| Summary: | 碩士 === 國立臺中教育大學 === 諮商與應用心理學系碩士班 === 105 === There were three proposes of this study, the first is to understand current situations of homeroom teachers’ guidance knowledge and skills, willingness of consultation, and satisfaction of consultation, the second is to investigate the difference of homeroom teachers’ guidance knowledge and skills, willingness of consultation, and satisfaction of consultation, the third is to investigate the relationships among homeroom teachers’ guidance knowledge and skills, willingness of consultation, and satisfaction of consultation.
The research sample consists of 308 elementary homeroom teachers form Taichung、Changhwa and Nantou. Instruments used were Scale of guidance knowledge and skills, Scale of consultation willingness, and Scale of homeroom teachers’ consultation satisfaction. The data obtained from the samples were analyzed by descriptive statistics analysis, t-test, ANOVA, Pearson product-moment correlation, and stepwise regression analysis. The findings were as follows:
1. At present, the central region of the elementary homeroom teachers’ guidance knowledge and skills, willingness of consultation and satisfaction of consultation are moderate high degree.
2. In terms of difference, female elementary homeroom teachers in guidance knowledge, guidance competence, and willingness of consultation is higher than the male homeroom teachers. The elementary homeroom teachers who has been teaching for more than 21 years in overall guidance knowledge and skills, guidance competence is higher than homeroom teachers who has been teaching for 6-10 years, in guidance knowledge is higher than homeroom teachers who has been teaching for under 1 year and 6-10 years. The elementary homeroom teacher who has been teaching for 2-5 years in guidance knowledge is higher than homeroom teahcers who has been teaching for 6-10 years. The guidance knowledge and skills of homeroom teachers who majored in counseling or psychological are better than the homeroom teachers who only had participated in guidance knowledge and skills study. The homeroom teachers who attends consultations more than 3 times every academic year has stronger consultation willingness and satisfaction than who only attend 1 time consultation,and the homeroom teachers who attends consultations 2 times every academic year has stronger satisfaction than who only attends 1 time consultatiom every academic year.
3. There were significantly positive correlations among guidance knowledge and skills, willingness of consultation, and satisfaction of consultation.
4. Both of guidance knowledge and skills, and willingness of consultation may significantly predict satisfaction of consultation.
Base on the results of this study, I propose some suggestions for school guidance teachers, school administrators and another reserachers
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