Teaching Quality and Students Satisfaction: The Intermediatory Role of Relationship between Lecturers and Students of the Higher Learning Institutes

Abstract

This study was aimed to identify the intermediatory impact of relationship between lecturers and students towards students’ satisfaction and lecturers’ teaching quality. The study also examined the differences of perceptions on lecturers’ teaching quality and students’ satisfaction based on gender. This study used a cross-sectional model in determining the relationship between gender and students’ satisfaction and their perception on the quality of the lecturers. The samples were university students consisted of 177 males and 273 females. 5-point scale questionnaires were used to measure students’ satisfaction and their lecturers’ teaching quality. The validity and reliability of the instrument had shown high values and was fit to be used in the actual study. The Manova test of inferential analysis was conducted to determine the differences of every aspect studied based on gender. Analysis of structural equation modeling ( SEM ) was conducted to identify the impact of relationship between lecturers and students as an intermediatory influence on teaching quality and students satisfaction. The results showed that the relationship between lecturers and students determines the lecturers’ teaching quality and students’ satisfaction. The findings confirm the role theory of relationship between lecturers and students and the impact of teaching quality in enhancing students’ satisfaction as found in various studies conducted abroad, particularly on the constructs being studied. The findings of this study would provide recommendations for trainings or courses to be conducted for the purpose of improving the teaching quality of university lecturers, and helping lecturers to establish better relationship with their students.

DOI: 10.5901/mjss.2015.v6n2p626