Online education faculty satisfaction plays an important role in online education achievement.
However, research investigating faculty satisfaction in online educational setting is rather scarce. This
study aims to provide deeper insight into the issue by examining structural relationships among
Technological Pedagogical Content Knowledge (TPACK) and faculty satisfaction within the
framework of the Technology Acceptance Model (TAM). The study is quantitative in nature, and the
data were collected from 170 faculty members during the emergent online education on lockdown
due to COVID-19 pandemic. The analysis revealed that TPACK variable explains 23% of the TAM (β
=.48, p<.01) and the TAM variable explains 50% of the satisfaction (β =.71, p<.01), which means when
teachers with high levels of TPACK have higher levels of TAM, the result could be significantly
increased online education satisfaction. The researchers suggest some implications to improve
learning and teaching with technology and to increase the faculty satisfaction in the context online
language education
