| Summary: | 碩士 === 國立臺灣師範大學 === 教育心理與輔導學系 === 97 === The theme of this research was to explore the work activities of secondary guidance teachers. The method of time analysis was used to study the teacher’s working time allocation in direct community services, direct client services, indirect community services, and indirect client services. A questionnaire with time sheet was mailed to a random sample of 798 secondary school guidance teacher in Taiwan and resulted in 465 valid samples. The major findings were as follows: 1. Majority of the secondary school guidance teachers were younger with less work experience and with non-guidance college major. Most of the guidance teachers with administrative responsibility were graduated from college with a non-guidance major, The directors of guidance office were older and had more years of work experience than other guidance teachers. 2. Secondary school guidance teachers were found to spend more time on teaching, guidance programs planning, and individual counseling. They spent less time on individual testing and client advocacy. 3. Secondary school guidance teachers were found to spend most of the time on direct community services, and less time on indirect community services, direct client services and indirect client services. A moderate negative correlation was found between direct community services and other three services categories. 4. Guidance teachers in junior high school spent more time on teaching than those in senior high. In comparison to those in junior high school, guidance teachers in senior high school spent more time on individual and group counseling, crisis management and outreach, in-service training, consultation and supervision. Both of them spent a lot of time on teaching and administrative activities. 5. The job title was the most influential variable to secondary guidance teachers’ work activities and the impact of training background was limited. In the end, implications of the results and suggestions were presented for school guidance teachers, training institutions, educational administrators and future studies.
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