From Traditional to Digital Classrooms: Faculty Satisfaction with Digital Pedagogical Practices in Higher Education

Abstract

This study investigates faculty satisfaction with digital pedagogical practices in higher education, focusing on technological infrastructure, institutional support, training, workload, and perceived teaching effectiveness. A cross-sectional survey design collected data from 50 faculty members using a structured questionnaire based on a five-point Likert scale. Likert scale analysis, ANOVA test, and Multiple regression analysis were employed using Jamovi software. Overall faculty satisfaction was considered the dependent variable, and digital infrastructure and training programs were treated as independent variables. The regression model explained 29.7% of the variance in satisfaction (R² = 0.297). A one-way ANOVA was conducted to examine whether the overall satisfaction of faculty members differed significantly across the teaching experience groups. The result indicates that there was no significant difference in satisfaction among the three groups, F(2, 26.0) = 0.995, p = 0.383. The Likert scale analysis revealed that out of 50 faculty members. The mean score for this statement was 3.90, which corresponds to the “Agree” category on the five-point Likert scale. Generally hold a positive perception regarding the availability of digital infrastructure in their institution.