The effects of teachers' thinking styles and teaching styles relationships on the effectiveness of learning process and level of understanding

Abstract

The teacher's teaching and thinking style determine the students' academic success at school. Every teacher has a style that is often used in teaching and thinking, which is different from other teachers. However, how teachers teach and how the two are correlated is not much known. This study aims to verify the dominance of thinking style and teaching style and the relationship between the two. This study involved 810 senior high school teachers in North Sumatra Province, Indonesia. The research uses two inventories, namely the thinking style and teaching style of the teacher. Data were analyzed using a mean comparison test and product-moment correlation. Findings show that the dominant thinking style correlates significantly with the teaching style. The research implications are elaborated in the discussion section.