Examining the Relationship Between Teacher Interaction and Satisfaction Among College Students

Abstract

 Student satisfaction in higher education is influenced by multiple factors, with teacher interaction often considered a key determinant. This study examined the relationship between teacher interaction and college students' satisfaction using a non-experimental quantitative correlational design. A sample of 100 students was selected through stratified random sampling. Results indicated a weak and statistically insignificant relationship between teacher interaction and student satisfaction (r = 0.164, p = 0.104), suggesting that teacher interaction alone is not a primary predictor of student satisfaction. These findings align with Self-Determination Theory (Deci & Ryan, 1985), which highlights autonomy, competence, and relatedness as more influential factors in academic fulfillment. While teacher interaction contributes to the learning environment, student satisfaction may depend more on experiences that foster independence, confidence, and meaningful connections. The study challenges traditional assumptions about the impact of teacher interaction and highlights the importance of self-directed learning, institutional resources, and peer collaboration in shaping student satisfaction. Future research may explore other mediating variables affecting student satisfaction, while higher education institutions should implement broader engagement strategies to enhance students' overall academic experiences.