顯著差異。 (三)多數人贊成採用多種培育模式並行的方式。 (四)不贊成採用「多種模式並行」者認為「多種模式並行」會產生各種弊端。 二、國民小學校長培育權責問題： (一)國民小學校長培育法制事宜應由教育部統一訂定。 (二)國民小學校長培育專業機構應由設有教育行政研究所或教育學系行政組之大學校院辦理。 三、國民小學校長培育對象資格及產生方式： (一)國民小學校長培育人選應具備教學年資十一年以上。 (二)國民小學校長培育人選應規定其必須具備主任年資或其他教育行政年資三年以上。 (三)校長培育人數應該有計畫地培育。 (四)校長培育人選應由縣市教育局及培育機構共同組織甄選委員會篩選。 (五)國民小學校長培育人選篩選方式有口試、筆試、考績及年資、自傳、性向測驗、EQ量表、人格量表、自評、同儕評量等方式。 四、國民小學校長應修習課程與教學方式： (一)國民小學校長培育課程應屬研究所層級課程。 (二)國民小學校長培育課程應兼採研習時數及學分數方式計算。 (三)國民小學校長培育課程以學分計算者，應修習與研究所相同學分數，以研習時數計算者應修習288個小時(約十二週)以上。 (四)校長培育課程包含「一般教育領域」課程及「教育行政領域」課程。 (五)國民小學校長培育課程應採取的教學方式有實務研討、問題解決方案討論等。 (六)具有碩士學位者仍需參加校長培育課程及校長實習課程。 (七)校長培育機構的師資以聘請由具有國民小學校長、主任或教育行政經歷之大學教授擔任。 五、國民小學校長實習課程與方式： (一)校長實習課程應該安排在修畢職前課程且通過校長甄選或鑑定之後，始進行實習。 (二)校長實習時間以一年全時實習最適當，實施初期先以一個學期實施。 (三)校長實習課程由培育機構與實習輔導校長共同設計。 (四)實習輔導校長產生方式以由縣市教育局及校長培育機構共同推薦分派。 (五)實習輔導校長應具備的條件優先順序依序為「具有良好的教育理念與價值」、「所經營的學校是一所有特色的學校」、「具有教學及行政領導特色」及「善於表達經營學校之知識與技巧」。 (六)實習輔導校長的篩選方式優先順序依序為「透過縣市教育局學校評鑑資料」、「透過教職員意見調查」、「透過校長評鑑資料」及「透過校長意願調查」。 (七)對實習輔導校長實施訓練方式優先順序依序為「辦理實習輔導校長研習」、「提供實習輔導校長參加校長進修之機會」、「成立實習輔導校長工作坊」及「出版實習輔導校長手冊」。 六、完成校長培育課程之檢定： (一)完成國民小學校長培育課程者，須加檢定方授予校長培育及格證書。 (二)完成校長培育課程應採取的檢定方式優先順序依序為「提交校務經營研究報告」、「平時考核及綜合考核」、「筆試」等。 (三)具有校長培育及格證書者，應再參加校長甄選，並經短期儲訓，方可取得校長候選人資格。 七、培育人選費用及差假問題 (一)培育人選學費由學員負擔，但可比照教師在職進修申請學費補助。 (二)現任公立機關學校教育人員參加校長培育課程，由縣市政府甄選培育者，或經縣市教育局核准自行報考獲錄取者，可給予公假。未經縣市教育局核准自行報考獲錄取者，則應請事假或留職停薪。 同時，本研究提出理想國民小學校長培育模式及詳細實施方式。 最後，本研究依研究結果分別提出以下的建議： 一、對建立理想國民小學校長培育制度之建議 (一)校長培育的流程應優先採取先訓後選模式。 (二)校長培育相關法規事宜應由教育部訂定。 (三)設立校長培育機構、除現行教師研習會之外，依地區設立北、中、南、東校長培育中心。 (四)校長培育人選應由縣市政府及校長培育機構組成甄選委員會篩選。 (五)校長培育人選應加強人格方面的篩選。 (六)培育課程採用學分制及時數制，並延長培育時間。 (七)校長實習時間應加長至一學期全時實習。 (八)完成校長培育課程應加以檢定。 二、對進一步研究之建議 (一)發展國民小學校長能力指標，做為校長培育之基準。 (二)研究國民小學校長能力認證。 (三)建立校長在職進修制度。 / The purpose of the study was to explore the ideal model of preparation for elementary schools’ principals by (1) analyzing documents and literatures that deal with their responsibilities, knowledge and capabilities; (2) analyzing the necessity of principal preparation; (3) comparing the school principal preparation system of the United Kingdom and the United States; (4) analyzing the history, forte, and shortcoming of the selection and pre-service training system for the elementary school principal; and (5) to survey the opinions of different members of the education community and parents. The method of the study entailed the analysis of document, questionnaires survey, and interviews. There were 1202 questionnaire total issued and 688 effective samples were acquired. The sample including teachers, principals, parents, administrators, and professors. There were 16 interview samples included principals, educational administrators, and professors. The instrument were “ Questionnaire for the Principal Preparation Model of Elementary School.” and “Interview conspectus for the Principal Preparation Model of Elementary School.” The data gathered from questionnaire are analyzed by frequency distribution, percent, Chi-Squire test, one-way ANOVA, and posteriori comparisons. The conclusions drawn from the study results were as follows: 1.The ideal principal preparation model for elementary school principal. (1)The samples indicated that the ideal principal preparation model is “training before selection model ”. (2) There were significant differences in ideal principal preparation model among samples who were in different positions. (3)The majority of samples agreed that varied principal preparation model could be used in the same time. (4)The reason for opposition to the use of a varied model was that it would produce many abuses. 2.The authority and responsibility of principal preparation. (1)The Ministry of Education must make the legislation of preparing principal. (2)The ideal institution for principals’ preparation should be the universities having graduated program for education administration or department of educational administration. 3.The conditions of the principal preparation candidate and the ways to screen. (1)The qualification of candidate shall have at least teaching experience for 11 years. (2)The qualification of candidate shall precondition of administration experience more than 3 years.(the same as above). (3)The quantity of prospective principal must be programmed. (4) The selecting committee should include local Education Bureau and preparation institutions. (5)The ways to screen the candidate are oral examination, written test, merits and experiences, autobiography, aptitude test, emotion quotient test, charactation test, self-judgment, and same generation judgment. 4.The programs and teaching styles of preparing principals: (1)The program should be graduate level. (2)The program can be designed both by semester hours and study hours. (3)The program credit hours required should be the same with graduate school’srequirement, or more than 288 hours. (almost about 12 weeks). (4)The principal preparation program must include educational professional courses and educational administration courses. (5)The instruction strategies of principal preparation are discussions, problem solving, and case studies. (6)The candidate who has had master degree still need to take the preparation program and internship. (7)The best inductors (instructors) of preparation principal program are the professors who have the experience served as elementary school principal or related position. 5.The principal internship (1)The principal internship must be offered after the pass of candidate’s preservice program and principal selection. (2)The ideal duration of internship is one-year full-time internship or no less than one semester. (3)The courses of internship must be designed by graduate institutions and the mentors. (4)The mentors must be select both by local education bureau and principal preparation institution. (5) The selecting criteria of mentors are the following: have good educational vision and virtue, be effective administration, have fortes in teaching and leading, and have the ability to share skills and knowledge with a novice. (6)The approaches of selecting mentors are: schools’ evaluation report, faculty’s opinion survey, principals’ evaluation report, and principals’ opinion survey. (7) Mentors’ training approaches are: in-service training, workshop, and handbook publication. 6.The examination of principal preparation program: (1)Those who have finished the principal preparation program must pass examination to get the principal certification. (2)The methods of examination are: have a turn paper about school management, quiz and final examination, and written test. (3)Those who have passed principal preparation program still need to participate the principal selection and have a short-term pre-service training, then, can get the qualification of principal candidate. 7.The fee and vacation (1)The candidate must pay the principal preparation program, but he/she can get the bounty from the government. (2)The public school teachers or government officers who were nominated by government to participate in principal preparation program, can had a duty free vacation. Otherwise, they must use their own vacation. Finally, the study brought up an ideal model of principal preparation and some concrete suggestions of performance. The suggestions of this study are: 1.The suggestions to establish ideal principal preparation program: (1)The principal preparation model should be “train before selection”. (2)The Ministry of Education must make the legislation of principal preparation. (3) The government should establish northern Taiwan’s, central Taiwan’s, southern Taiwan’s, and eastern Taiwan’s principal preparation center. (4)The selecting committee must include local Educational Bureau and the preparation institution. (5) Respecting the principal　candidate’s personality screen. (6)The program can be design both by semester hours and study hours. (7)The duration of internship must prolong to one semester full-time internship. (8)Those who have finished preparation program must be tested. 2.The suggestions for future research: (1) Develop ability criteria of elementary school principals. (2) Research the accreditation systems of elementary school principals. (3) Establish the in-service training system.

本研究旨在探討國民中小學校長現場實務實習課程與校長專業能力之間的關係。除探討國民中小學校長現場實務實習課程、校長專業能力的內涵及現況，瞭解國民中小學校長、主任、組長人口變項及學校背景變項在校長現場實務實習課程及校長專業能力得分的差異情形外，亦分析校長現場實務實習課程與校長專業能力之相關程度，並探討校長現場實務實習課程對校長專業能力的預測情形。 本研究係以台北縣、臺北市、基隆市、宜蘭縣四縣市之國民中小學校長、主任、組長為研究對象，以「國民中小學校長現場實務實習與校長專業能力調查問卷」為工具進行研究，內含基本資料、國民中小學校長現場實務實習問卷及國民中小學校長專業能力問卷三部分，具有良好的信度、效度。預試有效樣本154位，以因素分析、積差相關、信度分析，研究預試問卷的信度、效度；正式施測有效樣本516位，分別以描述分析、t考驗、變異數分析、積差相關分析、多元逐步迴歸分析等統計方法進行分析，並得到以下數項結論： 一、國民中小學校長、主任、組長在知覺「校長現場實務實習問卷」的總得分上，屬於中上程度，在各向度之得分中，以「行政管理實習」最高；其次依序為「課程發展實習」、「公共關係實習」、「校務發展實習」；最低則是「專業責任實習」。國民中小學校長等人在「校長專業能力問卷」的總得分上，亦屬於中上程度，在各向度之得分中，以「行政管理能力」「教學領導能力」最高；其次是「專業責任能力」、「校務發展能力」、「公共關係能力」；最低則是「教學領導能力」。 二、校長、主任、組長人口變項與學校背景變項中，僅學校層級及學校所在地在校長現場實務實習問卷上，具有顯著差異，性別、服務年資、擔任職務無顯著差異。 三、校長、主任、組長人口變項與學校背景變項中，僅性別、學校層級及學校所在地在校長專業能力問卷上，均具有顯著差異，僅服務年資、擔任職務無顯著差異。 四、校長、主任、組長知覺校長現場實務實習問卷之得分中，低、中、高三組在整體校長專業能力及校長專業能力各向度上，均有顯著差異；同時，不論在「整體校長專業能力」或「校長專業能力各向度」的得分上，高分組均顯著優於中、低分組；中分組顯著優於低分組。 五、校長現場實務實習及各向度，與校長專業能力及各向度間呈現出顯著的正相關，亦即校長、主任、組長知覺校長現場實務實習之校務發展實習、行政管理實習、課程發展實習、公共關係實習、專業責任實習愈高，則校長專業能力之校務發展能力、行政管理能力、教學領導能力、公共關係能力、專業能力也愈高。 六、在探討校長現場實務實習各向度中，以專業責任實習、課程發展實習及行政管理實習三者對校長專業能力之聯合預測力最佳，尤以專業責任實習最具有預測力。 最後，本研究擬根據上述研究結果進行分析討論，以形成結論及建議，並提供教育行政機關、國民中小學校長及未來相關研究之參考。 關鍵字：學校增能理論、現場實務實習、校長專業能力

本研究採用台北市政府教育局所發展的「發展性教學輔導系統」作為研究工具，以台北縣一所國中的二位實習教師作為研究對象，進行學校本位教學視導的行動研究，藉以瞭解學校本位教學視導對實習教師在教學輔導上的成效。 本研究先以文獻分析法探討學校本位教學視導的理論內涵，再從實施學校本位教學視導所蒐集的教學觀察、座談回饋、學生反應、教師感想等等相關資料，分析比較二位實習教師在接受學校本位教學視導前後的教學變化情形，並與一位未接受學校本位教學視導的實習教師作對照，最後提出如下的研究發現與建議： 一、研究發現 （一）學校本位管理與教學視導為學校本位教學視導的理論基礎。 （二）學校本位教學視導的實施方式會因校制宜。 （三）實施學校本位教學視導可以幫助教師專業成長，增加教師教學信心；促進教學專業對話，建立教學專業團隊；提高學生學習興趣，提升學生學習效果；培訓教學視導人員，成為校內種子教師。 二、綜合建議 （一）教學視導的規準與指標內容要具體、客觀、明確。 （二）依學校條件與教師需求權變實施學校本位教學視導。 （三）學校本位教學視導應成為學校例行措施。 （四）教師聘約上明文規定教師應接受學校本位教學視導。 （五）師資培育機構協助教育實習學校培訓教學視導人員。 （六）採用質量並行的研究方法繼續後續研究。 / The research adopts Developmental Instructional Assistance Program developed by the bureau of education in Taipei City Government as the study tool. The subjects of the research are two intern teachers who work in a junior high school of Taipei County. In order to realize the effect of school based instructional supervision on intern teachers’ teaching assitance, we proceed the action research of school based instructional supervision. First, the research explores the content of the theory school based instructional supervision by means of literature analysis, And then put it into practice. In the wake of collecting relevant information about teaching observation, discussion feedback, students’ reaction, teachers’opinions etc., analyze and compare the difference of the two intern teachers’teaching, which is compared before accepting schoolbased instructional supervision and after accepting it. Moreover, in contrast with an intern teacher who does not accept school based instructional supervision, we finally bring forward the findings of the research and suggestions as follows： 1. The findings of the research： （1） School based management and instructional supervision are the basis of the theory school based instructional supervision. （2）The method of implementing school based instructional supervision should be alternative. （3）Implementing school based instructional supervision helps teachers cultivate professional, increases teacher’s confidence in teaching, promotes professional conversation in teaching, establishes professional group in teaching, uplifts student’s interest in learning, enhances student’s learning effect, and training instructional supervision personnel to make them beome seed teachers in schools. 2.Integrated suggestions： （1） The content of the standard and indication for instructional supervision must be concrete, objective, and definitive. （2） Delegate and implement school based instructional supervision, depending on school’s conditions and teacher’s needs. （3）School based instructional supervision Should become the routine in schools. （4） It should be clearly stipulated in the formal letter of employment that teacher should accept school based instructional supervision. （5）The teacher training institutes assist educational intern schools to educate and train instructional supervision personnel. （6）Adopt the method of research, which is qualifying accompanied with quantifying, to continue the follow-up research.

本研究旨在探究國民小學校長儲訓之實務實習課程與校長專業能力之關係。本研究方法為文件分析法及問卷調查法，問卷調查樣本以臺北市12個行政區內之公、私立國民小學現任校長及主任為研究對象，共375位，可用問卷247份，可用率為65.87%；研究工具包含參考專家訪談結果分析自編之「國民小學校長儲訓之實務實習課程調查問卷」及採用之「國民小學校長專業能力調查問卷」。本研究之統計方法為描述性統計、t考驗、單因子變異數分析與薛費法事後比較、皮爾森積差相關分析、逐步多元迴歸分析等方法進行分析討論。根據研究結果與發現，分析後歸納之研究結論如下： 壹、校長儲訓之實務實習課程的建置實屬重要，並以「標竿學校參訪課程」最 具實質幫助，而「原校實習課程」之建置則有待考量。 貳、應重視校長專業能力的涵養，並以「行政管理能力」為重。 参、背景變項中，調查對象之現任職務及最高學歷在校長儲訓之實務實習課程 看法的差異達顯著水準，但性別、年齡、服務年資、學校屬性及學校規模 未達顯著差異。 肆、背景變項中，調查對象之現任職務及最高學歷在校長專業能力的看法得分 差異達顯著水準，但性別、年齡、服務年資、學校屬性及學校規模未達顯 著差異。 伍、校長儲訓之實務實習課程得分高分組者，在校長專業能力得分顯著優於 中、低分組；校長儲訓之實務實習課程得分中分組者，在校長專業能力得 分顯著優於低分組。 陸、重視校長儲訓之實務實習課程可提升校長之專業能力。 柒、有效施行校長儲訓之實務實習課程，對校長專業能力的養成具有中度預測 力，並以「卓越校長訪談課程」之建置最具關鍵性。 最後，本研究根據研究發現及結論分別提出以下建議： 壹、對教育行政機關的建議 一、參酌過往豐富的儲訓經驗以規劃實務實習課程具體方向及內容。 二、國小校長儲訓制度宜加強實務實習課程，並藉以提升校長專業能力。 三、應重視個別差異，依照學員的需求提供合適之課程模組。 四、建議增添副校長一職及赴教育行政當局實習制度。 五、參準專業核心能力為國小校長儲訓之實務實習課程規劃依據。 六、舉辦校長專業能力涵養之研習進修活動。 七、國小校長儲訓之實務實習課程規劃宜重視績效評量設計。 八、建置國小校長儲訓之實務實習課程數位資料庫及人才資料庫。 九、統合相關資源，建置校長資訊提供及分享之網絡。 貳、對國民小學校長、主任的建議 一、建議國民小學校長在實習過程中依據自我需求增強學習知能。 二、建置校長專業發展之知識分享平臺，提升校長之核心專業能力。 三、組成校長、主任專業社群以增進交流、激盪與對話。 四、注重專業知能與實踐能力，以持續進修達成自我之提升。 參、對後續研究的建議 可由研究架構、研究對象、研究內容及研究方法等方面加以精進，並整合量化與質化方法，裨益於整體研究建立更完整的資料與模式，使研究結果更為詳盡。 / The main purpose of this research is to study of relationship of principal’s preparation curriculum of internship course and principal’s professional competence in elementary school. The research methods used was documentary analysis and questionnaire survey. The research instrument was distributed to 375 school incumbent principal and director of public or private elementary schools in 12 administrative areas of Taipei. There are 247 valid samples which were used in this study. The data obtained was interpreted using descriptive statistics, t-test, one-way ANOVA, Scheffé posteriori comparison, Pearson’s product-moment correlation, and Multiple Regression. The conclusions drawn from the study were as follows: 1.It is really important to establish internship course of principal preparation curriculum. Among the course dimensions, the “benchmarking schools visit course” contributes most, while the establishment of “original school internship course” still remains consideration. 2.The nourishment of principal’s professional competence should be underscored, especially for the dimension of “administrative government”. 3.The elementary school incumbent principals and directors’ background demography including incumbent duty and highest education reached a significant difference with all the preparation curriculum of internship course. 4.The elementary school incumbent principals and directors’ background demography including incumbent duty and highest education reached a significant difference with all the principal’s professional competence. 5.Elementary school incumbent principals and directors who got high score on the preparation curriculum of internship course were gotten better score in the principal’s professional competence than low and middle ones, who got middle score on the preparation curriculum of internship course were gotten better score in the principal’s professional competence than low ones. 6.Principal’s professional competence can be enhanced by the emphasis of internship course of principal preparation curriculum. 7.The efficient implementation of internship course of principal preparation curriculum can positively predict the achievement of principal’s professional competence. Among the course dimensions, the establishment of “remarkable principals interview course” is the most crucial. Based on the research results, the researcher proposed some suggestions for “educational administrative agencies”, “the principals and directors of elementary schools”, and “other researchers”, hoping to benefit the school principal preparation systems and in-service education of school principals and directors in the future.

本研究主要是以高中職實習教師為對象，探討高中職實習教師工作壓力與教師自我效能關係，並探究相關背景變項(如：性別、實習地區、實習時間、教育背景等)之差異性，藉以提出相關建議，作為師資培育機構及實習學校等相關單位之參考。 本研究提出的研究目的如下： 一、探討不同背景變項高中職實習教師工作壓力的差異情形。 二、瞭解不同背景變項高中職實習教師教師自我效能之差異情形。 三、分析高中職實習教師工作壓力與教師自我效能之間關係。 四、探討高中職實習教師工作壓力對教師自我效能的預測功能。 本研究是以問卷調查的方式，針對基隆市、台北市、台北縣及桃園縣四縣市，共610位公私立高中職實習教師進行調查，問卷調查資料以單因子變異數(one-way ANOVA)、皮爾森積差相關分析(Pearson product-moment correlation)及多元迴歸分析(stepwise multiple regression)進行統計分系，其獲得結果如下： 一、除了實習時間外，不同背景(different variables)的實習教師之工作壓力皆有顯著差異(significant correlation)。 二、不同背景高中職實習教師自我效能，在性別、實習時間、教育背景、學校性質及實習任教領域等四項，有達到顯著性差異。 三、工作壓力之「工作負擔」與教師自我效能之「一般教學效能」呈現顯著的負相關(significant negative correlation)；工作壓力之「人際互動」與教師自我效能之「一般教學效能」呈現顯著的負相關；工作壓力之「教學與管教」與教師自我效能之「個人教學效能」，及「一般教學效能」，均呈現顯著的負相關。 四、工作壓力之教學與管教對教師自我效能具有預測力。 五、高中職實習教師在實習過程中，快樂感受達四成，有壓力感受近三成。 根據以上之分析，提出以下之建議： 一、教育行政機關可擬定實習學校的評鑑機制。 二、建議採取教師資格檢定「先考後實習」兩階段篩選制度。 三、師資培育機構應訂定一套完整的師資培育計畫。 四、強化女性實習教師教師自我效能。 五、實習學校應營造健全的實習輔導制度。 六、實習學校應規劃及輔導實習教師未來生涯發展。 七、私立高職應訂定相關之輔導措施。 八、實習教師應做好自我調適，以因應實習工作。 九、實習教師應做好時間管理，擬定未來生涯發展。 / The object of this study is to inter teachers in senior high school. Search and probe the relationship between job stress and teacher self-efficacy, and study relevant background variables (ex. sex, inter region, inter time period, education background), and then propose related suggestions. The purposes of this study are: 1.To explore different variable on job stress affecting inter teachers in senior high school. 2.To understand different variable on teacher self-efficacy for the inter teachers in senior high school. 3.To analysis the relationship between job stress and teacher self-efficacy for the inter teachers in senior high school. 4.To explore the predictable functions on the job stress and teacher self-efficacy for the inter teachers in senior high school. The study is conducted by the survey method. We survey 610 inter teachers in Keelung city, Taipei city, Taipei county, and Taoyuang county, we statistically analysis the questionnaires by using one-way ANOVA, Pearson product-moment correlation, and stepwise multiple regression. The major finding of this research are as follows: 1. Except inter time period, inter teacher with different variables should significant correlation on job stress. 2. Inter teacher in senior high school on self-efficacy with different background showed significant correlation on sex of person, inter time period, educational background, the nature of school, and inter teaching region. 3.“Job burden” under the category of “job stress”, and “general teaching efficacy” under the category of “teacher self-efficacy” showed significant negative correlation. “human interaction” under the category of “job stress” and “general teaching efficacy” under the category of “teacher self-efficacy” revealed significant negative correlation. “teaching and discipline” under the category of “job stress” and “personal teaching efficacy” and “general teaching efficacy” showed significant negative correlation. 4.“Teaching and discipline” under the category of “job stress” revealed predictable effect on inter teacher self-efficacy. 5. During inter time period, 40% of teachers enjoyed happiness. 30% under job stress. According to the above observation and analysis, we propose following suggestions: 1.Educational executive organization should draft or establish school evaluation institution. 2.Suggest two-steps selecting inter teaching system--“test first”, “inter latter”. 3.Teacher breeding organization should settle a complete plan on teacher breeding program. 4.Enhance the self-efficacy function of female inter teachers. 5.Inter school should build a sound “inter assist and guide system”. 6.Inter school should plan and assist inter teacher’s future career development. 7.Private vocational school should build assist-related procedures. 8.Inter teacher should prepare for self-adjustment in order to accommodate or fit into inter works. 9.Inter teacher should pay more attention on time-management plan for the future career development.

本論文以自我敘說的方式探索生命經驗，呈現我如何在與創傷的關係中，那種無法解決痛苦的痛苦中，一步步地幫助自己從幻幕到真實。在這樣的歷程中，學習如何在信任與不信任關係中苦苦掙扎，冒險敞開自己的心，努力學習與他人「分享」脆弱與羞愧，學習向外尋求支持與幫助。同時，對內，則很努力地修復與自己疏遠的關係，學習當個我想成為的好媽媽，傾聽我內在小孩的需求。 我的歷程，並非直線性地一步步從幻幕走向真實，而是在虛幻與真實間、在遺棄與接觸內在孩童間不斷來來回回，緩慢螺旋向下的歷程。最終，成人的我，帶著害怕關係斷裂的恐懼、因照顧自己而產生的罪惡感，仍願意為了我的內在小孩，採取行動照顧她的需求，維護自己的界限，讓內在小孩在這過程中，經驗到自己的價值。進而承諾自己，不再遺棄我的內在小孩。希望我的經歷，能夠對與我有類似經歷的人有幫助、能夠讓諮商師對這類型的個案有更深的理解。 在我往內走向真實的歷程中，我同時身為實習諮商心理師，我不只接受諮商與治療，我也在諮商、治療別人，同時，我也在接受督導，督導象徵權威，我也在處理我與權威間的關係，我們彼此間的議題，都會互相碰撞影響。有時候，我的議題會影響我諮商個案，尤其當我身為新手治療師，對自己有很高的期望，當我看到自己還過不去的議題影響到諮商時，我也會對自己又氣又急可又很無奈，也曾因此懷疑過自己是否適合當個諮商師。可是慢慢地，我開始接納自己的狀態、接納自己也是個人，不是個完美的諮商師，當我對自己有愈多接納跟允許時，我也對個案有更多的涵容，希望我的經歷能對其他實務工作者能夠有所助益。 / This thesis explored life experience of the author, presented how the author overcame the trauma and marched forward to the real from illusion by self-narrative process. In the process of recovering, I learned how to make balance when struggling in the relationship of believing and unbelieving, open my mind to others, share the vulnerable and shame and ask for help. At the same time, from the inside of my heart, the cold and detached relationship to the inner child was gradually rebuilt and a good-enough-mother who was able to listen to the needs of inner child was formed. The process of the recovering was not straightly going from illusion to real but moving back and forth between the illusion and real, and the abandon and contact inner child, again, again, and again. Finally, the adult part of me overcame the fear of broken relationship and the guilty of taking care of myself to care for the needs of inner child and establish the boundary between me and others. The inner child experienced the self-value in this process. Moreover, a promise for not abandoning the inner child again was established firmly by the adult. As the process of going to real, I was both a client and an intern counselor; besides, I was supervised. The supervisor symbolized the authority; therefore, I was also dealing with the authority issue. The issue between me and the authority also influence both of us. Sometimes, my issue also influenced my clients, especially when I was a freshman who had high expectation to herself. When the issue that was not yet been overcome effected the counseling, I was mad and disappointed at myself. Step by step, in the processing of recovery, I started to accept that situation and accept that I was also a human and an imperfect counselor. With the increasing acceptance, I contained my clients more. I hope my experience may be able help the client who had the same experience and help the counselor to understand the client deeply.

青年失業問題自從八十年代起就已成為先進工業國家中的一個重要議題，而在當今的台灣也不例外。2009年台灣的整體失業率已進逼6%大關，青年失業率更是達到近15%，情勢相當危急。對此政府推出預算高達120億元新台幣的「大專畢業生至企業職場實習方案」（簡稱企業實習方案），於95至97學年度的大學畢業生，以期能降低青年失業率，減緩經濟壓力。但方案在規劃之初與執行過程中，即遭受質疑與批評聲浪不斷，使得實行的美意與目標和實際狀況間呈現落差。 新公共服務（New Public Service）自2000年由Denhardt夫婦提出之後，有學者認為應該用新公共服務理論來檢視台灣的政府治理，並做為政府再造、行政革新的價值主流。因此本文首先根據國內外文獻及各國際組織如國際勞工組織（International Labour Organization，ILO）、經濟合作發展組織（Organization for Economic Cooperation and Development, OECD）與行政院主計處的統計資料，探討台灣青年失業問題現況與因素、特性與影響，以及各國對策等；接著就新公共服務的理論與核心概念及企業實習方案，進行整理與歸納。並就執行方案的學校行政人員、企業主管、大專畢業實習生、教育部與龍華科技大學等主管協辦機關等，進行面對面深度訪談，以了解該方案在執行層面上的現況。結果發現：在規劃面上，政府意欲解決當前青年失業問題、強化學校與企業產學合作，可謂立意良善；在執行上，因為時間急迫性與人力吃緊，而造成手忙腳亂的情形出現；在成果上，對於當前青年失業問題之緩解，及減少失業所造成的社會排除問題，確實有所裨益，然而因配套措施與規範不足，間接造成新鮮人起薪過低及人力資源低度運用等情形產生。 新公共服務精神的相符性上，服務構面獲得較高的認同；課責上因教育部非就業的專門機關，因此普遍不獲認同；至於信任構面，則是呈現分歧態度，總體而論，在某程度上符合新公共服務精神，然仍有相當大的改善幅度。政策建議方面，主責機關應再慎重選擇並及早規劃與配置人力，避免手忙腳亂局面；同時並加強配套措施。最後仍須從整體產業結構與產學發展，來規劃全面長遠的青年就業政策。

社會工作實習教育使學生有機會將在課堂所學的概念、原則、理論、方法活用在實習所遇到的真實案例之中，是最能將技術、知識與價值整併的學習方式。過往文獻指出碩士班的學生自我期待與主動性較高，機構督導與學校督導之要求也較高，然而，碩士班研究生對於主體高度之期待與實際實習之間是否存在落差？若有實習期待落差，對於實習收獲與對社會工作專業知情行意向之影響為何？而實習期待落差、實習收獲與社會工作專業知情行意向又受到哪些因素影響而加劇或削減？ 為探討此一問題，本研究以網路問卷為主，紙本問卷為輔，調查國內15間將社會工作列為必修課程之研究所，以社會工作碩士班二年級以上，有過碩士班實習經驗之研究生為調查對象，共回收185份有效問卷。透過獨立樣本t檢定、卡方檢定、皮爾森積差相關、單因子變異數分析進行統計檢定，再由階層迴歸與路徑分析建構實習期待、實習收獲與知情行意向之路徑圖。分析結果如下： 一、超過半數的碩士班實習生有實習期待落差的經驗，除了事務或庶務的工作顯示實際接近或大於期望，其餘各項實習項目皆存在期待落差。 二、實習期望落差會因實習前是否到機構拜訪以了解該單位的實習相關訊息、機構督導學歷、實習生對先前實習經驗整體評價與學生身分而有所不同。 三、實習收獲主要受到實習期待落差之影響，另外，實習收獲隨著與機構督導的關係、是否有訂定書面的實習契約、學生身份、先前實習經驗整體評價、機構督導學歷、實習前是否至機構拜訪而有所不同。 四、對社會工作專業的知情行意向隨著與學校督導的關係、實習前是否請教同學相關的實習資訊、組織氛圍、實習地點、機構督導學歷而有所不同。 據此，本研究針對實習生、實習機構、學校、專業教育組織提出以下建議： 一、對碩士班研究生，建議實習前可至機構走訪，以瞭解實習機構之概況與實習機構內容；其次，可在實習前找尋合適的社會工作機構兼職，以增加工作經驗以及實習機會；每次實習前應調整心態，使過去經驗成為收獲之基石；選擇不同的實習領域和工作方法，以免因噎廢食；在實習期間積極而主動的溝通，並參與最後的實習評估。 二、對於實習機構，建議機構透過良性溝通、實習計畫的討論、實習契約的簽訂以降低實習生的期望落差；其次，機構督導應配有較有意願、社會工作專業背景之督導進行實習督導；而督導教學方式應配合實習生適性發展，參考國內外採行之實習督導教學方法。 三、學校部分，可考慮安排人力負責與實習機構之接洽事宜，學校督導應適時拜訪機構及早發現機構與實習生之間的落差；學校應主動釋出相關訓練機會，使學校與機構督導的互動更加密切；學校可開拓周遭的社區資源，以建立學校和機構或社區的合作模式，創造碩士班研究生的優質實習機會。 四、社會工作教育專業組織與各教學單位可適時創造議題，鼓勵專業教育與實習教育的相關研究；其次，亦應與實務界、學生共同討論國內實習教育標準的訂定及評估方式，以培養出才情兼備、知行合一的社會工作研究生人才。 / Social work practicum could play a role in bridging the gap between theory and practice. Previous studies revealed that MSW graduate students, school teachers and the field instructors all have high expectation on how much the MSW students will learn from the process . This study aimed at examing the gap between learning expectation and reality of practicum period from a viewpoint of MSW graduate students. Moreover, whether the gap would impact the gains from practicum and students’ attitudes towards social work profession was what author concerned. Thus, the subjects of this study were the MSW graduate students who had done practicum during graduate study period. Internet questionnaire survey method was adopted to capture the experiences of this population. Total 185 questionnaires were compeleted. Based on statistical data analyses, the study findings are as follow: 1.More than one-half graduate students experience gap between expectation and reality at prior practicum. Besides, the gap existed in almost all of the social work fields except general affairs. 2.The learning gap is the most important mediator of the gains from practicum. Independent variables as “to visit institution before practicum”, “educational background of field instructors”, “evaluation of prior practicum experience”, and ”student status” demonstrated a significant effect on expectation gap. 3.The gains from practicum were correlated with “relationship with field instructor”, “whether sign the practicum contract”, ”student status”, “evaluation of prior practicum experience”, “educational background of field instructor”, and “to visit institutiton before practicum”. 4.Independent variables as “relationship with school instructors”, “asked schoolmates for practicum-related information”, “institutional climate”, “field locations”, and”educational background of field instructors” were significantly associated with the attitudes towards social work profession. Findings of the study highlight the importance of reducing the gap between learning expectation and reality. Finally, based on the conclusions above, several recommendations are offered for graduate students, field institutions, schools, educational organizations, and advanced research.

本研究主要目的為探討實習諮商心理師的工作壓力、自我照顧重視知覺及自我照顧行為之間的關係。諮商心理師是個工作壓力特殊的行業，需要自我照顧來調節自己的工作壓力及維持專業服務的品質，而實習生是此工作的新手，對於其自我照顧狀態更需被關注。然而國外文獻中指出心理師有自我照顧不足的趨勢，在這樣的長期工作壓力及照顧不足的狀況下，容易令其陷入耗竭、同理疲乏等損傷的狀況。研究者認為若要增加諮商心理師的自我照顧能力或行為，在學習階段將自我照顧的概念或行為放入教育單位或實習單位的訓練中，讓實習諮商心理師知覺到其對自我照顧是重視的，應有助於諮商心理師執行自我照顧行為，此種知覺重視度的概念，稱為自我照顧重視知覺。然而國外的研究報告指出教育單位或實習單位並沒有積極提供自我照顧的相關課程或訓練，國內亦沒有探討實習諮商心理師知覺教育訓練單位對於自我照顧重視度的研究，且有關實習生的自我照顧研究亦不多，因此本研究欲探討此主題。研究者以問卷調查方式收集國內143位全職實習諮商心理師的資料，進一步以差異分析、相關分析及階層迴歸分析等統計方法來了解其現況及工作壓力、自我照顧重視知覺及自我照顧行為三者間的變項關係。 本研究結果指出:1.實習諮商心理師在實習期間有低程度的工作壓力，其中較高的是「專業角色壓力」以及「與督導有關的壓力」，而自我照顧重視知覺及自我照顧行為也皆為中等程度。2.實習於大專院校的實習諮商心理師，工作壓力顯著高於在高中/職及醫療院所實習的實習諮商心理師；另外大學畢業於心理相關科系及非相關科系的實習諮商心理師，其工作壓力顯著高於大學畢業於心理諮商本科系的實習諮商心理師。3.實習諮商心理師的工作壓力與自我照顧重視知覺之間達顯著低度負相關，工作壓力與自我照顧行為達顯著低度負相關，自我照顧重視知覺與自我照顧行為達顯著中度正相關。4.工作壓力在自我照顧重視知覺與自我照顧行為關係中具調節效果。研究者根據上述研究結果進行討論並對實務及未來研究提出建議。 / This study examined the relation between work-stress, perceptions of self-care emphasis, and self-care behavior among a convenience sample of 143 counseling psychology graduate students. Specifically, this study proposed that there would be a relation between graduate trainee’s perceptions of self-care emphasis and graduate trainee’s self-care behavior and that this relation would be modified by work-stress of the graduate trainee. A non-experimental designed examined the linear relations among the 3 variables, which were assessed by two measures modified by the authors (work-stress scale of陳俊任 (2012) and perceptions of self-care emphasis questionnaire of Goncher, Sherman, Barnett, & Haskins (2013)) and the self-care behavior scale of張吟慈 (2008). Results of this study showed that (1) graduate trainees had low level work-stress , moderate level perception of self-care emphasis , and moderate level self-care behaviors during internship , (2) The work-stress of graduate trainee intern in colleges is greater than in high school and in the hospital, and the work-stress of graduate trainees graduated from the department of non-psychology is greater than from the department of psychology , (3) there was a low level significant negative relation between work-stress and perceptions of self-care emphasis positive, a low level significant negative relation between work-stress and self-care behaviors, and a moderate level significant positive relation between perceptions of self-care emphasis and self-care behaviors, (4) The test for modification as outlined by Baron and Kenny (1986) demonstrated support by the survey data as perceptions of self-care emphasis was a positive predictor of self-care behaviors and that this relation was modified by work-stress. Implications for training programs are addressed, and recommendations for individual and systemic changes to promote a culture of self-care within graduate training in professional psychology are provided that should be helpful for promoting enhanced self-care behavior among psychology graduate students.

2008年底源自於美國信貸市場的金融風暴席捲全球，影響層面襲擊實體經濟，無論在投資、消費、產出與貿易上都出現驟降的表現，世界經濟遭逢二次大戰以來最嚴重的衰退，勞動市場同樣受到嚴重的打擊，不過，因為年齡、性別、教育程度等條件的差異，不同群體所承受的就業風險也不盡相同。面對百年罕見的經濟危機，青年因先天上存在著缺乏技術、工作經驗、社會網絡、求職知識、經濟支持等劣勢，無疑成為景氣動盪下受衝擊最大的族體。 台灣青年在就業市場上的艱困處境，在金融海嘯的侵襲下更顯艱難。比較經濟危機的發生前後，青年失業率增漲達3.84％，高於全體失業率的漲幅1.94％，而2009年青年的平均失業率是全體平均失業率5.85％的2.48倍。其中值得注意的是，在青年失業者中，大專及以上學歷的人數為15萬1千人、佔55.73％，高居各教育程度之冠。政府為消除金融風暴下大專青年進入職場的障礙，於2009年4月推出「大專畢業生至企業職場實習方案」，補助企業聘僱員工時的薪資與社會保險等人事成本，短期目標是平衡勞動市場供需，長期則是期待透過實習經驗提升實習員的就業能力，達成促進就業的治理目的。 本研究擬針對教育部所規劃推動的「大專畢業生至企業職場實習方案」作為分析對象，其係屬積極勞動市場政策下針對雇主的薪資補貼政策，已在OECD國家行之有年，無論在推動經驗或評估報告上，都累積十分豐碩的資源，可作為後進國家之政策制訂者與研究者的參考依據。因此，在擬定寫作策略上，先行回顧各國曾經施行的方案制度和評估報告，緊接著整理我國近年相關的薪資補貼政策的制度差異，以作為分析「大專畢業生至企業職場實習方案」的基礎工作。最後，在「大專畢業生至企業職場實習方案」的成效評估上，採取積極勞動市場政策評估中的「績效檢視」與「過程評估」，透過質量並重之研究途徑，以問卷調查的研究方法以檢視企業職場實習方案之實習者離開方案後的再就業成效，同時為彌補量化取徑之限制與理解政策執行面，佐以深度訪談來獲得在研究主題上更寬廣的理解。