Abstract

This study aimed to examine the impact of teachers’ pedagogic and linguistic quality on student success at public and private universities in Lahore. The research addressed the concerns about how teachers’ pedagogic quality impacted the students’ success. The study unfolded the interactive effect of various factors: 1) technological knowledge, 2) pedagogical knowledge, 3) content knowledge, 4) student engagement, 5) student satisfaction) and 6) student achievement. The study was quantitative in nature, and correlational research methodology was used. A multistage sampling technique was used to select the sample for the study. The sample constituted 1200 undergraduate students of the 5^th and 6^th semester from two programs (IT and Business) of 6 universities (3 private and 3 public) situated in the province of Punjab (Lahore). The data were collected through a questionnaire. Data were cleaned, organized, and stored through SPSS version 21. Advanced statistical techniques like correlations, and bivariate linear regression were used to answer research questions by using appropriate statistical software. The study has confirmed that there was a significant relationship between teachers’ pedagogic quality and student success. The regression analysis accentuated the predictive value of teachers’ pedagogic quality for student success.