| Summary: | 碩士 === 國立高雄師範大學 === 輔導研究所 === 93 === This research is to study the correlation of consulting attitude and related factors for secondary school teachers. The five issues discussed are as follows:
1. To explore the difference of consulting attitudes about secondary school teachers among various background variables.
2. To explore the difference of consulting attitudes about secondary school teachers among various background variables and various social support variables.
3. To explore the difference of consulting attitudes about secondary school teachers among various background variables and various problem-solving attitude variables.
4. To probe the correlation of consulting attitudes for secondary school teachers between social support and problem-solving attitude.
5. Finally, some suggestions are proposed for school consultative staffs and other people to realize consultation.
The instruments applied in this study include personal basic data list, inventory of social support, inventory of problem-solving attitude, and inventory of consulting attitude. There are 406 subjects with random sampling on proportional levels from seven different districts of South-Taiwan area (i.e Chiayi City and County, Tainan City and County, Kaohsiung City and County, and Pingtung County). With SPSS 10.0 for Windows used, Descriptive statistics, ANOVA and Regression Analysis are employed to implement data analysis and verify hypothesis.
The result is summarized as follows:
1. The mean of secondary school teachers’ consulting attitude is 3.04, which corresponds to the point between ‘agreed’ and ‘very agreed’.
2. Among secondary school teachers, especially the female ones, the higher the consulting frequency is, the better their consulting attitudes are.
3. Secondary school teachers’ teaching age and their teaching age in a certain school make the consulting attitudes vary greatly in some aspects.
4. The higher the secondary school teachers’ consulting frequency is and the higher the social support is, the more active their consultative attitudes are.
5. In the small school and the lower middle school, the better the secondary school teachers’ problem-solving attitudes are, the more active their consultative attitudes are.
6. For secondary school teachers, teachers with the teaching age in a certain school smaller than 5 years or the teaching age larger than 16 years have better problem-solving attitudes and more active consultative attitudes.
7. The higher the social support that secondary school teachers receive, the more active their consultative attitudes are.
8. The better the secondary school teachers’ problem-solving attitudes are, the more active their consultative attitudes are.
9. Problem-solving cognition, consulting frequency, co-workers social support, the age of teaching, and teachers’ gender can effectively predict the secondary school teachers’ consulting attitudes.
The above results have been discussed in this thesis and some suggestions are provided. Hopefully, it can be a suitable reference for teachers, consultative staffs and school administration and helpful for further studies.
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