This article explores the two factors of teacher hybrid teaching behavior and student learning satisfaction from the subjective perspective of students, as well as the correlation between these two factors. In this study, teacher teaching behavior is divided into seven dimensions, and student learning satisfaction is divided into three dimensions. Through research, it was found that 1) in the teaching behavior of teachers, the average scores of all seven dimensions are not high, indicating that the positive teaching behavior of teachers is not enough. Relatively speaking, the distribution and interactive behavior of online and offline teaching are average, but there is a layer of performance in after-school auxiliary teaching and diversified evaluation; 2) Regarding students' learning satisfaction, according to the survey results, the average scores of these three dimensions are not high, indicating that students' overall satisfaction with learning is not high. Relatively speaking, students are relatively satisfied with the teaching environment and classroom teaching, while their satisfaction with mastering knowledge content and learning experience is slightly lower; 3) The results indicate that students' learning satisfaction is positively correlated with various dimensions of teachers' hybrid teaching behavior, indicating that teachers' positive teaching behavior can improve students' learning satisfaction. Finally, based on the research results, suggestions were proposed from four aspects, hoping to be helpful to teachers implementing hybrid learning.

Guoyong Wang, Sirikorn Tosati, Tanaput Chancharoen. The Relationship between Teachers' Hybrid Teaching Behaviors and Students' Learning Satisfaction in Huaihua Normal College. International Journal of New Developments in Education (2023) Vol. 5, Issue 18: 152-158. https://doi.org/10.25236/IJNDE.2023.051825.

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