Abstract

The purpose of this study was to investigate the relationships between teachers’ teaching behaviors and students’ learning satisfaction of the industrial pragmatic skills programs students in vocational high schools, and based on the results of correlation degree between teaching behaviors and learning satisfaction, if could serve as a reference to improve teaching in practical skill program at vocational high school. The population of the study was 3,824 students of vocational high school in Changhua County in Taiwan. The sample was drawn by cluster sampling, and it consisted of 600 subjects. The usable return rate was 90%. The collected data was analyzed by frequency distribution, t- test, ANOVA, Pearson correlation, and stepwise regression. The results were as follows: 1.Based on descriptive statistics, the best was indirect instruction (M=3.71), in the factor of teaching behaviors, and the best was evaluation (M=3.73) in the factor of learning satisfaction. 2.The teaching behaviors and learning satisfaction of vocational high school students had significant differences by different background variables. 3.The indirect instruction in the factor of teaching behaviors and learning satisfaction of vocational high school students was significantly correlated. 4.The teaching behaviors were potential predictors toward learning satisfaction.