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

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.