Insight on Teacher Consultation in Taiwanese Campuses: The Application of a Context-Based Consultation by Grounded Theory

ABSTRACT

This study delves into teacher consultation in Taiwan, specifically how teacher-counselors support teachers with student-related issues, aiming to explore and elucidate a culturally relevant consultation model suitable for the Taiwanese school context. Through interviews with 89 participants, including 46 teacher-counselors, 30 teachers, and 13 teacher educators with expertise in consultation, the study utilized grounded theory to analyze qualitative data. It introduced the collaborative teacher consultation model underlying competence and awareness expansion and support, featuring brief structure, exploration and insight, action and follow-up, and reflection and growth. This model not only resonates with existing consultation frameworks that emphasize cultural context but also extends their possibilities of application in Taiwan by providing specific strategies tailored for practical implementation. Consequently, it offers a comprehensive guide for school personnel in both implementing the model and enhancing training programs.

Acknowledgments

The author acknowledges all research participants for their contributions in the research process.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Ethics approval statement

The research procedures of this study were reviewed and approved by an institutional review board of Human Research Ethics Center in National Chung Cheng University (approval No. CCUREC110111001).

Additional information

Funding

The authors received the financial support by National Science and Technology Council [111-2410-H-004 -203 -MY2].

Notes on contributors

Yu-Hsien Sung

Yu-Hsien Sung, PhD, is an Assistant Professor at the Center for Teacher Education, National Sun, Yat-sen University, Taiwan (R.O.C.). His research focuses on school psychology, school bullying, student counselling, and teacher education.