| Summary: | 碩士 === 國立臺北教育大學 === 社會與區域發展學系碩士班 === 100 === Guidance program is one of the most important policies implemented by the Ministry of Education. It encourages teachers, depending on their willingness, to guide students who have difficulties adapting to school life and those with deviated behaviors. After the program has been launched for more than a decade, there are many obstacles to be resolved, and the percentage of teachers who have participated in the guidance program remains low. This study aims to investigate teachers who actively participate in guidance program, and to understand how their personal belief supports their participation in the guidance program. The main purposes of this study are as follows:
1. To clarify the correlation between teachers’ personal belief and their willingness to participate in the guidance program.
2. To examine the role of teachers’ belief in the guidance program.
This study adopted a qualitative approach, and the research subjects were two focus groups respectively consisting of six teachers, as well four teachers who actively participate in the guidance program. Focus group interviews and semi-structured interviews were conducted to collect data for further analysis.
Research results showed that the main difference between teachers who actively participate in the guidance program and teachers who do not is the way they regard the guidance program. Teachers who actively participate in the guidance program believe that passion is the foundation of the guidance program. They hold positive attitudes towards the guidance program, and they regard it as a part of teachers’ growing process. Based on the results, the conclusions are presented as follows:
1. Teachers’ positive expectations towards the guidance program are the main reason that they engage in the guidance program.
2. The ways in which outsiders and peers regard the guidance program do not affect participants’ decisions.
3. Passion is the main condition for teachers to engage in the guidance program.
4. Obstacles against the guidance program do exist; however, the difference is that teachers who actively participate in guidance program do not see those problems as obstacles.
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