Teacher Instructional Quality and Educational Facilities as Predictors of Students’ Learning Satisfaction: A Structural Equation Modeling Approach in Public Elementary Schools

Despira Erlita (Magister Pendidikan Dasar, Universitas Adzkia)
Desi Surya Yeni (Magister Pendidikan Dasar, Universitas Adzkia)
Emidayati Emidayati (Magister Pendidikan Dasar, Universitas Adzkia)
Lindra Dika (Magister Pendidikan Dasar, Universitas Adzkia)
Hendrizal Hendrizal (Magister Pendidikan Dasar, Universitas Adzkia)
Ismira Ismira (Magister Pendidikan Dasar, Universitas Adzkia)

Journal of Education Research
Vol. 7 No. 4 (2026)

Learning satisfaction reflects pupils' direct evaluation of their learning experience and serves as a key indicator of educational quality, yet empirical evidence on its determinants in rural elementary schools remains limited. This study aimed to analyse the effect of teacher instructional quality and educational facilities on the learning satisfaction of Grade V pupils at SDN 123/III Koto Tengah Siulak, both partially and simultaneously. A quantitative correlational design was applied, with all 30 pupils participating through total sampling. Data were collected via five-point Likert-scale questionnaires and analysed using descriptive statistics, classical assumption tests, Pearson correlation, and multiple linear regression. Results indicated that teacher instructional quality and educational facilities each had a positive and significant effect on learning satisfaction, and together explained 87.9 percent of its variance. Elementary pupils' learning satisfaction is shaped by the combination of quality instruction and adequate facilities; accordingly, schools and education authorities should prioritise improvements to both simultaneously.