成為輔導教師—社會工作教育背景者的生涯發展選擇

Abstract

本研究目的為探究社會工作教育背景者的生涯發展選擇，分析就讀社工專業時同時修習師資培育的原因、投入職場後為何選擇教師而非社工之考量。研究者招募大學時期就讀社工系同時修習教育學程，同時具有教師與社工師證照，且在五年內代理過輔導教師者。本研究一共訪談六位研究參與者，包含三位正式教師、三位代理教師。研究發現，影響三位正式教師修習教育學程決定的原因包含：成長階段的重要他人影響、升學表現不如預期、校園內資源的影響（社團、同儕、學長姐、課堂學習、機構實習、推廣攤位等）、想探索更多興趣。畢業後，評估社工與教師兩個職業的差異，與本身的工作價值觀比對，而選擇投入代理輔導教師一職。在工作中因工作成就感、接受過教師的福利而更認同教師的職業。在生涯選擇過程中受到原生家庭、個人興趣與特質、薪資條件與工作性質等影響。而三位代理教師修習教育學程的原因分別為：校園內資源的影響（同儕、學長姐、課堂學習、機構實習等）、社工系內人際因素。畢業後亦是考量工作價值觀而投入教職，但代理教師在校園內輔導工作上較容易因社工背景與代理身分而產生不自信的狀態。生涯發展的選擇過程中受到原生家庭、社會因素、個人特質、薪資與工作性質等因素影響。三位代理教師皆表示會在未來持續考正式教師之外，但同時也預備其他生涯選項，不過其中一位教師提到因教育培訓的成本過高，因此讓人難以放棄成為正式教師的選擇。The purpose of this study is to explore the career decision making of graduates with social work degree. It aims to analyze the reasons for pursuing a teacher training program concurrently with studying social work, and the considerations behind choosing a teaching career over a social work profession after entering the workforce. The researchers recruited participants who studied social work and concurrently completed an education program during their university years. These participants hold both teaching and social work certifications and have served as substitute teachers within the past five years. A total of six participants were interviewed, including three regular teachers and three substitute teachers.The study findings reveal that the factors influencing the decision of the three regular teachers to pursue an education program include: the influence of significant individuals during their developmental stages, academic performance falling short of expectations, the impact of campus resources (such as clubs, peers, seniors, classroom learning, institutional internships, promotional booths, etc.), and a desire to explore additional interests. After graduation, they evaluated the differences between the social work and teaching professions, compared them with their own work values, and chose to engage in substitute teaching. Job satisfaction, work achievements, and the benefits associated with teaching further solidified their identification with the teaching profession. The participants' career choices were influenced by factors such as their family background, personal interests and traits, salary conditions, and job nature. For the three substitute teachers, their reasons for pursuing an education program were related to campus resources (peers, seniors, classroom learning, institutional internships, etc.) and interpersonal factors within the social work department. After graduation, they also considered their work values when opting for a teaching career. However, these substitute teachers faced challenges in their counseling roles within the school environment due to their social work background and substitute status, which sometimes led to feelings of insecurity. Their career development choices were shaped by factors such as their family background, societal influences, personal traits, salary considerations, and job nature.All three substitute teachers expressed the intention to continue pursuing a regular teaching position in the future, but they also prepared alternative career options. One teacher mentioned the high cost of educational training as a barrier that makes it difficult to fully commit to becoming a regular teacher.