補習班對於大多數台灣人來說是不可或缺的一部份，許多學生每天往返於學校和補習班之間。補習班的種類多不勝數，有鑑於家長們越來越意識到英文是和世界接軌最重要元素之一，以及台灣政府積極推廣雙語政策之下，其中屬英文補習班最受歡迎，家長確信讓孩子越早接觸英文就越有優勢。
本研究的目的是了解教師的課堂管理是否會對學生的學習成果產生影響。研究中觀察了兩所位於高雄的英文補習班，共計18名教師以及81位學生。藉由同事和學生的日常對話，學生在課堂上的表現以及成績，探討不同補習班的教師管理下，當一間偏向於僕人式領導而另一間為指導型領導學生的學習成效是否會有所不同。

 

Cram schools are indispensable for most people in Taiwan. Students travel from school to cram school day in and out. There is a wide array of cram schools, with English cram schools being the most often sought after. Given the growing awareness among parents about the significance of English as a means of global communication, they are confident that the sooner their children are familiar with English, the more advantageous it will be. The purpose of this study is to understand whether teachers' classroom management will impact students' learning outcomes (English proficiency). Eighteen workers and eighty-one students in two cram schools were observed in the study. The study is based on two English cram schools in Kaohsiung, daily conversations with my colleagues and students, students' reactions in class, and learning outcomes. Two leadership styles have been observed being applied in different cram schools: servant leadership and directive leadership.

Thesis Validation Letter i
中文摘要 ii
Abstract iii
1. Introduction 1
1.1 Research background 1
1.2 Research Purpose 3
1.3 Limitations 4
2.Literature Review 5
2.1 Classroom Management 5
2.2 Leadership 6
2.2 Leader- Member Exchange theory 12
2.3 Work Engagement and LMX Theory 15
3.Research Method 17
4.Result 21
4.1 Leadership Style 21
4.2 LMX and Work Engagement 23
4.3 Students’ English Proficiency 25
5.Conclusion 27
Reference 28
Appendix 37

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