Hasanuddin
This paper presented a brief analysis of the relationships between dominating multiple intelligences and teaching styles in the teaching and learning processes. This study employed a canonical relation analysis with Gardner’s multiple intelligences and Grasha’s teaching styles as the dominating factors. The participants were 810 teachers from several high schools located in the region of North Sumatera, Indonesia. The multiple intelligence factors applied were logic-mathematic intelligence, linguistic intelligence, interpersonal intelligence, intrapersonal intelligence and existential intelligence, while the teaching styles involved were expert style, facilitator style, and delegator style. The results showed that there was a significant relationship between the dominating multiple intelligences and the teaching styles during teaching and learning processes, whereas all-dominating intelligence factors were correlated positively along with the expert style and facilitator style. Meanwhile, the existential intelligence did not exhibit any correlation with the expert style. Overall, it conclusively pointed out that the interpersonal intelligence and intrapersonal intelligence had implied the most effective factors in the teaching and learning processes, while the existential intelligence was as the most insignificant factor.