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研究生:簡君蓉
研究生(外文):Chien Chun-Jung
論文名稱:國民中學學校服務品質缺口模式問卷發展與應用之研究
論文名稱(外文):Research on the development and application of a questionnaire that uses the gaps model to evaluate junior high school service quality.
指導教授:吳政達吳政達引用關係
學位類別:碩士
校院名稱:國立暨南國際大學
系所名稱:教育政策與行政研究所
學門:教育學門
學類:教育行政學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:中文
論文頁數:230
中文關鍵詞:學校服務品質P.Z.B.服務品質缺口模式SERVQUAL
外文關鍵詞:school service qualityP.Z.B. gaps model of service qualityServQual
相關次數:
  • 被引用被引用:183
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  • 下載下載:1815
  • 收藏至我的研究室書目清單書目收藏:14
本研究應用P.Z.B.服務品質缺口模式之概念,藉由對學校服務品質觀念之探討,以SERVQUAL衡量模式,進行國民中學學校服務品質內涵之建構,並藉以發展「國民中學學校服務品質問卷」,進行實證調查,以瞭解國民中學學生對國民中學學校服務品質之看法以及國民中學學校服務品質之現況。
本研究採文獻分析、個案研究及問卷調查法進行國民中學學校服務品質之初探,並採全校普查之方式,以在學學生為研究對象進行實證資料之收集,調查所蒐集之資料經統計分析後,獲致以下之結論:
一、 國民中學學校服務品質衡量構面為「學校環境設備」、「學校行政效率」、「教職員工服務態度」、「教師教學與輔導能力」以及「溝通與關懷」等五構面
二、 國民中學學生對學校服務品質在期望層面之看法
(一) 國民中學學生對學校服務品質的期望頗高
(二) 學生對學校服務品質之期望會因不同背景變項而有所差異存在
三、國民中學學生對學校服務品質在實際感受層面之看法
(一) 國民中學學生在學校服務品質表現的實際感受皆持正向肯定的看法
(二) 學生在學校服務品質之實際感受因不同性別與年級而有所差異
四、國民中學學生對學校服務品質在認知層面之看法
(一) 國民中學學生對學校服務品質之認知有缺口(落差、差距)的存在
(二) 學生在學校服務品質之認知差距因背景變項而有所差異
根據研究結果與結論,提出下列建議,以供參考:
一、學校方面
(一) 建立教育服務概念,以教育顧客為導向之觀念
(二) 以P.Z.B.缺口模式及SERVQUAL衡量學校服務品質,建構學校服務品質特色
(三) 建立學校服務品質資料庫,定期評量學校服務品質
(四) 合理分配校資源,充實學校教學設備
(五) 強化學校行政效率
(六) 暢通溝通管道,瞭解教職員工與學生之需求
二、教職員工方面
(一) 定期進修,提昇教師教學與輔導之專業知能
(二) 重視與學生互動的可親性與安全感
(三) 多與學生溝通,瞭解學生的需求,協助學生解決問題
(四) 瞭解學生背景之差異性,提供不同需求之教學與服務
This research uses the concept of P.Z.B. (Parasuraman, Zeithaml, and Berry)’s gaps model of service quality. Through an investigation of notions about school service quality, and using the ServQual measurement model, we built up an idea of what constitutes middle school service quality. In addition, through the “Public Middle School’s School Service Quality Questionnaire,” which we developed, we conducted a survey in order to understand the views of public middle school students about the quality of the service at their schools and also to understand the present state of public middle school service quality.
This research adopted the document analysis, the case study research, and the questionnaire survey methods to conduct an initial investigation of public middle school service quality. We also adopted the method of a common survey of the entire school. After gathering our empirical data from our student survey respondents and running it through statistical analysis, we obtained the following results:
1) The elements of public middle school service quality that were measured were these five: “school environment facilities,” “school administration efficiency,” “the service attitude of teaching support staff,” “teachers’ ability to instruct and guide ability,” and “communication and caring.”
2) The views of public middle school students in terms of expectations:
a. Public middle school students had rather high expectations for school service quality.
b. Differences exist in student expectations for school service quality according to different individual background variables.
3) The views of public middle school students in terms of actual experiences:
a. Public middle school students all had positive and confident views of school service quality from their actual experiences.
b. Differences exist in student actual experience of school service quality according to gender.
4) The views of public middle school students in terms of knowledgeableness:
a. Gaps (shortfalls and disparities) existed in student knowledge about school service quality.
b. Differences in knowledge shortfalls about school service quality existed according to individual background variables.
According to our research results and conclusions, we propose the following recommendations for reference:
1) School:
a. Establish a concept of educational service and adopt a view that takes the customers of education (students) as the guides.
b. Use the PZE gaps model and ServQual to measure school service quality, and build up a unique school service quality.
c. Build a school service quality database and evaluate school service quality at regular intervals.
d. Allocate school resources reasonably, enriching school teaching facilities.
e. Strengthen school administration efficiency.
f. Open up communication channels and understand the needs of the teaching staff and of students.
2) Teaching staff:
a. Upgrade knowledge regularly, in order to raise professional knowledge about teaching and guidance.
b. Pay proper attention to the sense of safety and the affection that comes from interacting with students.
c. Communicate more with students, understand student needs, and help students solve problems.
d. Understand differences in student backgrounds, and adjust teaching and service to individual needs.
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 4
第三節 研究問題 5
第四節 名詞釋義 5
第五節 研究範圍與限制 7
第二章 文獻探討 9
第一節 服務品質之內涵與模式 9
第二節 教育服務品質概念探討 42
第三節 P.Z.B.服務品質模式在教育領域之相關研究 77
第三章 研究設計 115
第一節 研究架構 115
第二節 研究步驟 116
第三節 研究對象與抽樣 116
第四節 研究工具 119
第五節 研究實施 130
第六節 資料處理與統計分析 131
第四章 研究結果與討論 133
第一節 樣本描述 133
第二節 服務品質期望層面之分析 134
第三節 服務品質實際感受層面之分析 142
第四節 服務品質認知層面(缺口)之分析 149
第五節 綜合分析 157
第六節 綜合討論 167
第五章 結論與建議 178
參考書目 187中文部份 187
英文部份 190
附錄 200
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