Teachers’ Satisfaction with Online Teaching and Its Impact on Student Engagement and Learning Outcomes: Evidence from Private Schools

This study establishes a strong relationship between teacher satisfaction, student engagement, and learning outcomes. The findings provide important implications for improving the quality of online education. This study makes a significant theoretical contribution by extending the Technology Acceptance Model (Davis, 1989) beyond its traditional focus on technology adoption to incorporate teacher satisfaction and student engagement within a unified analytical framework. While prior research has predominantly examined perceived usefulness and ease of use as determinants of technology acceptance (Venkatesh et al., 2003), the present study advances the literature by demonstrating that technology acceptance alone is insufficient to explain instructional effectiveness in online education. By integrating Job Satisfaction Theory (Schaufeli, 2017) with engagement theory (Fredricks et al., 2004), this study develops a multi-layered conceptual model that captures both teacher-centric (satisfaction, competency, institutional support) and student-centric (engagement, learning outcomes) dimensions. This integrated approach addresses a critical gap in the literature, where existing studies tend to examine these constructs in isolation. Furthermore, the study contributes to the growing body of research on digital education by positioning student engagement as a mediating variable, thereby providing a deeper understanding of the mechanism through which teacher satisfaction influences learning outcomes. This mediational perspective adds conceptual clarity and enhances the explanatory power of existing models.

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