| Summary: | 碩士 === 國立彰化師範大學 === 教育研究所 === 103 === The purpose of this study was to explore what roles elementary school counselors identified themselves with as well as the factors affecting their role identity. The multiple-case embedded design was adopted and 12 elementary school counselors were invited to participate in the study using purposive sampling and snowball sampling. Meanwhile, semi-structured interviews were conducted to collect data and the data were analyzed using the technique of thematic analysis.
The main findings revealed that elementary school counselors have to play multiple roles involving duties such as dissemination and prevention, communication and coordination, guiding and accompany, team collaboration, provision of positive feedback, and exploration and adjustment. Their expectations about themselves include increasing professional competencies, maintaining flexibility, making adjustment when frustrated, delimeating work boundaries, amd trying innovative ideas. The ideal traits of an elementary school counselor consist of being communicative, patient, positive, and optimistic, enjoying social interactions, and being self-aware.
Moreover, elementary school counselors’ role identity was shaped by both intrapersonal and contextual factors. The intrapersonal factors include work experience, aggressiveness, release of emotions, and enthusiasm for helping others. Contextual factors like school colleagues’ attitude, interpersonal interaction, students’ responses, and clearness of work boundaries are all influential to the formation of elementary school counselors’ role identity
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