For student course evaluation results to be utilized in various organizational decision-making processes, they should not be influenced by contextual factors. This study categorized the contextual factors affecting teaching performance—that is, students' course satisfaction—into student context, course context, and instructor context, and analyzed their respective impacts. Student-related contextual factors such as participation levels (preparation, review, and attendance), evening classes, male students, and upper-level students were found to have relatively large effects. Regarding course context, higher course satisfaction was observed in humanities and social science fields and in major and required courses. For instructor context, full-time faculty members exhibited relatively higher teaching performance, that is, higher student course satisfaction. Therefore, measures to control for the influence of these contextual factors should be developed before utilizing course evaluation results in organizational decision-making.