Teaching Clarity, Teacher-Student Interaction, and Satisfaction in One Vocational College in China

The research explored the interconnections among teaching clarity, teacher-student interaction, and student satisfaction within a vocational college setting in China. It posited that clear teaching, encompassing well-defined goals, comprehensive content delivery, effective teaching methods, and organized classroom management, fosters a conducive learning environment. A quantitative approach was adopted, utilizing a self-administered questionnaire distributed to 442 randomly selected students from four different majors in a vocational college. The questionnaire assessed teaching clarity, teacher-student interaction, and student satisfaction across various dimensions. The reliability of the measurement scales was evaluated using the Cronbach's alpha, ensuring internal consistency. The findings revealed that students generally perceived teaching clarity and teacher-student interaction positively. Specifically, clarity in teaching goals, content, methods, and classroom management were positively associated with various aspects of teacher-student interaction. Furthermore, these factors were also significantly correlated with student satisfaction, encompassing teacher-student interaction, the teaching environment, teaching style, and self-efficacy. Notably, significant differences were observed in students’ perceptions of teaching clarity, teacher-student interaction, and satisfaction across gender, major, and geographical origin. For instance, female students and those from rural areas reported higher satisfaction levels. The study highlights that enhancing teaching clarity and fostering positive teacher-student interactions can significantly improve student satisfaction in vocational colleges in China. The findings offer valuable insights for educators and administrators aiming to optimize teaching practices and promote educational equity.