本研究以師徒制相關國內外文獻進行回顧及整合，目的在概念化師徒歷程中領團人員的多元師徒功能，探討具體內涵意義及不同歷程的表現，採深度訪談23位領團人員（7位師父與16位徒弟）。研究結果經內容分析抽取301句與多元師徒功能相關之訪談內容，並將其分類萃取出18個成主軸編碼，歸納出領團人員多元師徒功能三大類目，依不同師徒功能發展歷程分類，包含：(1)職涯功能，依歷程順序為領團技能、重要任務、保護、執業輔導、學習發展；(2)心理社會功能，依歷程順序為樹立典範、心理支持與紓壓、準家庭功能、人際交流、心理認同與肯定、亦師亦友；(3)反向師徒功能，依歷程順序為世代交流、情感支持、教學成就、激勵、知識分享、反饋新世代觀點、跨世代合作。

Based on a review and an integration of domestic and foreign literature on mentoring, this study conducted in-depth interviews with 23 tour leaders (seven masters and 16 apprentices) in its aim to conceptualize the diverse mentoring functions of tour leaders in the mentoring process by exploring the specific content and significance of each function and their expressions in different processes. After content analysis, the 301 sentences of the interview content related to diverse mentoring functions were extracted in this study. The sentences were grouped via axial coding into 18 categories, summarizing the three major classes based on the different developmental processes of mentoring functions among tour leaders, including (1) career functions, ordered by the process as tour leadership skills, important tasks, protection, counseling for practice, and learning development; (2) psychosocial functions, ordered by the process as modeling, psychological support and stress relief, quasi-family functions, interpersonal exchange, psychological identity and affirmation, and mentor-friendships; (3) reverse mentoring functions, ordered by the process as intergenerational exchange, emotional support, instruction accomplishments, encouragement, knowledge sharing, feedback of new-generation perspectives, and intergenerational collaboration.