| Summary: | 碩士 === 中原大學 === 教育研究所 === 107 === The purpose of this study was to explore the elementary school homeroom teachers’ guidance strategies, challenges and cooperation experience with the guidance system when they deal with adjustment issues of transfer students. This study adopted a grounded theory approach as research method, while semi-structured interviews were used to collect the required data. Using a purposive sampling method, this research invited six senior homeroom teachers who had previous experience in providing guidance to transfer students. They included 1 male and 5 female, aged 40 to 55, and averaged 20 years of homeroom teachers'' experience. A triangulation method was to ensure the validity of this study. The results were as follows: 1. Transfer students'' adjustment for transferring was affected by the reasons for transfer and grade when they transferred, After transferring students became one part of the new class, they would need time for adapting new things such as academic adjustment, behavioral routine adjustment, and interpersonal adjustment. Especially, interpersonal issues will influence the most adapting issues.2. The homeroom teacher’s primary guidance work included: guidance attitudes and guidance strategies. The homeroom teacher could conduct guidance attitudes with no presupposition, flexibility, tolerance, and awareness of individual needs. Three categories of successful guidance strategies included: individual guidance, class management, and parent-teacher cooperation.3. The challenge of the homeroom teachers in the process of guidance was that after the transfer students entered the class, they had turbulence in the class and the uncontrollable external environment of the transfer students. The homeroom teachers would be an adjustment, if they had sufficient information on the transfer students, exchanges with colleagues and the school established a clear transfer system.4. When the homeroom teachers cooperated with the guidance system, the homeroom teachers could understand the transfer students more comprehensively and could handle the student problems in a more appropriate way, but they would also worry that the intervention of the guidance system may affect the relationship between the homeroom teachers and the transfer student. After counseling, the instructor might need to adjust principles or boundaries. Finally, the recommendations based on the research conclusions, and I look forward to providing a reference for homeroom teachers’ primary guidance work, and future related research.
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