Abstract

• The main purpose of this study was to investigate the relationship between the teaching styles and cognitive styles of secondary school teacher. This study showed structure teaching style was the highest mean percentage and sociability teaching style was the lowest mean percentage. It was consistent to some extent being found in previous research (Evans, 2004). The result of t-test confirmed by gender showed that female secondary school teachers were higher than both teaching styles and cognitive styles. Teachers’ teaching styles and cognitive styles by region revealed that there was no significant difference in teaching styles Junior teachers are smarter in teaching styles that senior teachers’ teaching styles. The result of multiple regression analyses revealed that structure, sociability, formality and caution was significant positive relationship with analytic cognitive style while significant negative relationship had existed with wholistic cognitive style.