教師が教育相談を行う際に,コンサルタントに対してどのような援助特性を求めているのかについて,小学校・中学校・高等学校の教師228名に対して新たに作成した尺度を実施し,教師の認知面から検討した。探索的因子分析の結果,4因子が見出されたが,検証的因子分析の結果,3因子モデルが採用された。教師がコンサルタントに対して求める援助特性と教師の被援助志向性との関連について検討したところ,有意な正の相関が認められた。教師のバーンアウトとの関連においては,一部の因子にのみ有意な正の相関が認められた。自己効力感との関連においては,有意な相関は認められなかった。本研究の限界と今後の課題が示された。

How do teachers seek help from school consultants regarding student guidance activities? To investigate the relation between teachers' perceptions of the helping characteristics of school consultants and their help-seeking preferences, an instrument was developed to measure teachers' perceptions of helping characteristics of school consultants. Self-efficacy and burnout were also measured. Elementary and secondary school teachers (N=228) participated in the present study. Although exploratory factor analysis identified 4 factors, confirmatory factor analyses indicated that a 3-factor model was superior in fit to the 4-factor model. Correlational analysis revealed a significant positive relationship between teachers' perceptions of the helping characteristics of school consultants and teachers' help-seeking preferences. Furthermore, a significant positive relationship was obtained between teachers' perceptions of the helping characteristics of school consultants and burnout. However, no significant relation was found between teachers' perceptions of the helping characteristics of school consultants and self-efficacy.