以詮釋結構模式與層級分析法探討師徒功能之研究

Investigating Apprenticeship Functions by Using Interpretive Structural Modeling and Analytic Hierarchy Process

師徒制的發展歷史悠長，被視為是培育人才的制度，並已廣泛運用在教育領域。師徒制的過程係由師父帶領徒弟，提供職涯發展、社會心理支持與角色楷模等功能協助，協助的成效因師父帶領方式的不同而有所差異。研究者針對目標架構關係與權重之研究，採用詮釋結構模式及層級分析法，師徒功能構面包含職涯發展功能、社會心理支持功能與角色楷模功能主構面及其子構面。研究對象為新竹市地區曾擔任過一次以上師父或徒弟角色者的教育學者專家、教育行政人員、國民小學校長、主任、教師。藉由師父與徒弟不同身分的主觀意見為基礎，以詮釋結構模式判斷因素之間關係是否成立，建立層級結構，並以層級分析法對於其指標的相對權重表現進行探究。資料分析指出，社會心理支持功能在師徒功能間的關聯性與權重上皆為第一優先，並以此為基礎發展出六條師徒關係路徑。最後，依據師徒功能的順序與權重規劃對應之訓練課程方案，做為在實行師徒制時之參考。

Apprenticeship, which is widely practiced in the field of education, has had a long history of development and is regarded as a system for cultivating talents. The apprenticeship process involves teachers guiding and offering functional assistance to their students such as the teachers helping their students develop their careers, providing them with social-psychological support, and serving as role models to them. The effectiveness of functional assistance varies depending on the guidance offered by the teachers. This study used the interpretive structural modeling technique and analytic hierarchy process to analyze the relevance and weights of various apprenticeship functions, based on which training courses were developed to improve the effectiveness of apprenticeship. The analysis results showed that social-psychological support ranked first in both relevance and weight out of all apprenticeship functions. Therefore, this study used social-psychological support as the basis to develop six apprenticeship paths. Finally, based on the rankings and weights of various apprenticeship functions, this study developed training courses that can serve as a reference for relevant units to implement apprenticeship programs.