Abstract:
The higher education sector of Pakistan has prospered enormously in the
past few years, but institutions are facing critical issues pertaining to student
satisfaction and learning. This highlights the research need to identify and validate
the factors which determine the student satisfaction and learning in Higher
Education Institutions. Prior studies have identified personal, institutional, subject,
and campus related factors to have significant influence on student satisfaction and
learning. However, the mentioned domain is still under consideration by multiple
researchers focusing on teacher-related variables to propose and validate a model
for student satisfaction and learning in Higher Education institutions. Therefore,
the present study has proposed and empirically validated a research model by
incorporating teacher-related variables such as 6 different teaching styles as an
independent variable with spiritual intelligence and teaching competence as
mediating variables to determine student satisfaction and learning among students
studying in business departments of higher education institutions in Karachi.
Bandura's social cognitive learning theory is used to understand the teaching and
learning process at business schools in Karachi. It posited that teaching styles have
social and observational effects on students.. The post-positivist paradigm is used
while considering the goals of the current research to study teaching style
of the predictors of student satisfaction and learning and to see the impact of
teachers’ spiritual intelligence and competence on this relationship.
as one
1101 responses were collected from business departments of higher
education institutions in Karachi. The primary data analysis was executed. For
sampling nonprobability purposive sampling technique was used and to gather the
data the study employed survey questionnaire. Structural equation modeling
employed through PLS (version 3) to examine the proposed constructs' associations. Empirical results of the present study have indicated that spiritual
intelligence and teaching competence serial mediate the established associations
among four styles of the independent variable (Teaching style) with dependent
variables (Student Satisfaction and Student learning). However, two styles of the
independent variables (Straight facts no non-sense and Official curriculum teacher)
failed to establish positive serial mediation with dependent variables (Student
satisfaction and learning). This study has significant theoretical, policy,
methodological, practical, and societal implications. The proposed framework
introduces spiritual intelligence to teacher training in Pakistan, providing insights
for university and business school management to improve student learning and
satisfaction through appropriate teaching styles and it is limited to the students
studying in business/management departments of Higher Education institutes of
Karachi
