The use of online learning systems has proliferated, which has caused an explosion of generated data. The use of learning analytics to sort through this data for valuable performance-enhancing insights is fast becoming the norm. Although many research works are published on learning analytics, there is still a lack of research that identifies learning analytics features as a significant influencing factor in improving educator satisfaction. This purpose of this paper is to examine the influence of learning analytics features that leads to a successful implementation of learning analytics for online learning systems. A survey involving 134 educators from 17 public and private higher education institutions in Malaysia was conducted. Data were analyzed using the structural equation modeling method, and the results showed a significant influence of learning analytics on educator satisfaction. This empirical evidence gives insight into the development of successful learning analytics for online learning systems.