本研究旨在探討表演藝術教師教學風格對中學生學習成效與課業壓力之影響。為達到本研究之目的，研究者蒐集相關文獻，加以分析，作為本研究架構之理論基礎。在實證研究方面，以大臺中地區國中一、二年級766名男、女學生為受試者，以修訂之「表演藝術教師教學風格量表」、「學習成效量表」及「課業壓力量表」為研究工具，進行問卷調查，所得資料以項目分析、因素分析、信度分析、描述性統計、單因子變異數分析、Scheffe事後比較、獨立樣本t檢定、交叉比對、Pearson相關分析及典型相關分析等統計方法加以處理分析。依結果分析發現如下：
壹、目前國中生所知覺表演藝術教師教學風格為「教師主導型」最多，「契約探索型」為最低。
貳、不同學校及不同性別學生所知覺表演藝術教師教學風格類型有顯著差異，但不同年級學生無顯著差異。
參、不同學校及不同性別學生學習表演藝術課程後對其學習成效上有顯著差異，但不同年級學生無顯著差異。
肆、不同學校及不同性別學生學習表演課程後對其課業壓力有顯著差異，但不同年級學生無顯著差異。
伍、表演藝術教師教學風格對學生學習成效無顯著差異。
陸、表演藝術教師教學風格對學生課業壓力無顯著差異。
柒、中學生學習表演藝術課程後，對學習成效與課業壓力有顯著關係。

This research aims to discuss the effect of the different teaching styles of the performing arts teachers on learning effectiveness and working stress of middle school students. To achieve the purpose of this research, relevant reference has been collected and analyzed to lay the theoretical foundation of the research structure. For empirical research, a total of 766 first and second year students including males and females enrolled in junior high schools in Greater Taichung were selected to participate in this study. The instruments used in this study included the Measurement of Teaching Styles of Performing Arts Teachers, the Measurement of Learning Effectiveness, and the Measurement of Working Stress. The quantitative analysis of the questionnaires was conducted through the following statistical methods: Item Analysis, Factor Analysis, Reliability Analysis, Descriptive Statistics, One-way Analysis of Variance (ANOVA), Scheffe’s Posteriori Comparisons Method, Independent-Samples t Test, Cross Table, Pearson Correlation Analysis, and Canonical Correlation Analysis. The research findings are summarized as follows:
1.According to middle school students’ response, most performing arts teachers in middle schools were perceived as “Teacher-Directed” styles, whereas fewest were perceived as “Contracting-Exploring” styles.
2.There was significant difference in the styles of the performing arts teachers perceived between different schools and different genders. However, no evidence was found to show the significant difference between students in different grades.
3.Research results indicated a significant effect for different schools and different gendered students on their learning effectiveness after they took lessons in performance arts, but no significant effect was found for the students in different grades.
4.Findings also showed a significant effect for different schools and different gendered students on their working stress after they took lessons in performing arts, but there was no significant difference between students in different grades.
5.There was no significant difference in learning effectiveness of students for the teaching styles of the performing arts teachers.
6.No significant evidence was found to show the effect on working stress of students for the teaching styles of the performing arts teachers.
7.There was significant relationship between learning effectiveness and working stress of middle school students after they took lessons in performing arts.