An Assessment on the Teaching Style and Student Satisfaction among Teacher Education Students: A Convergent Parallel Study

The study was designed to recount the lived experiences of teacher education students at a local college regarding student satisfaction and teaching approach. This study engaged mixed method design, utilizing parallel convergent approach. The participants of the study were the teacher education students from all year levels. There were 140 students who were randomly selected for quantitative and 14 for the qualitative: seven (7) for in-depth interview and seven (7) for focus group discussion which were purposively selected. In the quantitative phase, the results revealed that the level of teaching style and student’s satisfaction were high. Also, both variables have positive correlation. In qualitative phase, it was revealed that their lived experiences were the effects of encountering issues with teaching delivery and student engagement and engaging actively and providing feedback in learning and utilizing diverse resources. Additionally, the students’ coping mechanism were the empowering self-study and peer collaboration for enhanced learning and collaborative learning strategies to enhance understanding. Furthermore, the students’ insights shared were teacher readiness is essential to ensure students effective learning, upadating one’s competency in teaching upgrades teaching performance, engaging students with different learning styles creates effecting learning, embracing diversity and imperfection in teaching improves teacher’s performance and effective learning is achieved with engagement and assessment. In addition, the quantitative data mostly corroborated with the qualitative data. The study's findings confirmed that diverse teaching methods positively impact student satisfaction. Teachers should put professional development first, utilize a variety of teaching strategies, and engage students with various approaches to learning in order to increase the effectiveness of their instruction. Furthermore, encouraging diversity, frequent evaluation, and student- centered methods would improve student happiness and instructor effectiveness.