DYAD ANALYSIS OF TEACHING STYLES ON STUDENT SATISFACTION AND LEARNING: A SERIAL MEDIATION MODEL OF SPIRITUAL INTELLIGENCE AND TEACHING COMPETENCE

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