Examining the Relationship Between Faculty Satisfaction and Student Learning Outcomes in Pakistani Universities

Abstract

This study explores the relationship between faculty satisfaction and student learning outcomes in Pakistani universities using a mixed-methods approach. A sample of 400 faculty members and 1,200 students from 10 universities was surveyed, complemented by semi-structured interviews with 20 faculty members and 30 students. Quantitative analysis revealed that faculty satisfaction, particularly with professional development, significantly predicts student academic achievement, engagement, and critical thinking skills. Qualitative insights highlighted that supportive administrative practices and professional growth opportunities were crucial for enhancing faculty effectiveness and student experiences. The integration of quantitative and qualitative findings underscores the importance of addressing faculty needs to improve educational outcomes. Recommendations include enhancing administrative support, expanding professional development opportunities, and regularly assessing faculty needs to foster a more effective learning environment.