The results suggest that all hypotheses have a statistically significant effect on instructor satisfaction EXCEPT for Perceived Ease of Use. 
- The critical ratio (C.R) was used which is a coefficient divided by the critical error.
- The lowest C.R is H4: 0.441, which is not a significant p value: 0.659.
- The highest C.R is H5: 3.96, which means that Perceived Usefulness is the highest affecting factor on instructor satisfaction on using LMS in distance education. 

Wayne State University

Instructor satisfaction is defined in the article as the extent to which faculty perceive that the institution provides a climate ensuring professional autonomy and activity commensurate with specific expertise. Instructor satisfaction is influenced by the general user satisfaction factors as well as:
- academic recognition
- technology availability 
- financial rewards 
- degree of support 

Instructor satisfaction in distance learning

Almarashdeh, I. (2016), Sharing instructors experience of learning management system: A technology perspective of user satisfaction in distance learning course, Computers in Human Behavior, Volume 63, Pages 249-255, https://doi.org/10.1016/j.chb.2016.05.013.

Sharing instructors experience of learning management system: A technology perspective of user satisfaction in distance learning course

This image shows the hypotheses of the factors that influence instructor satisfaction.


Hypothesis testing: User Satisfaction Evaluation Model (USEM)

- User Satisfaction Model used to test hypotheses.
- Measurement instruments: pilot test and professional review
- Data collection: questionnaire
- Data analysis: used SPSS 17 and SEM AMOS 18.
- Participants: 110 instructors who teach 100% online or hybrid. 
- Demographic information: 51.8% female and 48.2% male of total sample size. 
60% lecturer in distance learning course. 26.4% of instructors had 3-7 years of experience with LM, 19.1% less than one year experience in LMS, 14.5% more than 10 years

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