The Influence of University Teachers' Personality Traits on Students' Satisfaction in Public Universities of Yunnan from China: The Mediating Role of Emotion Regulation

Lei Zhao

doi:10.6918/IJOSSER.202410_7(10).0053

Authors

Lei Zhao

DOI:

https://doi.org/10.6918/IJOSSER.202410_7(10).0053

Keywords:

Teachers' Personality Traits; Emotion Regulation; Student Satisfaction.

Abstract

In the realm of higher education, the quality of the teaching and learning experience is critical to students' overall satisfaction, which significantly impacts their academic performance, retention rates, and long-term success. This study explores the influence of university teachers' personality traits-specifically openness, conscientiousness, extraversion, agreeableness, and neuroticism-on students' satisfaction in public universities of Yunnan, China. The research emphasizes the mediating role of emotion regulation, a crucial factor in maintaining a positive and productive learning environment. Teachers who can effectively regulate their emotions are better equipped to handle classroom challenges, engage empathetically with students, and create supportive atmospheres, thereby enhancing student satisfaction. The educational landscape in Yunnan is characterized by a unique blend of traditional Chinese values and modern pedagogical approaches, making the study of these dynamics particularly relevant. This research aims to provide insights that inform teacher training and development programs, with the goal of aligning teaching practices with both academic objectives and students' emotional and psychological needs. The findings are expected to contribute to the broader literature on educational psychology and teacher effectiveness, offering valuable perspectives on how cultural and institutional factors interact with individual teacher characteristics to influence student outcomes. Ultimately, the study seeks to provide actionable recommendations for educators and administrators to improve student satisfaction and academic success in higher education.

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