| Summary: | 碩士 === 國立雲林科技大學 === 技術及職業教育研究所碩士班 === 91 === The purpose of this study was to examine the relationships between teaching styles and teaching effectiveness of industrial-related upper secondary school (USS) teachers in Taiwan. To fulfill the research purpose, this study employed questionnaire survey method. Data were collected from students registered in 15 industrial high schools, through a self-developed questionnaire—Industrial-Related Upper Secondary School Students’ Perception of Teachers’ Teaching Scale. There were 1,800 randomly sampled students from 10 industrial vocational schools and 5 comprehensive high schools with industrial programs in Taichung County, Taichung City, and Nantow County. A total of 1,320 sampled students responded to the survey, yielding an effective return rate of 83.2%. Statistic techniques employed in the study included sample means, standard deviation, t-test, one-way ANOVA and stepwise regression.
The findings of the study are as follows:
1. According to the USS students of perception, industrial teachers are more likely to demonstrate the “teacher-centered” style in terms of teaching leadership domain while the “learner-centered” one in the aspect of teaching orientation domain.
2. The result of questionnaire investigation shows that industrial teachers are rated moderately in overall teaching performance. Among the three sub-criteria, USS teachers get top rank in “effective teaching behavior”, followed by “teaching effectiveness” and “teaching satisfaction” orderly.
3. There existed significant differences of USS teachers’ teaching style in terms of school characters, school types, teachers’ gender and teachers’ years of service.
4. There existed significant differences of teachers’ teaching effectiveness in terms of school characters, school types, teachers’ genders, teachers’ years of service and students’ grades.
5. The ones whose teaching style closer to “learner-centered” are likely to have higher level of teaching effectiveness.
6. Comparing teaching leadership with teaching orientation, the latter seems to be a better predictor to explain the variation of the USS teachers’ “effective teaching behavior”, “teaching effectiveness” and “teaching satisfaction”.
Based on the finding of the study, some suggestions were provided at the end of the study for the reference of USS teachers, administrators and future researchers.
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