本研究旨在探討焦點解決諮詢對教師自我效能之立即與追蹤輔導效果，以量化研究為主，採準實驗研究法，研究對象為台北市某公立高中教師12位教師，隨機分組，分為實驗組及控制組，兩組各6位參與者。實驗組接受每週一次，一次約50分鐘，共三至四次焦點解決諮詢，控制組則於研究期間無接受任何諮詢處理。本研究採用「教師自我效能量表」作為研究工具，實驗組與控制組於實驗介入前、實驗介入結束及實驗介入結束後6—8週分別進行「教師自我效能量表」施測，並於實驗介入結束後簡短訪談蒐集實驗組參與諮詢之心得。資料處理階段，以單因子變異數分析及二因子混合設計變異數分析進行本研究中實驗組與控制組在諮詢介入前後及追蹤階段與前測的分數差異比較，了解實驗組受試者在經過焦點解決諮詢後的成效。研究結果如下：
第一，經焦點解決諮詢後，對於高中教師在教師自我效能之教學創新向度，具立即效果。第二，經焦點解決諮詢六到八週，對於高中教師之整體教師自我效能，具追蹤效果。第三，經焦點解決諮詢六到八週，對於高中教師在教師自我效能之班級經營向度，具追蹤效果。第四，經焦點解決諮詢六到八週，對於高中教師在教師自我效能之親師溝通向度，具追蹤效果。
最後，本研究針對研究結果，提出焦點解決諮詢對教師自我效能的影響結果提出討論，並對實務與未來研究方向提出建議，以供參考。

The purpose of this study was to examine the immediate and follow-up effects of solution-focused consultation on teacher efficacy. The method of this study was quasi-experimental. Participants of this study included twelve teachers from Taipei public high school, randomly assigned into the experimental and control groups with 6 participants each. The experimental group received an approximate 50 minutes solution-focused consultation once a week, for a total of 3 to 4 times; while the control group did not receive the experimental intervention.
All participants completed the Problem-solving Attitude Inventory (PSAI) before, after, and one month after the experimental group’s SFBC sessions. The effects of solution-focused consultation were evaluated by using the “Teacher Efficacy Scale” and were collected before the consultation, right after the consultation, and six to eight weeks after the consultation. A brief interview for each participant was conducted after the consultation, to better understand the participants’ thoughts in the experimental group.
The quantitative data were analyzed via the one-way analysis of variance (one-way ANOVA) and the mixed design of two-way ANOVA, to investigate the differences in teacher efficacy between the experimental and the control groups before the consultation, right after the consultation, and six to eight weeks after the consultation, in order to examine effect of the solution-focused consultation. Results were as follows:
Firstly, solution-focused consultation greatly enhanced high school teachers’ innovation in instructional strategies, which is one aspect of teacher efficacy. Secondly, the follow up effects of solution-focused consultation still existed in overall teacher efficacy six to eight weeks later. Thirdly, significant effects of solution-focused consultation on high school teachers’ classroom management, which is one aspect of teacher efficacy, could be observed even six to eight weeks later. Forthly, significant effects of solution-focused consultation on high school teachers’ parent-teacher communication, which is one aspect of teacher efficacy, could be observed even six to eight weeks later.
Based on the findings in the research, the effects of solution-focused consultation on teacher efficacy were discussed. The researcher further provided some suggestions to practitioners and future studies.

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林美珠（2002）：〈小學輔導工作中不可錯失的一環：諮詢〉。《輔導季刊》，38（2），8–16。[Lin, M.-C. (2002). Xiaoxue fudao gongzuo zhong buke cuoshi de yihuan: Zixun. Guidance Quarteryly, 38(2), 8–16.]
林倚萱（2012）：《中學實習教師自我調整學習歷程及其教師自我效能之研究》（未出版博士論文），國立彰化師範大學。[Lin, Y.-H. (2012). The study of self-regulated learning and teacher's self efficacy for internship teachers (Unpublished doctoral dissertation). National Changhua University of Education.]
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林瑞吉（2008）：《國小教師諮詢之行動研究：一位輔導工作者的實踐故事》（未出版博士論文），國立臺灣師範大學。[Lin, R.-C. (2008). The action research of teacher consultation in the elementary school: A school counselor’s practical story (Unpublished doctoral dissertation). National Taiwan Normal University.]
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邱獻輝（2002）：〈建立本土化諮詢歷程模式之嘗試〉。《學生輔導雙月刊》，82，106–121。[Chiou, H.-H. (2002). Jianli bentuhua zixun lichen moshi zhi changshi. Xuesheng Fudao Shuang Yuekan, 82, 106–121.]
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宮火良、許維素（2015）：〈焦點解決短期療法的應用效果分析：以大陸和臺灣為例〉。《心理與行為研究》，13，799–803。[Gong, H., & Hsu, W.-S. (2015). A meta analysis on the effectiveness of solution focused brief therapy evidences from Mainland and Taiwan. Interdisciplinary Research in Psychology and Behavioral Science, 13, 799–803.] https://doi.org/10.13140/RG.2.2.33836.08320
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高慧真（2022）：《運用焦點解決方案提升脆弱家庭青少年的自我效能》（未出版碩士論文），東吳大學。[Kao, H.-C. (2022). Use solution-focused program to improve self-efficacy of vulnerable adolescents (Unpublished master’s thesis). Soochow University.]
張永全（2005）：《少年事件安置輔導處遇之研究》（未出版碩士論文），東海大學。[Chang, Y.-Q. (2005). Shaonian shijian anzhi fudao chuyu zhi yanjiu (Unpublished master’s thesis). Tunghai University.]
張佳雯、許維素、陳秉華（2019）：〈臺灣諮商輔導人員知覺焦點解決短期治療之文化合適性研究〉。《本土諮商心理學學刊》，10（3），1–35。[Chang, C.-W., Hsu, W.-S., & Chen, P.-H. (2019). The cultural compatibility of solution-focused brief therapy perceived by taiwanese counselors. Journal of Indigenous Counseling Psychology, 10(3), 1–35.]
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張雅雯（2018）：《焦點解決取向輔導活動在提升偏鄉國中學生學習適應之研究》（未出版碩士論文），國立嘉義大學。[Chang, Y.-W. (2018). Effects of solution-focus guidance activity curriculum on junior high students’ learning adjustment (Unpublished master’s thesis). National Chiayi University.]
張楷庭（2021）：《自閉症大專生焦點解決取向生涯團體之行動研究》（未出版碩士論文），國立彰化師範大學。[Chang, K.-T. (2021). Zibizheng dazhuansheng jiaodian jiejue quxiang shengya tuanti zhi xingdong yanjiu (Unpublished master’s thesis). National Changhua University of Education.]
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莊清淏（2021）：《雙北區高中科學類教師教學精進與自我效能關係之研究》（未出版碩士論文），淡江大學。[Chuang, Y.-Y. (2004). A study on the relationship between teaching diligence and self-efficacy of high school science teachers in Taipei city and New Taipei city (Unpublished master’s thesis). Tamkang University.]
莊雅燕（2004）：《高雄縣市高中職導師輔導諮詢滿意度及相關因素之研究》（未出版碩士論文），國立高雄師範大學。[Chuang, Y.-Y. (2004). A study of satisfaction rate of form teachers seeking consultation and related factors in senior high and vocational schools in Kaohsiung city and county (Unpublished master’s thesis). National Kaohsiung Normal University.]
許若珊（2010）：《高雄市國民小學教師情緒智慧、職業倦怠與教師效能關係之研究》（未出版碩士論文），國立屏東大學。[Hsu, J.-S. (2010). The relationships between the emotional intelligence, burn-out, and teacher efficacy among the elementary school teachers in the city of Kaohsiung (Unpublished master’s thesis). National Pingtung University.]
許桂鳳（2009）：《桃園縣高級中學教師工作壓力、組織公民行為與教學效能關係之研究》（未出版碩士論文），中原大學。[Hsu, K.-F. (2009). A study on relationship among teacher’s work stress, teacher’s organizational citizenship behavior and teaching efficacy of the senior high school teachers in Taoyuan county (Unpublished master’s thesis). Chung Yuan Christian University.]
許維素（1994）：〈學校諮詢服務〉。《諮商與輔導》，108，39–41。[Hsu, W.-S. (1994). Xuexiao zixun fuwu. Counseling & Guidance, 108, 39–41.]
許維素（1999）：〈高中輔導教師推展諮商工作的行動策略分析〉。《暨大學報》，3，157–182。[Hsu, W.-S. (1999). Gaozhong fudao jiaoshi tuizhan zishang gongzuo de xingdong celue fenxi. Jida Xuebao, 3, 157–182.
許維素（2000年12月）：〈學校諮商員〉。國家教育研究院。http://terms.naer.edu.tw/detail/1314391/ [Hsu, W.-S. (2000, December). School counselor. National Acadamy for Educational Research. http://terms.naer.edu.tw/detail/1314391/]
許維素（2002）：〈中學教師焦點解決短期諮商訓練課程方案成效之研究〉。《教育心理學報》，33，57–78。[Hsu, W.-S. (2002). An evaluation of a solution-focused brief counseling training program on school teachers. Bulletin of Educational Psychology, 33, 57–78.] https://doi.org/10.6251/BEP.20010829
許維素（2004）：〈社區諮商義工焦點解決短期諮商初階訓練方案〉。《應用心理研究》，22，217–249。[Hsu, W.-S. (2004). Solution-focused brief counseling introductory training program for community counseling volunteers. Research in Applied Psychology, 22, 217–249.]
許維素（2007）：〈焦點解決督導成效之研究〉。《教育心理學報》，38，331–354。[Hsu, W.-S. (2007). Effects of solution-focused supervision. Bulletin of Educational Psychology, 38, 331–354.]
許維素（2009）：〈焦點解決短期治療高助益性重要事件及其諮商技術之初探研究〉。《教育心理學報》，41，271–294。[Hsu, W.-S. (2009). High helpful significant events and related techniques in solution-focused brief therapy: An exploratory study. Bulletin of Educational Psychology, 41, 271–294.] https://doi.org/10.6251/BEP.20090302
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許維素（2014b）：《焦點解決短期治療－理論與實務》。心理出版社。[Hsu, W.-S. (2014). Jiaodian jiejue duanqi zhiliao: Lilun yu shiwu. Psychological Publishing.]
許維素（2017）：《焦點解決短期治療入門手冊》。心理出版社。[Hsu, W.-S. (2017). Jiaodian jiejue duanqi zhiliao rumen shouce. Psychological Publishing.]
許維素、游于萱（2017）：〈輔導教師之焦點解決督導員訓練成效研究〉。《中華輔導與諮商學報》，49，147–182。[Hsu, W.-S., & Yu, Y.-H. (2017). The effects of a solution-focused supervisors’ training program for school counselors. Chinese Journal of Guindance and Counseling, 49, 147–182.] https://doi.org/10.3966/172851862017080049006
許維素、蔡秀玲（2008）：〈高中職輔導教師焦點解決團體督導成效之研究〉。《教育心理學報》，39，603–622。[Hsu, W.-S., & Tsai, S.-L. (2008). The effects of solution-focused group supervision on school counselors. Bulletin of Educational Psychology, 39, 603–622.] https://doi.org/10.6251/bep.20080213
連廷嘉（1998）：《國民中小學教師諮詢需求與意願之研究》（未出版碩士論文），國立高雄師範大學。[Lain, T.-J. (1998). A study of consultation needs and wllingness for junior high and elementary school teachers and counselors (Unpublished master’s thesis). National Kaohsiung Normal University.]
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郭明德（1999）：《國小教師自我效能、班級經營策略與班級經營成效關係之研究》（未出版博士論文），國立高雄師範大學。[Guo, M.-D. (1999). Relationship of teacher self-efficacy, classroom management strategy and classroom management effectiveness in elementary school (Unpublished doctoral dissertation). National Kaohsiung Normal University.]
郭洪國雄（2004）：《焦點解決短期諮商訓練－對國中輔導老師諮商效能之分析研究》（未出版博士論文），國立彰化師範大學。[KuoHong, G.-X. (2004). Jiaodian jiejue duanqi zishang xunlian: Dui guozhogn fudao laoshi zishang xiaoneng zhi fenxi yanjiu (Unpublished doctoral dissertation). National Changhua University of Education.]
郭秋梅（2014）：《以焦點解決短期治療為主的團體輔導對英語科低成就學生學習成效之研究》（未出版碩士論文），國立彰化師範大學。[Kok, C.-M. (2014). The effect of solution-focused group counseling for english under-achieving students (Unpublished master’s thesis). National Changhua University of Education.]
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陳秀如（2009）：《焦點解決諮詢對高中職教師自我效能影響之初探研究》（未出版碩士論文），國立臺灣師範大學。[Chen, H.-J. (2009). An explorative study of the impact of solution-focused consultation on senior high school teachers’ self-efficacy (Unpublished master’s thesis). National Taiwan Normal University.]
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陳金鈴（2014）：《新北市國民小學專業學習社群與教師自我效能關係之研究》（未出版碩士論文），國立臺北教育大學。[Chen, C.-L. (2014). A study on the relationship between professional learning community and teacher self-efficacy of elementary school teachers in New Taipei City (Unpublished master’s thesis). National Taipei University of Education.]
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馮莉雅（2001）：《國中教師教學效能評鑑之研究》（未出版博士論文），國立高雄師範大學。[Feng, L.-Y. (2001). The study of the teaching effectiveness evaluation of the junior high school teachers (Unpublished doctoral dissertation). National Kaohsiung Normal University.]
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