Higher education BBA programs generate considerable enrollments based on low entrance fees, high societal needs, and sufficient teacher resources. Nevertheless, teaching quality is continuously a problem. The present research paper presents six hypotheses revolving around three relational hypotheses; teacher factors have a significant impact on teaching quality, teacher factors have a significant impact on student factors, and teaching factors have a significant impact on student factors and teaching quality. Based on these hypotheses, a structured questionnaire was designed and given to 300 undergraduate BBA students of J University. Using educational management principles, a multiple mediation model was created using structural equation modeling, where teacher factors were considered the independent variable, teaching quality the dependent variable, and teaching factors together with student factors as mediators. In other words, this model was applied to determine how the independent variable influences the dependent variable via the mediators, thereby determining the key determinants of teaching quality in BBA programs and the best ways to improve teaching quality. The findings indicate that teacher factors have a direct and significant impact on teaching quality and indirect effects through teaching factors and student factors, making the total effect equal to 0.038. Similarly, teaching factors have a direct and significant effect on teaching quality and an indirect effect through student factors, resulting in a total effect of 0.111. Finally, student factors have a direct effect on teaching quality. All six hypotheses are proved empirically. Based on this empirical research, the study recommends enhancing BBA teaching quality by developing faculty members, focusing on instructional design, and encouraging students’ engagement.
