| Summary: | 碩士 === 東吳大學 === 社會工作學系 === 98 === Homeroom teacher, the core of school ecology system, is the key in students’ lives and their community resources use. Different class management styles of different background homeroom teachers will decide the resource accessibility to students. The coefficient assessment research of a three-section-program, the light-up afterschool program, indicated that community resources could permeate into school and break the boundary between school and community.
The research is a case study from “The light-up afterschool program” in Fu-An junior high school. The interviews were done with the relative participants of the program, included the school administrators and the homeroom teachers. The goal of the interviews is to explore the interviewees’ thought about community resources and their attitudes toward the use of the community resources. From this, we can further integrate the feasible cooperative ways between community and school.
Results are discussed in terms of ‘the ecology system’, ‘the homeroom teacher’s belief for the resource and the program’ and ‘the effect of the program’:
1. The limitation of the community development results the high rate of disadvantaged family which attracts the school to find out the necessity to import community resources. In the program, the principal and the counselors tried to influence the homeroom teachers by adjust the school construct and one-by-one communication. Through these efforts, the homeroom teachers lowered their insistency, the interaction between community and school was changed, and the accessibility of resources was unlocked.
2. Due to the educational role and duty, the homeroom teachers might control the permit of students’ attendances to activities by students’ manners sometimes. On the other hand, from the role of a consoler, the homeroom teachers will also determine the permit based on students’ personalities and need.
3. The effects of the program were admired by the school administrators for they revealed that the participated students were benefited to the better interpersonal relationship in class. Even though the homeroom teachers didn’t show clear appreciation to the program, their actions of allowing more students to join activities demonstrate the school administrators’ indirect influence can really break down the homeroom teachers’ attitudes.
Finally, implications for adolescence social work services and the research limitations are discussed as following:
1. Adolescence social workers should build up positive cooperative experience with school so that school can lower the doubt of community resources. The district school social workers, in order to get grounded in school, could involve in the school ecology system, and seek the identification from powerful systems.
2. Future research could do the interview in the meanwhile of the program proceeding, for the researcher can directly and completely understand the homeroom teachers’ thoughts at once. Moreover, past working experience is detected to limit the research analysis field which results in a block of research.
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