| Summary: | 碩士 === 國立臺灣師範大學 === 工業教育研究所 === 89 === The purpose of this research was to investigate the relationships between advisor’ leadership styles and classroom climate in senior vocational industrial high schools. The research would provide useful reference for advisors in senior vocational industrial high schools.
First of all, documentary analysis was adopted to discuss leadership conditions, pattern and influence, related theories and effect of classroom climate. Then, the examined research selected prior studies on the theory of Leader Behavior Description Questionnaire, published by Ohio State University, and Learning Environment Inventory, revised by researcher Wu Wu-Dian. Through careful and critical review, it provided a theoretical framework for the study. To obtain experimental data, a measuring instrument was designed to elicit information on the relationship between advisors’ leadership styles and classroom climate. To ensure empirical validity and reliability, a pilot test was conducted after the instrument was modified with input from experts.
The subjects involving in the study were selected by the stratified sampling method. They were the students of Engineering Department distributed from public and private vocational industrial high schools in Taiwan. There were 20 schools chosen, and the survey is mailed to sample groups.2763 questionnaires were received, at ratio of 86.3 percentage.
After date analysis, the conclusions were as following：
1. In the“Relationship,”the major difference occurred in student’ perception of their advisors’ leadership styles in terms of grades, departments, and academic achievements.
2. In the“Task,”there were significant differences in students’ perception of their advisors’ leadership styles in terms of grades and departments.
3. In the“Cohesiveness,”the differences in students’ perception of their classes’ atmosphere in terms of grades and departments.
4. In the“Friction,”students’ perceptions of their classes’ atmosphere differentiated notably in terms of departments.
5. The significant difference would be noticed in students’ perception of their classes’ atmosphere in terms of grades and gender in the“Democracy.”
6. Students would notice the difference in gender though their perception of classes’ atmosphere in the“Satisfactory.”
7. Students remark that the major difference could be noticed in grades and genders in perception of their classes’ atmosphere in the“Disorganization.”
8. There was close relationship between advisors’ leading behaviors and classroom climate.
9. Students’ perception and ideal of teachers’ leadership style were both“High relationship, High Task,”equivalent to supervised leadership. Also, students usually regarded ideal advisors’ leadership higher than their perception.
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