Abstract—This study explores how Vocational High School
students perceive their homeroom teachers’ performance in
leadership and classroom management. The conclusions from
these are below: 1) Homeroom teachers from central Taiwan’s
Vocational High Schools usually strengthened their leadership
through encouragement, but seldom through charismatic
influence. 2) Out of all the effective classroom management
perspectives, the aforementioned teachers performed best in
classroom discipline, but needed to improve the classroom
climate. 3) The female freshmen and sophomores majoring in
business or home economics at the aforementioned Vocational
High Schools, was the subgroup that had more favorable
perceptions of their homeroom teachers’ leadership. 4) The
female freshmen and sophomores majoring in business or home
economics at the aforementioned Vocational High Schools was
also the subgroup that had more favorable perceptions of their
homeroom teachers’ classroom management effectiveness. 5)
There is a significantly positive correlation between the
aforementioned homeroom teachers’ charismatic influence and
teacher-student interactions. 6) The best predictor for the
aforementioned homeroom teachers’ effective classroom
management was charismatic influence.
Index Terms—Vocational high school students, homeroom teachers, classroom-teacher leadership, classroom management effectiveness.
The authors are with the Department of Industrial Education and Technology at National Changhua University of Education (NCUE), Taiwan (e-mail: email@example.com, firstname.lastname@example.org, email@example.com, firstname.lastname@example.org).
Cite: Chin-Chang Wu, Fang-Pin Lai, Chia-Ling Shih, and Chin-Wen Liao, "Students’ Perceptions of the Effectiveness of Their Homeroom Teachers’ Leadership and Classroom Management at Vocational High Schools," International Journal of Information and Education Technology vol. 5, no. 5, pp. 319-325, 2015.