教師專業能力的發展及專業地位之建立，是教育品質提升的關鍵。教學輔導教師的設置，在透過教學優良教師的教學視導，以提昇教師同儕之專業成長；冀夥伴教師在教學輔導教師協助之下，解決教學上所遭遇的困難，發展純熟的教學技巧，提昇教學效果。面對社會的變遷，科技的發展，知識的更新，教學輔導教師追求專業成長、增進教學能量是不可避免的，因此，教學輔導教師須具備一定的資訊素養，方能創造支持性教學環境。 本研究透過半結構性深度訪談臺北市國小教學輔導教師，以瞭解教師資訊尋求行為；探討教師如何運用圖書館資源、網路資源及社會性軟體於教學準備；分析教師如何運用資訊資源進行專業成長，協助夥伴教師增進專業知能；並瞭解教師利用Web 2.0社會性軟體的經驗。 研究發現，教學輔導教師多為資深教師，大部分教育程度在大學階段之上，為具有專業知識及豐富的教學經驗者。教學輔導教師具有良好的資訊素養能力，能運用各種管道獲得教學資源，以支援教學；在找尋教學資源時主要考量資訊方便性及正確性；網際網路是教學輔導教師最常使用找尋教學資源的管道，此外，教師從日常生活中獲取的各式資訊，經評估處理後也多能轉化成教學資源。 在利用資訊資源準備教學方面：學校圖書館是教學輔導教師最常利用的一種類型，教師也會利用公共圖書館找尋教學資源，最常使用的資料類型是圖書與報章雜誌；再者，也會配合課程找尋相關的多媒體影音資料支援教學。藉由網路資源，可縮短製作教材的時間；而各式主題網站提供完整豐富的圖片、影片及實作展示等資料，是創造多元化學習情境之利器；以網路多媒體教材支援教學，課堂教學將更生動活潑；透過網路媒介，教學輔導教師間可以互相觀摩教學，分享經驗；教學上遇到問題時，可與相關專家連絡並取得幫助；以Web 2.0社會性軟體為教學輔助媒體，能提升教學效能，並增進學生學習成效。 最後建議：（一）教育主管機關應提昇教師資訊素養與資訊科技應用能力，鼓勵參與網路社群，建立知識共享平台；並以數位典藏資源發展支援課程教學的平台。（二）學校圖書館應尋求館際合作，以協助教學輔導教師利用圖書館資源準備教學及支援教學輔導教師制度。（三）教學輔導教師應積極參與網路社群、充分利用社會性軟體支援教學。 / The development of teachers’ professional expertise and the establishment of professional status are keys to enhance educational quality. As for the installation of mentor teacher, it is mainly to make use of the supervision and instruction by teachers of outstanding teaching to enhance the professional growth of peer teachers. It is hoped that teachers can, under the assistance of mentor teachers, resolve difficulty they encounter in teaching, and thus develop more matured teaching skills, and increase teaching effect. In view of social changes, technological development, and renewal of knowledge, it is inevitable that mentor teachers should pursue after professional growth and enhance their teaching skills. Hence, mentor teachers should be equipped with certain information cultivation before they can create supportive teaching environment. This study exploit semi-structural in-depth interview with mentor teachers from elementary schools of Taipei City so as to understand their information seeking behavior, investigate how teachers make use of library resources, network resources, and social software on their preparation for teaching. Besides, it also analyze how teachers should avail information resources to conduct professional growth, help their partner teachers to enhance professional competence, and illustrate the experiences how teachers use Web 2.0 social software. As learned from the research literature, mentor teachers are mostly senior teachers, and their educational background lies beyond the level of university, considered to be of teachers equipped with various professional knowledge and abundant teaching experiences. In fact, mentor teachers are ones who are endowed with favorable competence of information cultivation, and they are able to make use of diversified channels to access teaching resources to support teaching. With regard to the search for teaching resources, mentor teachers are able to determine the convenience and accuracy of information, while Internet is reckoned to be the most often used channel in search for teaching resources by mentor teachers. In addition, various kinds of information teachers obtained from their daily life can largely, after evaluation and processing, be transformed into teaching resources. For using information resources to prepare for teaching, school library is the type that is most often used by mentor teachers, whereas teachers will also avail public libraries to search for teaching resources, with books and newspaper and magazine reckoned to be the most often used type of information. Furthermore, teachers will, as well, search for related multimedia audio-visual information to support teaching in coping with curriculum. Through network resources, they can help to shorten time spent on production of teaching materials. As for various subject-based websites, they would provide comprehensive and rich pictures, movies, and demonstration of practice and other information, which are considered to be beneficial tools to create context for diversified learning. If multimedia teaching materials from network can be used to support teaching, class instruction can be made to be vivid and lively. Through media of network, mentor teachers can work to observe their teaching among themselves and share experiences, so that when they encounter problems in teaching they can contact experts and obtain help. As Web 2.0 social software is used as auxiliary media for teaching, it can help to enhance teaching efficiency and advance learning effect for students. Suggestions at the end: 1. competent authority of education should enhance information literacy of teachers as well as application capability of technology information, and encourage mentor teachers to take part in network community so as to establish knowledge sharing platform, and develope digital collection resource to support the teaching platform needed for curriculum; 2. school library should seek for inter-institution cooperation to assist mentor teachers to make use of library resources for teaching preparation and support the system of mentor teacher; 3. mentor teachers should effectively take part in network community, and sufficiently exploit social software to support teaching.

University of Macau / Faculty of Education

University of Macau / Faculty of Education

University of Macau / Faculty of Education

為瞭解臺灣國中專任輔導教師之「人格特質」、「工作壓力」及「工作滿意度」之概況內涵與相關情形，茲以便利取樣與滾雪球之抽樣方式，抽取臺灣國中專任輔導教師共244位為研究對象，運用「個人基本資料表」、「國民中學專任輔導教師人格特質量表」、「國民中學專任輔導教師工作壓力量表」、「國民中學專任輔導教師工作滿意度量表」等為研究工具進行問卷調查，獲得所需資料，後以描述性統計、獨立樣本t考驗、單因子變異數分析、Scheffe'事後考驗、Pearson積差相關及多元逐步迴歸分析等統計方法進行分析，結果發現： 1.國中專任輔導教師的整體與不同層面工作壓力大致為「中下」至「中等」程度，僅「工作角色與規範限制」層面之工作壓力屬「中等」程度。 2.「性別」、「年齡」、「教育背景」、「服務學校規模」不同之國中專任輔導教師，其整體與不同層面工作壓力並未存有顯著差異，然「婚姻狀況」、「輔導工作年資」及「服務學校所在地區」不同之國中專任輔導教師，其工作壓力則存有顯著差異。 3.國中專任輔導教師的整體及不同層面工作滿意度大致為「中等」至「中上」程度，僅「工作酬賞」層面之工作滿意度屬「中等」程度。 4.「婚姻狀況」、「教育背景」、「服務學校規模」不同之國中專任輔導教師，其整體與不同層面工作滿意度並未存有顯著差異，然「性別」、「年齡」、「輔導工作年資」及「服務學校所在地區」不同之國中專任輔導教師，其工作滿意度則存有顯著差異。 5.國中專任輔導教師之「開放性」、「謹慎性」、「外向性」、「親和性」人格特質與其多數層面工作壓力存有顯著低度負相關，而「神經質」人格特質則與其工作壓力存有顯著低度至中度正相關。 6.國中專任輔導教師之「開放性」人格特質與其工作滿意度存有顯著低度至中度正相關、而「謹慎性」、「外向性」、「親和性」人格特質則與其工作滿意度存有顯著低度正相關，僅「神經質」人格特質則與其工作滿意度存有顯著低度負相關。 7.國中專任輔導教師整體及各層面工作壓力與其整體及各層面工作滿意度間多存有顯著中度至高度負相關。 8.聯合「缺乏決策參與」層面的工作壓力、「資源缺乏或成效不彰」層面的工作壓力、「開放性」的人格特質及「工作不受肯定」層面的工作壓力，此四變項依序高至低可預測國中專任輔導教師「整體工作滿意度」的46.1%。 本研究亦根據上述各項研究結果加以討論，並提出相關建議，以供後續相關實務工作及研究之參酌。 / The purpose of this study was to investigate the relationship among personality traits, job stress and job satisfaction for the full-time counseling teachers of junior high school in Taiwan. The study adopted a method of Convenience sampling and snowball sampling to select the research subject. The subjects of this study were 244 full-time counseling teachers of junior high school in Taiwan. The Instruments used in this study were " General information data", " The personality traits for the full-time counseling teachers of junior high school scale", " The job stress for the full-time counseling teachers of junior high school scale", " The job satisfaction for the full-time counseling teachers of junior high school scale", The study adopted a method of questionnaire survey. And the study was analyzed by descriptive statistics, T-tests, One-way ANOVA, Pearson product-moment correlation and multiple step-wise regression analysis. The significant findings of this study were as follows: 1.The job stress degree of the junior high full-time counseling teachers were regarded as below the middle level to moderate level. Only the job stress of job roles and rules Restrictions was regarded as moderate level. 2.There were no significant differences in the job stress among these teachers according their different gender, age, academic background and service school size. But there were main differences according their marital status, length of counseling service and the location of service school. 3.The job satisfaction degree of the junior high full-time counseling teachers were regarded as moderate level to more moderate level. Only the job satisfaction of working reward was regarded as moderate level. 4.There were no significant differences in the job satisfaction among these teachers according their marital status, academic background and service school size. But there were main differences according their gender, age, length of counseling service and the location of service school. 5.Significant low negative degree of correlations were found between the personality traits of openness to experience, conscientiousness, extraversion, agreeableness and the job stress. But Significant moderate positive degree of correlations were found between the personality traits of neuroticism and the job stress. 6.Significant low positive degree to moderate positive degree of correlations were found between the personality traits of openness to experience and the job satisfaction. And Significant low positive degree of correlations were found between the personality traits of conscientiousness, extraversion, agreeableness and the job satisfaction.But Significant low negative degree of correlations were found between the personality traits of neuroticism and the job satisfaction. 7.Significant moderate positive degree to high positive degree of correlations were found between the job stress and the satisfaction. 8.The combination of the four Variables like the job stress of " Lack of participation in decision making", " Lack of resources or ineffective", "the effectiveness of the work is not sure" and the personality traits of "openness" can predict the job satisfaction of 46.1%. 　　Finally, after discussion, the researcher proposed some suggestions for educational instruction and future studies.

本研究旨在建構國民中學適性輔導評估指標，當前在十二年國民基本教育的推動之中，落實學校的適性輔導工作是重點任務。首先藉由文獻探討適性輔導相關論述為基礎，初擬指標架構，運用專家問卷以及模糊德菲術（fuzzy Delphi method），並以桃園縣政府教育局行政人員、桃園縣國民中學校長、教務主任、輔導主任、輔導與諮商中心專業人員及教師為研究對象，透過問卷蒐集政策利害關係人之意見，共發出10 份專家問卷及16 份正式問卷。根據正式問卷填答結果，計算各層面、項目及指標之三角模糊數（triangular fuzzy number），再將其反模糊化（defuzzification），求得各層面、項目及指標之效用總值，自訂門檻值為0.6，篩選出3層面、17項目及37個指標，並以歸一化之方式確立各層面、項目及指標權重。各層面之權重由高至低依序為課程規劃與教學活動（33.9%）、組織與行政運作（33.6%）以及生涯檔案建置與應用（32.5%）。最後根據此指標架構對教育行政機關、學校及未來研究提出建議。 / The study aims to construct a junior high school adaptive counseling evaluation indicators. The implementation of adaptive counseling in the school becomes the foremost important task when promoted by the current 12-Year Basic Education. The study first applies a literature review to discuss the adaptive counseling related discourses as the foundation, drafting the indicator framework, and using expert questionnaire and fuzzy Delphi method to conduct the questionnaire survey on the administrative personnel of Department of Education, Taoyuan County, junior high school principles, directors of teaching affairs, counseling directors, counseling and experts at the consultation center, thereby to collect the opinions of policy stakeholders through questionnaires. A total of 10 expert questionnaires and 16 official questionnaires were issued. The results of official questionnaire then underwent calculation of triangular fuzzy numbers for the different levels, items and indicators, followed by defuzzification to yield the total valid values of the different levels, items and indicators. The self-developed threshold value is 0.6 with 3 levels, 17 items and 37 indicators selected, which is applied with normalization to validate the different levels, items and indicator weights. The weights of different levels are sorted in descending order, namely course plan and teaching activity (33.9%), organization and administrative operation (33.6%) and the career file establishment and application (32.5%). Finally, the study proposes suggestions for educational administrative agencies, schools and future researchers based on this indicator framework.

「熱情」是心理學研究上新興的研究主題，包括熱情的概念、熱情的前置因素以及影響後果等研究。本研究的主要目的在探討國中小教師的教學熱情現況，與可能影響教學熱情的人口變項，包括教師的性別、年齡、任教年資、擔任職務、及最高學歷、畢業科系與教學熱情的關係。同時也探討教學熱情的影響後果，包括教學省思行為、教學內在動機、學習者中心教學信念、深度對談、專業合作及自我導向學習、創新教學行為、創新擴散與教學熱情的關係。本研究採問卷調查方式，以北、中、南區公私立國民中小學418位國中教師和160位國小教師為研究對象，使用的研究工具包括教學活動熱情量表、輔導活動熱情量表、教學省思行為量表、教學內在動機量表、學習者中心教學信念量表、專業合作與自我導向學習量表、深度對談量表、教學創新行為量表、創新擴散量表。 研究結果發現︰ 一、關於國中小教師的教學熱情和教學各變項之現況 1.國中小教師的教學熱情程度中等偏高，其中教學活動和諧性熱情顯著高於其他三種教學熱情，輔導活動和諧性熱情顯著高於強迫性熱情，而教學活動強迫性熱情僅顯著高於輔導活動強迫性熱情。國小教師除了在輔導活動強迫性熱情上顯著低於國中教師外，其他三種教學熱情均顯著高於國中教師。 2.國中小教師在教學各變項上大致為正向反應，其中教師的教學內在動機顯著高於其他教學變項，學習者中心教學信念僅顯著低於教學內在動機，而教學省思行為則顯著低於教學內在動機和學習者中心教學信念，創新教學行為和專業合作與自我導向學習顯著高於創新擴散和深度對談，而深度對談則顯著低於其他教學變項。此外，國小教師除了在專業合作與自我導向學習未顯著高於國中教師外，在其他教學變項上均顯著高於國中教師。 二、關於人口變項在教學熱情上的差異情形 1.不同任教年資、最高學歷以及男女國中小教師，在教學熱情上並無顯著差異。 2.不同年齡、擔任職務、畢業科系、任教科目和輔導經歷的國中小教師，在四種教學熱情上均有顯著差異。 三、關於教學熱情與教學各變項之關係 1.分別或整體探討國中小教師的教學熱情與教學各變項之關係，教學熱情越高，其教學省思行為、教學內在動機、以及學習者中心教學信念、深度對談、專業合作自我導向學習、創新教學行為和創新擴散則越高。 2.從預測角度來看，在多元迴歸模式中以教學活動和諧性和強迫性熱情對國中小教師的教學內在動機、創新教學行為最有正向預測力；以教學活動和諧性熱情對教學省思行為、學習者中心教學信念、深度對談最具正向的預測力；以輔導活動和諧性和強迫性熱情對專業合作及自我導向學習具有最佳的正向預測力；而以輔導活動強迫性熱情對創新擴散具有最佳的正向預測力。 四、關於人口變項、教學熱情與教學各變項之關係 1.無論在教學活動或輔導活動方面，有越多和諧性熱情的國中小教師，會有較多的教學省思行為、教學內在動機、學習者中心教學信念出現。 2.無論在教學活動或輔導活動方面，有越多強迫性熱情的教師，會有較多的創新教學行為、創新擴散出現，也會傾向專業合作及自我導向學習。 3.國中教師、21-30歲教師、以及輔導室教師較傾向專業合作及自我導向學習和深度對談。 4.最高學歷為研究所、畢業科系為大學教育科系、師範教育科系、師範非教育相關科系的教師，較傾向專業合作及自我導向學習。 　最後，本研究根據研究結果對實務與未來研究提出建議。

本文針對家庭暴力防治法中與加害人處遇相關之法規範，進行整理摘要，並透過質性研究的深入訪談法，探討觀護人在家暴防治網絡及加害人處遇網絡中，可能扮演的角色，以及如何讓防治網絡及處遇網絡更加緊密的修法意見。 本論文之架構分為六章，分別為：緒論、家庭暴力防治法所建構的網絡運作、家庭暴力犯罪理論與加害人處遇模式、從觀護人觀點看加害人處遇計畫及家暴加害人之觀護工作、觀護人在家庭暴力防治工作可能扮演之角色及加害人處遇計畫法規範修訂方向建議、結論與建議，各章節撰寫重點分述如下： 第一章為緒論。於此章先敘明本文研究動機與目的，研究方法與限制，並限定研究範圍及研究架構之方向。 第二章是從家庭暴力防治法的立法精神與內涵出發，進一步探討家庭暴力防治法所建構的防治網絡及處遇網絡，最後聚焦到加害人處遇計畫法源依據的介紹。 第三章為家庭暴力犯罪之理論解釋及處遇模式的介紹。由於有效的處遇模式必定是從犯罪原因理論衍伸而來，但犯罪行為的原因解式理論通常相當多元且百家爭鳴，因此，本章分別就家庭暴力的犯罪循環、社會生物學、心理學〈個人病理〉、社會心理層面〈人際互動〉、社會學、女性主義〈文化情境〉及系統生態觀點所發展出來的犯罪原因論加以介紹，賦與加害人處遇計畫發展之理論正當性。最後，再針對現有的處遇模式加以介紹。 第四章是從觀護人的觀點，透過對於質性研究訪談內容的分析整理，對於家暴加害人的觀護工作，以及觀護人目前在加害人處遇工作上所扮演的角色〈包括家暴專股運作情形、與防治網絡之結合情況〉進行描述與討論。 第五章是針對未來觀護人在家庭暴力防治工作上可能扮演的角色、優缺點，提供加害人處遇計畫及觀護工作相關法規範之配套修法的建議，期能讓防治網絡及處遇網絡都更緊密。 第六章為本文之結論。於本章擬做一整合性之歸納摘要，整理出筆者的意見及相關配套措施之建議，期能從實務經驗中提供加害人處遇計畫及觀護工作相關法規範修法之淺見。 本文主要的研究發現有幾大部分。首先，從家暴專股觀護人實際從事加害人觀護、處遇的實務經驗看來，家暴防治網絡及加害人處遇網絡對於觀護人的角色其實是有所期待的，但受限於觀護人的工作執掌缺乏行為作用法，家庭暴力防治法中又沒有用特別法的方式，給予觀護人在刑事程序或社區處遇上的法定角色，家暴專股的工作僅能依據著政策的風向球來跑，在法務、檢察系統行政工作資源的相互擠壓下，甚至可能僅採取一些表面校度的作法， 讓觀護人無法發揮、培養其對於加害人監督、輔導的專業能力，相較於受訪者對工作的用心，著實可惜。 再者，目前家庭暴力案件走入司法可能透過民事保護令或刑事程序，加害人處遇計畫目前是屬於民事保護令之一款，處遇前的審前鑑定及後續處遇計畫的執行，目前都是由縣市政府的家暴中心（衛生局）負責辦理、協調各種專業鑑定、處遇的資源。單純走刑事程序進來的加害人，可能沒有機會接受鑑定，也不一定有機會接受處遇計畫。家庭暴力防治法第三章在刑事程序的部分，雖然有課予法務部要負責辦理家暴受刑人之加害人處遇計畫，但對於假釋、緩刑之受保護管束人，甚至是緩起訴的被告所需要的加害人處遇計畫，則漏未規定。雖然法務部有透過政策下達，要求地檢署觀護人每年必須辦理家暴加害人治療小團體，但對於團體的內涵、預期目標成效的要求卻相當鬆散，導致各地檢署家暴專股觀護人各自為政，其中如果是邀請心理師或社工師來帶領類似於加害人處遇計畫中的「認知輔導教育團體」，就可能造成有加害人重複參加民刑事的團體，造成司法資源的浪費，卻也可能有另一些加害人完全沒有接受處遇計畫的機會。 最後，本文也針對觀護人在家暴網絡中可能扮演之角色及相關配套修法提出觀察與淺見，期能做為後續相關研究之參考。

各章節內容如下： 第一章：緒論－研究動機、研究架構與研究方法。 第二章：企業部門－青年創業的企程與問題分析，及創業對社會、經濟之貢獻。 第三章：企業部門與輔導體系之間的溝通系統－創業者對輔導辨法之需求與期望及輔 導辨法之對外宣傳溝通。 第四章：政府部門－輔導制度的目標設定，詳細規劃，及執行動作情形。 第五章：輔導工作之事後評估－包括有形的經濟成長建設及無形的社會心理建設兩方 面，并對其癥結檢討分析。 第六章：結論與建議。

第一章「導論」：凡四節，對本文之研究目的、研究方法與研究範圍作一論述。 第二章「幼工區輔導體系」；凡四節，探討本輔導體系之結構、流程、制度及對被輔 導者之溝通方式；并分析幼工區與一般工業區之異同。 第三章「幼工區開發現狀」；凡四節，討論本工業區之開發背景、開發目標、籌建經 過與廠商的經營現狀。 第四章「評估理論」；凡五節，定義政策評估、評估目的、評估構面、評估限制以及 提出本論文的評估理論架構。 第五、六、七章分別對幼工區輔導體系就「事前規劃」、「事中執行」、「事後表現 」進行評估；「事前評估」又分為「開發目標之界定」、「輔導制度之合理化」、「 對外溝通管道之建立」；「事中評估」分為「幼工區之規劃闢建」、「廠商之申購輔 導」、「廠商之後續輔導」；「事後評估」再以「經濟成長績效」、「社會心理建設 績效」兩項來探討。 最後一章將研究所得作結論并提出對本輔導體系之看法與建議。