Measuring the Determinants of Student Satisfaction in Practical Teacher Training Education Program in China

Zeng Xia Han; Ena Bhattacharyya; Noryati Alias; Yi Fan Yin; Xing Hui Liu

doi:10.21834/e-bpj.v8i26.5197

Authors

Zeng Xia Han Faculty of Education, Xinzhou Teachers University, 034000, Xinzhou, China; Faculty of Education, Languages, Psychology and Music, SEGi University, 47810 Petaling Jaya, Selangor, Malaysia
Ena Bhattacharyya Faculty of Education, Languages, Psychology and Music, SEGi University, 47810 Petaling Jaya, Selangor, Malaysia
Noryati Alias Faculty of Education, Languages, Psychology and Music, SEGi University, 47810 Petaling Jaya, Selangor, Malaysia
Yi Fan Yin Faculty of Electromechanical and Vehicle Engineering, Taiyuan University, 030000 Taiyuan, China;Faculty of Graduate School of Business, SEGi University, 47810 Petaling Jaya, Selangor, Malaysia
Xing Hui Liu Faculty of Public Foreign Languages, Xinzhou Teachers University, 034000, Xinzhou, China

DOI:

https://doi.org/10.21834/e-bpj.v8i26.5197

Keywords:

Student Satisfaction, Practical Teacher Training, Perceived Value

Abstract

Despite extensive research on student satisfaction in HEIs, notable gaps exist in investigating the profound impact of practical teacher training in education programs, particularly in China. This study examines the relationships between student satisfaction and its predictors in practical teacher training among Chinese undergraduates. Results show that expectation, perceived administrative service quality, perceived teaching quality, and perceived value are significant predictors of student satisfaction. However, image and teacher-student interaction have no significant relationships with student satisfaction. The six constructs represent 49% of the variance in student satisfaction. These findings indicate the necessity for enhanced management of practical teacher training programs.

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