Crisis and Support in Student Guidance and Counsel Faced by Rookie Junior High School Teachers

Abstract

[Purpose]

For considering positive aspects of experiencing the crisis and the support content that effective during both crisis and recovery, this study created a process model for crisis and recovery in student guidance and counseling that rookie junior high school teachers often face.

[Methods]

Interviews about crises in student guidance and counseling were conducted with public junior high rookie teachers at five Z Prefecture schools. Using the “KJ method”, we created a process model.

[Results]

Junior high rookie teachers faced a narrow range of crises, but a variety of individual and workplace risk factors was present in the background. Crisis recovery methods, for instance, emotional support from colleagues, and guidance and support from senior colleagues, were effective. In fact, the experience became a turning point in the new teachers’ career development.

[Discussion/Conclusion]

Crises in student guidance and counseling faced by junior high rookie teachers may fall into become a serious situation. For rookie teachers to recognize and overcome a crisis situation before burning out, they should look for “horizontal” support, i.e., emotional support from same-age colleagues, and “vertical” guidance and support from senior colleagues. By fostering collegiality internalized by the faculty culture, we helped new teachers overcome crises and promoted maturation in teachers’ student guidance.