A Research on the Correlation among the Leadership Behavior of the Homeroom Teachers, Class Atmosphere and Learning Satisfaction for the Pragmatic Skill Programs in Industrial Vocational High Schools

• Main Authors: CHAO,MING-SHIEN, 趙明顯
• Other Authors: Jeng,Yoau-Chau
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/42345186659137536125

碩士 === 國立彰化師範大學 === 工業教育與技術學系 === 99 === Abstract This research aimed at exploring the correlation among the leadership behavior of the homeroom teachers, classroom climate and learning satisfaction for the pragmatic skill programs in industrial vocational high schools. The population for this research was based on the number of classes and that of students enrolled into the day-division industrial-oriented pragmatic skill programs for national industrial vocational senior high schools, posted on the website of the Ministry of Education for the school year of 2010. A total of 89 classes with 3,693 students were in this program. Accordingly, the number of the population for this research is 3,693 persons involved.The approach of purposive sampling was adopted in this research. There were 813 copies of the questionnaires retrieved, within which 694 copies in total were valid samples. The statistical analysis approaches for this study are presented as follows: Descriptive Statistics, T-test, One-way Analysis of Variance (ANOVA), Pearson Product-Moment Correlation Tests, and Multiple Stepwise Regression Analysis. By using these approaches, the questions studied in this research were examined. After the statistical data were processed and analyzed, and the conclusions of this research were listed for reference as the followings: 1.The leadership behavior was ranked the best in the dimension of Management By Exception; classroom climate was ranked optimal performance in the mood of competitiveness while learning satisfaction attains the most remarkable fulfillment in the aspect of the management of class discipline for the homeroom teachers 2.Leadership behavior, classroom climate and learning satisfaction would vary to some extent due to the difference from some specific background variables. 3.Leadership behavior, classroom climate and learning satisfaction conspicuously display positive correlation. 4.Both leadership behavior and classroom climate demonstrate noticeable predictability toward learning satisfaction. Keywords: Pragmatic Skill Programs, Leading Behaviors of Homeroom Teachers, Class Atmosphere, and Learning Satisfaction