Development and validation of the teaching evaluation (TEVAL) Scale: Assessing student satisfaction in virtual learning environments

As education systems rapidly transition to virtual learning environments, there is a growing demand for reliable, evidence-based tools to evaluate student satisfaction and the overall quality of the online learning experience. In alignment with the United Nations Sustainable Development Goal 4 (SDG 4), ensuring inclusive and equitable quality education, this study introduces and validates the Teacher Evaluation (TEVAL) scale, designed to measure critical factors influencing student satisfaction in online education settings. The scale assesses six key dimensions: academic facilitation (AF), course structure (CS), interaction and engagement (IE), instructor support (IS), learning environment (LE), and student engagement (SE). A sample of 532 university students participated in the study. To evaluate the psychometric properties of the TEVAL scale, reliability and validity were assessed using Cronbach’s alpha, composite reliability, and average variance extracted (AVE). The constructs demonstrated strong internal consistency, with alpha values ranging from 0.807 to 0.937. Convergent validity was confirmed (AVE = 0.581 to 0.800), and discriminant validity was supported using the Fornell–Larcker criterion. The structural model demonstrated moderate fit (SRMR = 0.106, NFI = 0.740). Among the examined dimensions, academic facilitation, instructor support, and student engagement significantly predicted student satisfaction, while course structure and interaction also had moderate but meaningful influences. This study contributes to the advancement of SDG 4 by providing a validated instrument that enables educational institutions to monitor and enhance the quality of online teaching. The findings underscore the importance of supportive pedagogical practices, student-centered learning environments, and active engagement in fostering satisfaction in virtual education. The TEVAL scale offers practical insights for educators and administrators striving to improve the effectiveness and inclusivity of digital learning. Future longitudinal studies are encouraged to explore the long-term effects of these factors on academic performance and educational equity.