社會工作學生對機構實習支持度、實習教學品質與社會工作專業形象認知之相關性研究

Tunghai University Institutional Repository > 社會科學學院 > 社會工作學系所 > 碩博士論文 > Item 310901/31600

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Title:	社會工作學生對機構實習支持度、實習教學品質與社會工作專業形象認知之相關性研究
Other Titles:	The Study of the Institutional Internship Support, Field instruction Quality and Social Work Professional Image Cognition, on Social Work Student
Authors:	余如卿 Yu,RU-CHING
Contributors:	曾華源 TSENG,HUA-YUAN 社會工作學系
Keywords:	機構實習支持度;社會工作專業形象認知;實習教學品質;社會工作學生 Field instruction Quality;Social Work Professional Image Cognition;Institutional Internship Support;Social Work Student
Date:	2019
Issue Date:	2019-12-16T03:23:27Z (UTC)
Abstract:	實習提供學生實作機會，讓專業知能得以應用，以達到知行合一的目標，並體驗職場專業工作的縮影，從實習經驗形成對專業工作和專業體系的想像。影響學生對社會工作專業形象之認知因素，除了基本特質，亦包含機構實習支持度及實習教學品質。故本研究旨在探討社會工作學生對機構實習支持度、實習教學品質與社會工作專業形象認知之相關性研究。本研究採立意取樣，針對臺中市五所大學之社會工作系大四學生共564人進行問卷調查，共回收334份問卷。其中有效問卷333份，回收率達59%。經統計分析，研究結果如下:一、社會工作學生對機構實習支持度、實習教學品質、社會工作專業形象認同之同意程度高。二、社會工作學生在就讀原因、理想單位及實習教學者擁有社工師證照、有帶領實習經驗，其機構實習支持度呈現顯著差異。三、社會工作學生在理想單位、機構特性、機構領域及實習教學者為社會工作相關科系、擁有社工師證照，對實習教學品質呈現顯著差異。四、社會工作學生在就讀原因、理想單位及實習教學者擁有社工師證照、年資，對其社會工作專業形象認知呈現顯著差異。五、機構實習支持度、實習教學品質與社會工作專業形象認知呈現正相關。六、機構實習支持度、實習教學品質對社會工作專業形象認知具有解釋力。提出研究建議：實習前準備工作應著重在幫助學生探索個人興趣及預備實習能力，媒合理想機構並要瞭解實習教學者基本背景，及重視教學雙方是如何互動，學校需要扮演橋樑與建立評估機制。機構選擇適任實習教學者，並給予訓練及提供所需支援，可加強實習環境空間與流程的完整，以提升開放度與尊重度。實習收費與付費議題，機構必須開放實習機會與提供較佳的實習品質；相對的學生也必須提供相當質量的服務。機構實習支持度與實習教學品質形塑社會工作學生對專業形象的認知；而社會工作專業形象也仰賴機構與實習教學者的共同努力維護，以提供學生社會化的場域與機會。 Internships provide students with opportunities for direct practice and to put theirprofessional knowledge into use for theory and practice to go hand in hand. It also offers them the chance to experience the professional environment. Internship experiences allow students to form an image of the professional career and understand how the system works. Factors other than personal characteristics that affect students’ understanding of the professional image of social work include the support they receive from organizations and the quality of the field instruction they receive during their internships. Therefore, the purpose of the study is to explore the correlation among Institutional Internship Support, Field instruction Quality and Social Work Professional Image Cognition, on Social Work Student. Subjects were recruited from senior social work student of five universities in Taichung by using purposive sampling . A total of 564 questionnaires were distributed by mailing and 334 were collected, among which 333 were vaid questionnaires with a recall rate of 59%.The research results and findings are listed as follows :1.During their internships, social work students’ felt supported by the organizations and thought the field instruction they received from their field instructors was of high quality. After their internships, the students also formed a sense of professional identity. 2.Social work students’ motive for majoring in social work, their ideal internship and whether their field instructors are licensed and experienced in mentoring interns all showed statistically significant difference in relation to the support from the organizations of their internships.3.Social work students’ ideal internship, whether the organization is public or private, the field the organization specializes in and whether their field instructors are social work related majors and licensed all showed statistically significant difference in relation to the quality of the field instruction.4.Social work students’ motive for majoring in social work, their ideal internship, whether their field instructors are licensed and the field instructors’ seniority level all showed statistically significant difference in relation to the students’ understanding of the professional image of social work. 5.There are positive correlations between support from organizations, the quality of the field instruction and the students’ understanding of the professional image of social work. 6.The support from organizations and the quality of the field instruction have explanatory power over students’ understanding of the professional image of social work. Some suggestions would be provided based on the findings: Preparation for internships should be focused on helping students explore their personal interests and gaining skills for their internship. During this period students are to be matched with their ideal organizations. Students should gain basic knowledge of the field instructors’ backgrounds and emphasis should be placed on the interactions with the field instructors. Schools must also act as the middleman and create assessment mechanisms. Organizations choose suitable field instructors, offering training and support. Internship environments and processes can be improved to increase openness and respect. When it comes to charging and paying for internships, organizations must provide internship opportunities and quality internships. Students must also respond accordingly with the same amount of services. The support from organizations and the quality of the field instruction students receive during their internships shape social work students understanding of the professional image. The professional image of social work also depends on the socialization environments and opportunities the organizations and field instructors work on together to provide for the students.
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