| Summary: | 碩士 === 國立臺南大學 === 教育學系輔導教學碩士班（到96學年度上止） === 96 === Based on the standpoints of the fifth and sixth grade teachers at elementary schools, this study aims to discuss the motivations and feelings of these teachers who serve as both homeroom teachers and guidance teachers. Daily classroom situations and how the dual relationship existing between them and their students influences the guidance process are issues that will also be explored. Moreover, this study will try to understand these teachers’ introspection concerning this dual relationship and their self-assessment regarding the effectiveness of helping students.
The research objects of this study are three fifth and sixth grade homeroom teachers who also serve as guidance teachers. All three of them have relevant professional guidance backgrounds. Semi-structured interview was conducted to collect information, and qualitative research method was adopted for data analysis. The interviewees’ moods and stories will be presented by way of storytelling. Research findings are analyzed and conclusions are as follows:
1. Active factors for the formation of this dual relationship between teachers and students:
(1) After understanding students’ problems, the homeroom teachers will voluntarily participate in the individual guidance system to help students overcome difficulties.
(2) The interviewed teachers think they can help these students because they have guidance experience and professional knowledge.
Passive factor: Homeroom teachers think it is an obligation to provide guidance to the students in their classes.
2. When contradictions or conflicts occur in daily classroom life or during the guidance process, the homeroom teachers should evaluate whether to keep this dual relationship with their students, after taking the daily interactive situations and the conflict degree regarding classroom discipline, into account.
3. The teacher-student relationship in the classroom is the basis for their guidance relationship, which can not be normally developed if this teacher-student relationship becomes tense and causes conflicts.
4. The role of being a homeroom teacher should be isolated when conducting professional guidance so that both teacher and student can focus on the problems. Picking a specific place and time to talk about the problems helps the guidance teacher to separate himself/herself from the role of homeroom teacher.
5. There are some advantages and disadvantages when a homeroom teacher also serves as a guidance teacher for his/her homeroom students. Advantages include that the homeroom teacher has more chances to approach, give feedback or observe his/her students, and this is helpful in understanding the student’s problems or preventing the problems from getting worse. Disadvantages include that the homeroom teacher will be disturbed by many trifles so that his/her time is wasted.
6. The three students receiving guidance all exhibited positive changes. Meanwhile, the interviewed teachers were also satisfied with the results of the guidance which was conducted under a dual relationship between them and their students, even though they had to go through some obstacles and conflicts during the guidance processes.
Finally, the research findings were analyzed and discussed, and suggestions were made for the educational administrative system, homeroom teachers who also serve as guidance teachers and future researchers.
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