Advances in Management and Applied Economics

Instructor Branding and Learner Relationship Outcomes: Satisfaction, Trust, and Loyalty

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• Abstract

   

  This study examines the relationships among instructor branding, learner satisfaction, trust, and learner loyalty in beauty professional education. Data were collected from 308 learners with actual experience in beauty-related professional courses or training programs and analyzed using structural equation modeling (SEM). The results indicate that instructor branding is positively associated with learner satisfaction, while learner satisfaction is positively related to both trust and learner loyalty. Trust is also positively associated with learner loyalty. In contrast, the direct relationships of instructor branding with trust and learner loyalty are not statistically significant. These findings suggest that favorable instructor branding contributes primarily to learners' evaluations of their learning experiences, whereas trust and loyalty are more closely associated with learners' experiential and relational evaluations of course participation. The study extends personal branding research to beauty professional education by distinguishing brand perceptions from subsequent learner relationship outcomes. Practically, the findings suggest that beauty instructors should align professional brand positioning with course quality, instructional interactions, and reliable professional guidance to strengthen learner satisfaction, trust, and long-term loyalty.

   

  JEL classification numbers: M31, I21, M39.

  Keywords: Instructor branding, Learner satisfaction, Trust, Learner loyalty, Beauty professional education.