DEVELOPMENT OF AN INSTRUCTIONAL COMPETENCE MODEL TO ENHANCE STUDENTS’ LEARNING SATISFACTION IN SHANDONG YINGCAI UNIVERSITY, CHINA

The aim of this study was to develop an instructional competence model to improve students' learning satisfaction at Shandong Yingcai University, China. The research employed a quantitative approach, utilizing a structured questionnaire to assess both instructors’ instructional competencies and students’ learning satisfaction. In order to determine the situation of students’ perceived teaching competence level of teachers in the actual practice of Shandong Yingcai University in China, a total of 4860 students from 108 courses who received low course evaluation scores in the 2nd semester of 2023 were surveyed, with an effective questionnaire returned rate of 83.27%. Descriptive statistics, Correlation and Regression methods were used to analyze the quantitative data and develop the model. The results showed that the overall instructional competence of the instructors was average, with professionalism receiving the highest rating and learning environment the lowest. Similarly, students' overall satisfaction with teaching was also moderate, with empathy being the highest rated dimension and confidence being the lowest. A significant correlation was found between students' perceptions of faculty teaching competence and their satisfaction with teaching, with different dimensions of teaching competence significantly predicting different aspects of satisfaction with teaching. These findings highlight the importance of continuous faculty development and structured instructional strategies in improving student learning satisfaction in a private university, Shandong Province, China.