本研究旨在了解國小教師對專任輔導教師角色知覺與角色期望的現況，並探討國小教師對專任輔導教師的角色知覺與角色期望間是否有相關。為達本研究之研究目的，修改「國中教師對專任輔導教師角色知覺與角色期望之調查量表」成「國小教師對專任輔導教師角色知覺與角色期望之調查量表」為研究工具，藉此進行資料蒐集。研究以107學年度桃園市公立國民小學之教師為對象，採便利抽樣之方式，共取得200位國小教師為研究樣本。調查資料所得以統計進行描述性統計、獨立樣本t考驗、成對樣本t考驗、單因子變異數分析、Pearson積差相關等統計方法處理，本研究發現如下：
一、 國小教師對專任輔導教師在「專業成長」的角色知覺與角色期望認同程度皆為最高，而在「資訊提供」的角色知覺與角色期望認同程度皆為最低。二、 國小師對專任輔導教師的角色知覺因「性別」、「教師年資」、「專業背景」、「學校規模」的差異而有所不同。三、 國小教師對專任輔導教師的角色期望因「性別」、「現職職務」、「學校規模」的差異而有所不同。四、 國小教師對專任輔導教師的角色知覺與角色期望正相關。
最後針對研究發現與結論，分別就專任輔導教師、學校教師、輔導工作主管提出建議事項，俾供參考。
The purpose of this research is to look into elementary school teachers’ perceptions and expectations on the role of school counselors, and determine if their perceptions and expectations are correlated. For that purpose, the research modify a research framework “Scale on Junior High School Teachers’ Perceptions and Expectations on the Role of School Counselors” to “Scale on Elementary School Teachers’ Perceptions and Expectations on the Role of School Counselors” as an instrument for data collection. A total of 200 elementary school teachers have been surveyed in the research. The data are analyzed with descriptive statistic method , t-test, one-way ANOVA, Pearson Product-Moment correlation. The findings of this research are listed as follows：1. Elementary school teachers’ perceptions and expectations on the role of school counselors are the highest on the item of “professional growth,” but the lowest on “Information provision.”2. Elementary school teachers’ perceptions on the role of school counselors are various on such items as “gender,” “length of service,” “professional background,” and “school size.”3. Elementary school teachers’ expectations on the role of school counselors are various on such items as “gender,” “current position,” and “school size.4. There exists a positive correlation between elementary school teachers’ expectations and perceptions on the role of school counselors.
Finally, recommendations are made for school counselors, schools, school administration for reference.
