本研究欲了解年資較深且勝任於學校輔導工作的高中輔導教師，其專業角色發展歷程
為何? 在他們的專業角色筑歷程中，其專業角色認定有過哪些變化? 他們曾採取些什麼行
動策略來突破角色認定的困境? 目前所面臨的專業角色發展瓶頸為何?應如何突破?
研究者邀請四名表現優秀且於學校服務總年資超過16年以上的高中輔導教師，進行半
結構的深度訪談，並以工作史及行動策略的分析方法訪談資料。研究結果與討論主要分為
五個部份：
1. 受訪輔導教師的專業角色發展歷程，包括其工作簡史、各階段的行動策略，以及
行動策略風格的討論。
2.受訪輔導教師工作歷史的行動策略分析，包括新進校園時期的行動策略，開拓輔導
工作時期的行動策略，行動過程中的資源與動力，專業發展瓶頸的探討。
3.受訪輔導教師的角色認定變化的了解，包括：諮商工作觀的角色認定變化，行政工
作觀的角色認定變化。
4.輔導教師專業教育的省思。
5.研究者研究歷程的學習心得。
根據本研究的結果與討論，向現任輔導教師針對專業角色發展歷程中的角色認定內涵
、突破角色認定困境的相關行動提出建議，向國內教育當局提出輔導體制亟待改進之處，
並針對未來研究提出可再探討的方向。

The purpose of this research is to relize the develoing process of the
professional role of senior high school guidance teachers. What were the
change of their role identity? What were the difficulties of their role
identity? How did they take the action strategies to break through these
difficulties? Were they facing the bottleneck while developing professional
role? How should they do to break through the bottleneck?
Four excellent senior high school guidance-teachers, who had been teaching
in school for over 16 years, were invited to have an interview in depth with
the research . The data from the interview was analyzed with the methods of
action strategy and work history. The results and discussions of the research
were presented in five sections:
1.The developing process of the professional role of interviewed guidance-
teacher were discussed, including their brief work history, action
strategies within various strages and style of action strategy.
2.The analysis of the work history of the guidance-teachers were discussed
, including the action strategies of their newly entering into the campus
, the action strategies during developing stage, the resources and
propelling power during the action process,and the discussion on the
bottleneck of professional development.
3.The change of the role identity of the guidance-teachers were discussed,
including the change of role identity of counseling with students and
the change of role identity of administrative jobs.
4.The reflective thinking of the guidance-teachers' professional education
were presented.
5.The learning process of researcher in this study were presented.
The results and discussions of the research made various suggestions to
guidance-teachers and eduactional authority in respect of the professional role
identity of guidance-teachers, the action strageties to break the difficulties
of role identity and the improvement of the school guidance system. The researcher
also pointed out the future research direction.