以紮根理論探討教師輔導與管教實務

A Grounded Theory Analysis of Teacher's Guidance Counseling

本研究運用紮根理論研究方法探究國民小學教師在輔導與管教實務中的因素，首先以6位在不同規模、教學年資的國民小學教師做為研究參與者，進行半結構式的深度訪談，將訪談內容寫成逐字稿並進行開放編碼，從中萃取主軸編碼得知有9項類別並確立屬性和面向；其次，在進行選擇性編碼階段整理出三大範疇，分別為「家長輔導管教失能」、「行政支持系統未逮」、「教師輔管素養薄弱」；最後建構出教師輔導與管教因素的理論架構模型。本研究的主要目的在了解國民小學教師於教學現場所面臨輔導與管教的困境，進而提供改善策略，以提供其他教育現場教師反思的依據。

This study uses grounded theoretical research methods to explore the factors in the practice of tutoring and discipline of national elementary school teachers. First, six national elementary school teachers of different scales and teaching years are used as research participants to conduct semi-structured in-depth interviews. The content was written verbatim and coded openly, from which the main axis code was extracted to learn that there were 9 categories and the attributes and orientations were established; secondly, three categories were sorted out during the selective coding stage, namely ''Parental Counseling and Disability'', ''Administrative support system has not been caught'', ''Teachers are weak in auxiliary supervision''; Finally, a theoretical framework model of teacher guidance and management factors is constructed. The main purpose of this research is to understand the dilemma of tutoring and discipline faced by the teachers of national elementary schools in the teaching scene, and then to provide improvement strategies to provide the basis for teachers' reflection on other education scenes.