本研究旨在探討大臺北區成人職業進修班教師的教學型態趨向，及影響其教學型態形
成之相關因素。以協助教師瞭解自身成人教育者角色知覺與對成人學習知識的認識程度，
並提供大臺北區成人職業進修教育機構作為擬定師資聘用和培訓策略之依據。 研究工
具包括「教學型態問卷」、「成人教育者角色知覺問卷」和「成人學習知識問卷」三部份
。研究設計以「教師教學型態偏好」－”教師中心〞，”學生中心〞為依變項，自變項則
包括：成人教育者角色知覺、對成人學習知識的認識程度、性別、年齡、最高學歷、任教
年資、任教科目和一般教育任教經驗等八個變項。 研究對象以21所成人職業進修班為
主，以郵寄方式進行問卷調查，共得有效樣本241份，經次數分配、百分比、重複量數單
因子變異數分析、費雪爾式LSD法事後考驗、皮爾森積差相關、點二系列相關、多元逐步
迴歸分析、區別分析、徑路分析等統計分析和討論之後，得到以下結論：大臺北區成人職
業進修班教師：（一）教學型態以「折衷型」取向最多；（二）在教學型態七個層面中，
以「評估學生需求」較不受重視；（三）對「成人學習原理」、「成人教學原理」和「兒
童與成人教學之差異」的相關知識頗為不足；（四）對「學習者中心概念」和「對成人學
習者的感受性」兩層面的角色知覺程度，仍待加強；（五）「成人教育者角色知覺」是影
響教學型態的最重要因素；（六）「任教年資」係影響教學型態的重要因素之一；（七）
教學型態的影響因素包括：「性別」、「年齡」、「最高學歷」、「任教科目」、「任教
年資」、「一般教育任教經驗」、「成人學習知識」和「成人教育者角色知覺」等。

The purpose of this study was to describe the factors related tothe teachi
ng style preference of the teachers of the Taipei Adult Vocational Education E
xtension Services(TAVEES). The findings of thisstudy can be used to asist the
teachers in the orgnization to understand their personal teaching style, role
perception and adult learning knowledge, and help them to improve their teachi
ng. The finds should be made available to aid administrators in developmen
t of personal and professional developmentof its teachers. A census was con
ducted using 21 TAVEES organization (n=251). A mailquestionaire was administer
ed. The usable response rate consisted of 241 respondents. The measurement too
l of Principles of Adult Learning Scales(PALS) was modified from Conti to meas
ure teacher's teaching style preference as either "teacher-centered" or "learn
er-centered". The independent variances included:(1)teacher's knowledges of ad
ult learning, (2) teacher's role perception, (3)gender, (4)age, (5)highest edu
cational degree, (6)major program area of teaching, (7)number of years employe
d, (8)teaching experience of pedagogy. Descriptive statistics were used to ana
lyze the data. Stepwise Multiple Regression was used to determine the best pre
dictor(s) of the dependent variable. Discriminant Analysis and Path Analysis w
ere used to do further statistics. The results indicated that TAVEES teache
rs:(1)possess a scores on PALS between "teacher-centered" and "learner-centere
d".(2)have the lowest scores on "Assessing Student Needs" factor in the seven
factors that comprise the PALS. (3)exhibit a low lever of knowledge of "adult
learning","adult learning" and "the different teaching between children and ad
ult" dimensions. (4)need to inforce their role perception on the dimensions of
"learner-centered concept " and "sensitivity of adult learner". The results a
lso demonstrated that :(1)the teacher's role perception is the most important
factors of the teaching style preference as measured by PALS. (2)"number of ye
ars employed"is one of the most important influence factors of teaching style
preference measured by PALS.
The purpose of this study was to describe the factors related tothe teachi