Research on the Effect of Economics and Management Major Teachers’ Teaching on Students’ Course Satisfaction

Improving students’ course satisfaction is conducive to the development of sustainable education. Based on the stimulus–organism–response (SOR) theory and the perceived value theory, this paper constructs an analytical framework of “teacher teaching–students’ psychological transformation–students’ course satisfaction”; puts forward hypotheses; builds models; collects 270 valid questionnaires from current students in universities majoring in economics and management in mainland China; and uses correlation analysis, regression analysis, and mediation test methods to study the influence of the economics and management major teachers’ teaching on students’ course satisfaction. This research shows that (1) teachers’ teaching has a differentiated driving effect on students’ psychology, with the usefulness of teaching content being the key path to enhancing students’ perceived value, teachers’ teaching attitudes and methods being the core means to building trust in a course, and the moderate difficulty of examination driving students’ examination preparation intention, and (2) students’ psychology is the core means for the transformation of course satisfaction, with perceived value directly driving course satisfaction; course trust being the cornerstone of course satisfaction and playing a significant mediating role between teachers’ teaching attitudes and methods and students’ course satisfaction, and students’ examination preparation intention positively promoting course satisfaction and playing a significant mediating role between moderate difficulty of examination and course satisfaction. This study provides some scientific basis for improving course satisfaction and teaching efficiency, enhancing the teaching quality of higher education, and promoting the development of sustainable education.