| Summary: | 碩士 === 中原大學 === 教育研究所 === 104 === The goal of this research was to explore the challenges and transformation of novice homeroom teachers in their developmental guidance work for middle school students in Taoyuan city. These issues, according to “The homeroom Teachers” guidelines provided by Ministry of Education for primary school and middle school teachers, included classroom management, individual guidance and referral services, conflict resolution and complaint handling procedure, parent teacher communication, and colmplied with schoo chores . This research was based on the interviews with 8 new middle school homeroom teachers,The teacher participants were all female, aged from 25 to 30, with 2 to 4 years of teaching experience. They voluntarily accepted the invitation to take part in the interviews. Through snowballing sampling procedure .Each participant was interviewed once or twice, and each session lasted 90 to 120 minutes. The data analysis followed the t grounded theory approach. To maximize the data validity, collaborative analytical process was adopted that followeds the principles of triangulation method. The findings were as follows,
1. The challenges confronted by those novice homeroom teachers included:
1.1 Issues related to classroom management and teacher-student relationships were : feeling isolated due to the lack of interaction between teacher and students, difficulty in setting up classroom rules and dealing with rule breakers,and problems in disciplining students.
1.2 Issues related to conflict resolution and complaint handling were: troubles in identifying conflicts and the lack of ability to effectively resolve a conflict and to prevent it from happening again.
1.3 Issues related to parent teacher communication were difficulties in have when consensus from parents about disciplinary principles for students'' misconducts.
1.4 Issues related individual counseling and timely referral were: difficulties in identifying and correcting students'' behavioral problems, counseling students with special needs, and collaborating with counseling office and school administratives.
2. The transformation strategies used by novice homeroom teachers included "on second thought--making mental adjustment," "having a firm belief--time will tell," "developing strategic action plans--warming up to break the ice," and "effectively use of resources--I am not alone."
Those participants who made it through the initial phase of their teaching career offered the following suggestions:
"Being there whenever students need you"
2.2 "Have your own class management plane, including the bottom line for disciplinary policy and gradually make adjustment in students'' expectations, and to show your true self , to walk into the students'' mind, and find your team in school".
The results are discussed in depth with the hope of making useful suggestions to novice homeroom teachers in middle school, school administration and teacher education organizations.
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