The success of education depends on the quality of teachers. How well the teachers play their roles is decisive to the success of education. The researchers referred to the literature at home and abroad, and used related questionnaires, and compiled a "Questionnaire on Teacher Role Expectations" to survey students from junior, senior and vocational high schools as well as colleges and universities in Taiwan. Based on the study results, conclusions and, suggestions were proposed for the purpose of providing references for the educators and teacher education institutions. The following results are obtained: (1) Teacher role expectations focus more on the aspects of "a guide to students' life;" "a shaper of instructional environments;" "a mediator of students' knowledge," and "a knowledge worker." (2) Compared to students from colleges or universities, students from junior, senior or vocational high schools have higher teacher role expectations in the "philosophical aspect;" "social aspect;" "psychological aspect," and "contemporary need aspect." (3)Students from junior, senior or vocational high schools have higher teacher role expectations for "a guide to students' life;" "an inquirer of students' problems;" "a friend of students;" "a cultivator of students' democratic knowledge;" "an inspirer of students' rationality;" "a mediator of classic masterpieces," and "a cultivator of social citizens." (4) In terms of the social aspect, compared to students from colleges and universities, students from junior, senior or vocational high schools have higher teacher role expectations for "a negotiator and coordinator;" "a shaper of instructional environments;" "a reformer for promoting schools;" "a communicator of social culture;" "a carer of social problems" and "a corrector of students' sub-culture." (5) In terms of the psychological aspect, students from junior, senior or vocational high schools have higher teacher role expectations for "a mediator of students' knowledge;" "a problem solver;" "an assistant for students to make choices;" "an adviser for students' research;" "a class leader;" "a provider of students' learning platforms;" "a counselor of students' behavior;" "an inspirer of students' learning;" "a student counselor;" "a diagnostician of students' problems," and "a role model for students." (6) In terms of the contemporary need aspect, students from junior, senior, and vocational high schools have higher teacher role expectations for "a manager of students' emotions;" "a developer of educational research," "a knowledge worker," and "a knowledge manager." The following suggestions are proposed: (1) Teacher role expectations respond to students' needs, and can serve as references for educators and teacher education institutions. (2) For students at different school levels, educators should play teachers' roles more suitably in teaching students. (3) Teachers should apply the teachers' roles mainly based on the "psychological aspect" in order to guide and assist students. (4) Teachers should be strengthened in their trainings of diverse thinking in order to teach their students how to bravely face challenges.
