A Study on Role Expectation and Role Performance of Guidance Teachers at the Selected Elementary School in Kaohsiung County

• Main Authors: Hui-ni Huang, 黃慧妮
• Other Authors: Fang-Ching Chen
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/68856847734287117973

碩士 === 國立高雄師範大學 === 工業科技教育學系 === 91 === The purpose of this research was to investigate the degree to which elementary school guidance teachers, in “grade 1-9 curriculum”, identified with their own “role expectation” and the status of their actual “role performance.” By literature analysis, the researcher constructed Survey Questionnaire for the Role of Elementary School Guidance Teachers. The research targeted the guidance teachers of grades 1, 2, and 4 in 91 academic year as the population of study. 672 guidance teachers of grades 1, 2, and 4 from 53 sampled elementary schools were surveyed. 531 valid questionnaires were retrieved, making up an overall retrieval rate of 82.94%. The research has come up with the conclusions as follows: 1. The role of elementary school guidance teachers covers numerous major dimensions: instruction, disciplinary, counseling and guidance, administration, and research. 2. As to the degree to which elementary school guidance teachers identified with their role expectation, only the “gender” variable shows significant difference. (1) As to the major dimensions, female guidance teachers showed significantly higher degrees of identification with their role expectation in instruction, administration, and research aspects than did their male counterparts. (2) As to the sub-dimensions, female guidance teachers also showed significantly higher degrees of identification with their role expectation in instructional activities design, discipline expert, evaluator, class operator, communicator with parents, planning campus events, school and outside coordination, facilitating campus and off campus activities, action researcher, curriculum developer, reformer, and specialized worker than their male counterparts. 3. In background variables like gender, education, grade of instruction, age, and seniority, there existed significant difference in at least some major or sub-dimensions in the degree of role performance of guidance teachers. (1) On the gender variable, female guidance teachers showed significantly higher degrees of role performance in major dimensions of instruction, disciplinary, counseling and guidance, and administration than their male counterparts. (2) On the education variable, guidance teachers with teachers’ high school or 5-years junior teachers’ college education showed significantly higher degrees of role performance in the sub-dimension of class operator than did their counterparts with teachers’ education credentials. (3) On the variable of grade of instruction, guidance teachers of grade 1 showed significantly higher degrees of role performance than did their counterparts of grade 4 in sub-dimensions of evaluator, communicator with parents, school and outside coordination, and curriculum developer. Besides, guidance teachers of grade 2 showed significantly higher degrees of role performance than their counterparts of grade 4 in the major dimension of administration. Regarding sub-dimentsions, guidance teachers of grade 2 also showed significantly higher degrees of role performance in sub-dimensions of planning campus events, and school and outside coordination than did their counterparts of grade 4. (4) On the age variable, guidance teachers aged 41-45 showed significantly higher degrees of role performance than those aged 26-30 in the sub-dimension of communicator with parents. (5) On the seniority variable, guidance teachers with 11-15 years in seniority showed significantly higher degrees of role performance than those with 1-5 years in seniority in the sub-dimension of communicator with parents. 4. Elementary school guidance teachers have higher degrees of identification with their role expectation than those of their role performance. 5. There exist positive correlations between the degrees of elementary school guidance teachers’ identification with their role expectation and those of their role performance.