本研究之研究目的為：（一）發展與驗證台灣地區國中生知覺師生信任關係之內涵建構；（二）探討台灣地區國中生知覺師生信任關係的性別差異；（三）檢視台灣地區國中生知覺師生信任關係在教師教導風格上的差異。
本研究之參與對象為台灣地區一至三年級國中生共764人，進行二階之驗證性因素分析，並同時比較學生性別與教師教導風格差異分析。研究工具包括「師生信任關係開放式情境問卷」、「教師教導風格問卷」及「師生信任關係量表」。本研究以驗證性因素分析、單因子重複量數變異數分析、單因子多變項變異數分析等統計方法進行資料分析。
本研究的發現如下：
一、經驗證性因素分析的結果，二階模式與觀察資料皆有良好之適配，意即國中生知覺師生信任關係具有「認真敬業」、「愉悅氣氛」、「熟練講授」及「開放親和」四種內涵。
二、在四種國中生知覺師生信任關係因素上，女生比男生注重教師的「認真敬業」與「開放親和」；在「愉悅氣氛」及「熟練講授」上，則沒有性別差異。
三、在四種國中生知覺師生信任關係因素的重視排序上，不分性別，最重視的因素皆為教師的「熟練講授」，其次為教師的「認真敬業」。
四、就教師教導風格差異而言，屬於高溫情的關愛型與溺愛型教師較容易得到學生的信任；屬於低溫情、高管教的嚴教型教師次之；而屬於低溫情、低管教的冷漠型教師最不為學生信任。
五、不論學生知覺教師的類型為何，教師的「熟練講授」，為學生信任教師的最主要因素。

The purposes of this study were to: (a) explore and verify students’ perceived trust relationship with their teachers, (b) investigate the gender differences in the students’ trust relationship with their teachers, (c) examine the differences of teachers’ instructional styles in the students’ trust relationship with their teachers in junior high school in Taiwan.
This study used 764 junior high school students from 1st to 3rd grade in Taiwan as participants. They were used to in the second-order confirmatory factor analysis and in the difference analysis by comparing gender and teachers’ instructional styles. The instruments used in this study included “Scenario-guided Student-Teacher Trust Relationship Open-ended Situational Questionnaire”, “Teachers’ Instructional Styles Questionnaire” and “The Scale of Students’ Perceived Trust Relationship with Their Teachers”. The statistical methods used to analyze the data were confirmatory factor analysis, Hotelling T, one-way repeated measures ANOVA, and one-way MNOVA.
The results of this study were summarized as following: (a) after the confirmatory factor analysis, the second-order structure fitted criteria, which means dedicative commitment, pleasant atmosphere, skillful instruction, and open-minded affinity are included in the students’ perceived trust relationship with their teachers; (b) in terms of gender differences in the trust relationship, female students tend to focus more on teachers’ dedicative commitment and open-minded affinity; (c) both male and female students pay the most attention on teachers’ skillful instruction and then dedicative commitment; (d) in terms of teacher type difference in the trust relationship, the Caring Teacher and the Pampering Teacher win more trust from their students, and the Highly-Disciplining Teacher wins less, and the Indifferent Teacher is the least trusted; (e) all students trust their teachers based on teachers’ skillful instruction no matter which teacher type the students perceived their teachers to be.

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