%0 Journal Article
	%A Francisco Ben and  Tracey Price and  Chad Morrison and  Victoria Warren and  Willy Gollan and  Robyn Dunbar and  Frank Davies and  Mark Sorrell
	%D 2016
	%J International Journal of Educational and Pedagogical Sciences
	%B World Academy of Science, Engineering and Technology
	%I Open Science Index 118, 2016
	%T Overall Student Satisfaction at Tabor School of Education: An Examination of Key Factors Based on the AUSSE SEQ
	%U https://publications.waset.org/pdf/10005469
	%V 118
	%X This paper focuses particularly on the educational aspects that contribute to the overall educational satisfaction rated by Tabor School of Education students who participated in the Australasian Survey of Student Engagement (AUSSE) conducted by the Australian Council for Educational Research (ACER) in 2010, 2012 and 2013. In all three years of participation, Tabor ranked first especially in the area of overall student satisfaction. By using a single level path analysis in relation to the AUSSE datasets collected using the Student Engagement Questionnaire (SEQ) for Tabor School of Education, seven aspects that contribute to overall student satisfaction have been identified. There appears to be a direct causal link between aspects of the Supportive Learning Environment, Work Integrated Learning, Career Readiness, Academic Challenge, and overall educational satisfaction levels. A further three aspects, being Student and Staff Interactions, Active Learning, and Enriching Educational Experiences, indirectly influence overall educational satisfaction levels.
	%P 3324 - 3331