A SEM Study on Homeroom Teachers’ Perceived Counselor-teacher CollaborativeSatisfaction with School Counselors in Junior High Schools

• Main Authors: TZU-AN HUANG, 黃子安
• Other Authors: SU-FEN, TU
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/nvhka8

碩士 === 中原大學 === 教育研究所 === 107 === The purpose of this study was to explore the relationships of the homeroom teachers’ collaborative attitude, expectation, satisfaction and their perceptions of school counselors’ professional traits in Taoyuan City. The study adopted questionnaire survey method that a total of 278 homeroom teachers were selected by a stratified quota sampling. The participants included 66 males and 172 females; with 55.5% of them having "sometimes collaborative" with school counselors and 26.89% of them having "often cooperative". The statistics analyses of descriptive analysis, independent t-test, one-way ANOVA, Pearson correlation, multiple regression, and path analysis were performed. The results: (1) the homeroom teachers scored “high” levels on all the four variables of current study: perceptions of counselor-teacher collaborative attitude, expectation, and satisfaction, and their perceptions of school counselors’ professional traits. (2) The different background variables have significant differences between the collaborative attitudes, expectations, and satisfaction that homeroom teachers perceived with school counselors. (3) There was a significantly positive correlation between the four variables. (4) Both collaborative attitudes and collaborative expectations have significantly predicted collaborative satisfaction. (5) The current research verified Oliver’s theory that teachers’ perceived collaborative satisfactions were influenced by their collaborative attitudes and collaborative expectations. The collaborative expectations have mediation effect between the two. (6) The school counselor’s professional traits have directly or indirectly affected collaborative attitudes, collaborative expectations, and collaborative satisfaction. The teachers’ perception of school counselors’ professional traits has indirectly affected collaborative expectation and satisfaction through full and partially mediation effects by collaborative attitude.