隨著學生需求與校園輔導工作介入之需要，以及近期國中小輔導教師專聘政策，輔導教師之專業發展議題急需加以探討。本研究以焦點團體方式，於兩個縣市進行調查訪談，每團體約進行三小時，分析18位國小輔導教師（6位男性、12位女性；年齡介於26至45歲之間；服務年資平均為7.9年）之實務困境及其對專業或體制的期待；研究於資料意義標示與初步類別分析編碼一致性達.89，而後依據細項類別將困境與期待歸納為七個範疇，再依此撰寫描述文本。研究結果在實務困境方面發現：輔導教師實務層面之困境類別，可分為個人專業狀態模糊與自信缺乏、個別與團體等實務接案，以及和家庭與教師等系統介入；而體制層面的困境則包括：角色職責與輔導教師制度之不明，以及學校輔導運作概念與行政資源之不足；而輔導教師之專業期待方面發現可分為：在實務層面為對專業成長，以及進修與督導之期待；體制層面則為對於輔導制度與團隊資源建構之期待。研究從三級預防輔導架構和多 元專業合作概念，探討國小教師其實務困境與專業期待之意涵，並朝向可能的實務內涵、專業發展與培育、體制建構，以及後續研究等課題提出相關建議。

In view of the increasing need for student guidance and the recent policy of hiring full-time school counselors in the junior and the elementary school levels in Taiwan, the issue of professional development for school counselors has become a critical subject calling for more attention and exploration. Eighteen elementary school counselors, 6 males and 12 females, age 26-45, with an average of 7.9 years of professional experiences, were invited to participate in two focus groups. The groups focused on the difficulties the participants had encountered in their practices and their expectations of the larger school system and of their profession. The reliability of rating consistency of the meaning units and thematic categories by the raters was .89. Seven thematic categories emerged from the data analysis and were the basis of the present paper. The results showed participants' difficulties at two fronts: at the personal-professional front and at the system front. The reported difficulties included a lack of self confidence, professional role ambiguity, demand to offer responsive service of individual and group counseling, and critical need to engage in system-wide interventions involving parents and teachers. At the system level, the difficulties were reflected in the structure of the guidance and administrative systems, the profession role, duty and policy for school counselors, and the deficiency in supporting resources and infrastructure. On the other hand, the participants expressed expectations for professional development to include continuous training and supervision and enhancement in resources and team building from administration or the larger system. Based on the tertiary model of mental health intervention, the issues concerning multidisciplinary collaboration, implications of the identified difficulties and the expectations, the movement toward the practice of school guidance counseling, counselor professional development, training and instruction, enhancement of current guidance systems, and further research are proposed and discussed.