Relationship between Faculty Engagement and Teaching Practices on Student Satisfaction: Moderating Role of Classroom Dynamics
Abstract
The present study is aimed at unravelling the antecedents of student satisfaction with faculty. A conceptual model is developed and tested. The data from 418 multicultural students enrolled at a public two-year college demonstrates that socialization, effective teaching practices and student self-confidence are significantly related to student satisfaction with faculty. The hierarchical regression results indicate that classroom dynamics moderates the relationship between faculty engagement, socialization and student satisfaction.