| 摘要: | 本研究主要目的在探討南投縣某國民中學不適任教師之個案研究。瞭解目前的教育環境下不適任教師之成因，進而擬訂具體輔導協助策略加以協助，並透過文件分析、訪談、觀察及反思，解決實際研究場域的問題，期能促進個案在個人、家庭及學校和社區的適應與觀感有改善。本研究係以三名不適任教師為研究對象。並以質性研究方法的訪談及觀察為主要資料蒐集方法。
根據研究的結果，綜合歸納以下結論：
一、 造成學校不適任教師的成因包括：(一）個人內在調適因素－身、心理適應因素、自我認知因素及情緒因素；(二）學校因素調適方面－班級排課、調整配課、人際因素；(三）家長社區因素觀感方面－學生升學成績、行為變化及不信任因素。
二、 針對不同個案彈性給予適當的輔導協助策略：以了解接納、支持同理心、傾聽陪伴、澄清與回饋作為輔導過程之基本方法，彈性施以家庭訪視、電話訪談、晤談、教室教學觀察、教學觀摩等策略。
三、 輔導協助策略實施結果：個案在個人教學適應層面上，身心適應、情緒適應及學生反應和學校同仁評斷上都有進步；家庭生活適應層面上，研究者雖無法改變，經努力了解後，透過學校行政的協助，漸能改善個案教學狀況；互動層面及同仁間的配合關係，被接納的意願顯著提昇，減低了不適任的評斷。
本研究亦對國民中學教師、學校行政人員、學校有不適任教師及未來研究提出建議及因應。
This case study was conducted by three the incompetent junior high school teachers in Nantou County in order to reveal the how they become incompetent teachers and set up guidance plans to help them. The participated incompetent teachers were expected to improve their teaching, and become better adaptation to their family, school, and communities. Three participated school teachers were selected based on incompetent criterion. Data were collected through document analysis, interviews, observation and introspection. The study reached the following conclusions:
(A) Factors of becoming incompetent school teachers were as follows:
(a) Individual's internal adjustment factors--- body, psychological adjustment factors, self-cognitive factors, and emotional factors.
(b) Adjustment in school factors--- arranging schedule of classes, adjusting to class schedules, and interpersonal factors.
(c)Parents and the community's impression factors--- students’ performance on entrance examinations, behavioral change, and mistrustful factors.
(B) Give appropriate and flexible counseling strategies according to different cases.
The counseling process and the basic methods were to understand and accept, give support, empathy, listen to and accompany, give clarification, and feedback. Then added home visits if necessary, conduct phone interviews, arrange face-to-face interviews, participate in observation of classroom teaching, give constructive teaching feedback and so forth.
(C) The results from the implementation of counseling strategies:
The incompetent teachers not only made progress in teaching, physical, psychological, and emotional adaptation, but also got better response and comments from students, as well as from school administrative staffs. As for the adaptation to family life, the researcher can do nothing about it. However, after the researcher made efforts to understand, the incompetent teacher improved poor teaching gradually through administrative support and assistance. He(She) changed his(her) attitude toward school teaching, communicating with colleagues and students. Because of willingness to be accepted by others in the school improved significantly, criticism of being incompetent was reduced.
Moreover, several suggestions were raised to primary and secondary school teachers, administrators, and school authorities to help incompetent teachers. |
