A Study on The Relationship of Adult Teacher of Community College between The Role perception and Teaching style.

• Main Authors: Jen-te Tai, 戴仁德
• Other Authors: Meng-ching Hu
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/93813317876547289466

碩士 === 國立中正大學 === 成人及繼續教育所 === 96 === A Study on The Relationship of Adult Teacher of Community College between The Role perception and Teaching style. Advisor : Meng-Ching Hu Student : Jen-Te Tai ABSTRACT Purpose of the Study: The majou purpose of this investigation was to clarify the relation between Role perception and Teaching style for Adult teacher of community college. And try to offer specific suggestions to the adult and the staff of community college education institute in Taiwan. Procedure: The pilot study was executed to make sure the instrument, Questionnaire of Role perception and Teaching style, with good reliability and validity. The sample consisted of 213 adult teachers of community college. The data was submitted for statistical treatment using descriptive statistic analysis, one-way ANOVA, and Pearson’s product-moment correlation. Conclusions: According to the findings, they were generalized to 5 Conclusions, just as follows: 1. The difference of education degree of five community college teachers have high correlation with the role perception of adult teacher. 2. The difference of adult teaching experience of five community college teachers have high correlation with the teaching style of adult teacher. 3. The role perception of most adult teachers are ‘middle’. 4. The teaching styles of most adult teachers are ‘Interactive’. 5. Role perception are in high relation to the Teaching style. In the end, this study about the relationship between the role perception and teaching style expected to not only afford practical effectiveness for adult teachers, adult learners and adult education institutions, but also bring up some research meanings to the future researchers. Keyword : Adult teacher , Role perception, teaching style