本研究主透過生態系統論（ecological systems）觀點，整合國中輔導教師評估中輟 輔導歷程中資源運用之相關困境與原由，置入中輟生之生態系統層面進行探究。 本研究共招募 15 位國中輔導教師參與（平均年齡 29.06 歲；平均輔導年資為 4.2 年； 平均中輟個案數為 6 位），並透過質性深度訪談蒐集研究資料以摘錄分析。研究 結果將相關資源運用困境與原由鑲嵌至中輟生生態系統中探究：(1) 於微系統：a. 校內教育資源有特定助益，然其效益仍受經費、課程規範、及舊有校園生活影響； b. 復學歷程受限於輔導教師人力不足，甚難完整關照，亦影響再輟可能；c. 學校 端教師與同儕接納不足，影響中輟生復學；d. 警政單位甚為重要督促資源，然普 遍缺乏強制力，型塑中輟輔導困境；(2) 於中系統：a. 家長端為督責復學關鍵，然 失功能情形嚴重，政府協助資源仍不足，故難促成親師合作；b. 復學歷程輔導教 師受限於職分與立場不同，難與校端溝通復學條件；(3) 於外系統：中介教育機構 具有助益，然仍受資源不足衍生之適配性、可近性影響，難催化中輟生就學動力。 綜上，皆會影響輔導教師進行中輟輔導工作及資源之輔導成效。最後，本研究根 據上述結論凝聚若干實務與未來研究建議。

This study aimed to investigate the resource challenges faced by secondary school full-time counseling teachers when assisting dropouts. It used in-depth interviews to collect data, which were analyzed by constant analysis, and the researcher integrated the outcomes into the ecosystem of dropouts through the ecological system theory. The subjects of this study included 15 secondary school full-time counseling teachers. The significant findings were as follows: School full-time counseling teachers generally agreed that there were benefits as well as challenges to utilizing dropout counseling resources. The researcher integrated the details into the ecosystem of dropouts as follows: (1) The mircosystem: a. Specific benefits of school educational resources were noted; however, their effectiveness was influenced by government funds, the dropouts’ characterstics, and past campus life; b. Inadequate human resources made it difficult for the subjects to provide comprehensive care, which might also affect the dropout rate; c. Dropouts did not receive enough support from teachers and peers; d. Police were an important resource for helping dropouts; however, there were not enough officers to supervise the dropouts effectively. (2) The mesosystem: a. Government support for the parents of dropouts was lacking, and it was difficult for school full-time counseling teachers to build partnerships with those parents; b. Different ranks and positions within schools made it difficult for counseling teachers to negotiate with the administration and homeroom teachers regarding the conditions of a dropout returning to school; (3) The exosystem: Some benefits in intermediary institutions were noted; however, their effectiveness was influenced by the need for government funds. Finally, the researcher proposed suggestions and implications for educational instruction and future studies.