Evaluating lecturer satisfaction towards learning management systems in private universities

This study investigates lecturer satisfaction with Learning Management Systems (LMS) in private universities in Myanmar, a context where digital learning adoption is relatively recent. This study employs the Stimulus-Organism-Response (S-O-R) model as a theoretical framework, examining how external stimuli (system quality, information quality, self-efficacy, and technical support) influence internal cognitive processes (perceived usefulness and perceived ease of use), ultimately affecting lecturer satisfaction. A quantitative approach using a survey questionnaire was administered to 135 lecturers from private universities in Yangon. According to the results, self-efficacy and technical support significantly positively influence perceived usefulness and ease of use. System quality also positively influences perceived usefulness. Furthermore, perceived usefulness and ease of use significantly influence lecturer satisfaction. The findings provide valuable insights for universities and IT developers seeking to optimize LMS implementation and support, ultimately enhancing teaching effectiveness and lecturer satisfaction in Myanmar’s evolving digital landscape of higher education.