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Abstract
A teaching style is a reflection of the individual’s value system regarding human nature, and the kinds of goals and environments that enhance human learning. Teaching styles have not yet received due attention in educational research in India, reason could be related to unavailability of reliable and valid measures of teaching styles.This study was performed with the aim of determining the teaching styles of madrasa teachers as the variable under study and how it varies from teachers to teachers in terms of some other variables like genders, ages, and regions (rural or urban). This descriptive survey was performed on 85 madrasa teachers. The data were gathered with Teaching style Inventory prepared by Gafoor and Babu (2016) and were treated with percentage analysis in SPSS 20. Out of 85 madrasa male constitute 67% while female 33% of the total samples. And 49.41% were from rural areas and 50.59%from urban area. The result of the study showed thatthe most preferred Teaching Style of Madrasa teachers is Expert Style (M=33.291, SD=6.75), followed by formal authority Style (M=32.68, SD=7.36). The least preferred style Delegator Style (M=26.98, SD=8.12) followed by personal (M= 27.18, SD=6.90) and Facilitator (M=29.54, SD=5.76).Men teachers tend to use Formal Authority, followed by expert style. They have least preferred Personal style in teaching whereas women teachers has given top priority to expert style in teaching followed by facilitator style. Madrasa teachers teaching in rural locality tend to follow expert style as compared to urban madrasa teachers who are following formal Authority style. Interestingly in all the sub samples the delegator style was the least preferred that means the madrasa teachers do not emphasize students as an independent learner.