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研究生:王毅平
研究生(外文):Yi-ping Wang
論文名稱:軍訓教官服務品質滿意度調查研究-以高雄縣高中職為例
論文名稱(外文):A Study of the Satisfaction for the Military Instructor’s Service Qualit-Case on Kaohsiung County’s High School
指導教授:薄喬萍薄喬萍引用關係
指導教授(外文):Chiao Ping Bao
學位類別:碩士
校院名稱:義守大學
系所名稱:管理研究所碩士班
學門:商業及管理學門
學類:企業管理學類
論文種類:學術論文
論文出版年:2005
畢業學年度:93
語文別:中文
論文頁數:103
中文關鍵詞:多變量分析數量化I類滿意度服務品質軍訓教官
外文關鍵詞:Military instructorservice qualitysatisfactionmulti-variate Analysis
相關次數:
  • 被引用被引用:8
  • 點閱點閱:537
  • 評分評分:
  • 下載下載:154
  • 收藏至我的研究室書目清單書目收藏:2
本研究以PZB服務品質模式為理論基礎,以其五項差距(GAP)的二十六個構面,設計「軍訓教官服務品質滿意度」之問卷量表。針對高雄縣高中職校的行政人員、教師及學生作調查研究,實證對象為高雄縣高中職校軍訓教官。研究工具以SPSS 10.0 FOR WINDOWS統計套裝軟體及多變量分析中的數量化 1類(Quantification theory type I)理論,探究高中職校軍訓教官服務品質滿意度之各項差距,並建立軍訓教官服務品質滿意度之數量化 1類模式。
研究結果顯示:
一、依據PZB服務品質模式之五項差距分析,學校教職生對GAP4(外部溝通差距)較滿意,GAP1(管理者認知差距)較不滿意。就二十六個構面之平均數來觀察,教職生滿意度較高的構面為GAP2「目標設置」及GAP5的「接近性」、「反應性」;對GAP3的「控制力」、「角色矛盾」滿意度較差。
二、就人口變項分析:
(一)「不同年級」的學生對於軍訓教官服務品質滿意度無顯著差異。
(二)「不同年資」的老師及行政人員,僅對於軍訓教官服務品質中的GAP3「員工勝任」構面之滿意度,有顯著差異,其餘構面無顯著差異。
(三)「不同性別」之教職生,對於軍訓教官服務品質中的GAP1「向上溝通」、GAP2「品質管理、任務標準」,GAP5「有形性、勝任性」等構面之滿意度,有顯著差異。
(四)「不同性質學校」的教職生,對於軍訓教官服務品質滿意度,除了GAP3「角色矛盾」、GAP5「了解性」兩構面之外,其餘二十四構面均有顯著差異。
(五)「不同職務別」之受訪者,對於軍訓教官服務品質滿意度之二十六個構面,均有顯著差異。
三、以多變量分析數量化 I 類統計法分析結果,影響軍訓教官服務品質滿意度PZB差距,為差距三(GAP3)「服務績效差距」,其數量化 1類模式如下:
GAP5= 3.5808-0.1406X11+0.1632X12- 0.089X21+0.0644X22-0.2626X31
+0.2122X32-0.2436X41+0.1324X42
本研究自443份問卷得出之軍訓教官服務品質滿意度之數量化 1類模式,其決定係數(判定係數)R2=0.5819 。
Based on the PZB service quality model, this research adopted 26 concepts of the five margins (GAP) to develop the questionnaire for “service quality satisfaction of military instructors.” The out questionnaires to the administrative personnel, teacher and student of the vocational senior high schools in Kaohsiung County to carry out the questionnaire and analysis, the substantial evidence object is the military instructor of vocational high schools in Kaohsiung County. Questionnaire were sent to randomly selected administrators, teachers, and students of chosen vocational high schools of Kaohsiung County. SPSS version 10.0 software along with the multi-variate analysis (the Quantification theory type 1 ) theory were used to analyze data collected by the questionnaire to investigate various margins of service quality satisfaction of vocational high schools’ military instructors. In addition, an evaluation model was established.
The conclusion of the research are as follow:
First : according to five margins analysis of the PZB service quality model, the administrators, teachers and students are more satisfied with the GAP4(the margin of exterior communication ). On the contrary, the GAP1(the margin of perceptual difference of managers) is less satisfied. According to the average number of 26 concepts, the administrators, teachers and students are more satisfied with the “enactment of target " of GAP2 and "approach " 、"reaction" of the GAP5; but to "the control power "、"the role antinomy" of the GAP3 are less satisfied.
Second , analysis of the demographic variables
(a) “Different grade” of students to the service quality satisfaction of military instructors has no significant difference.
(b) "Different years of service" of teachers and administrators to the service quality satisfaction of military instructors, only " employee competence", the satisfaction of the concept in GAP3 , has significant difference. The rest concepts have no significant difference.
(c)"Different sex" of administrators, teachers and students , to the service quality satisfaction of military instructors, “heading up communication” of GAP1, "quality of management、standard of mission " of GAP2 , " tangible、competence " of GAP5.
the satisfaction of the concepts, have significant difference.
(d)" Different congeniality of school" of teachers and administrators and students to the service quality satisfaction of military instructors, only "role antinomy" of GAP3 , "understanding " of GAP5, have no significant difference .the rest 24 concepts all have significant difference.
(e) "Different job position ",to the service quality satisfaction of military instructors of all 26 concepts, have significant difference.
Third , using multi-variate analysis(the Quantification theory type 1 ) came out with the result that the most influential margin to the service quality satisfaction of military instructors on PZB margin is GAP3: "the margins of service performance." Its equation is as follow:
GAP3= 3.5808-0.1406X11+0.1632X12-0.089X21+ 0.0644X22-0.2626X31
+0.2122X32-0.2436X41+0.1324X42
This study therefore established the evaluation model of service quality satisfaction of military instructors based on data collected from 443 completed and effective questionnaire. The decided coefficient (the coefficient of judge) R2=0.5819。
第一章 緒論
第一節 研究動機1
第二節 研究目的3
第三節 研究問題4
第四節 研究流程6
第五節 研究範圍與限制7
第二章 文獻評論
第一節 我國的軍訓教育制度8
第二節 軍訓教官的工作內涵與角色13
第三節 服務品質的定義、特性與衡量15
第四節 服務品質衡量方法回顧26
第三章 研究方法
第一節 研究架構36
第二節 研究變數定義與衡量37
第三節 研究假設47
第四節 資料蒐集與樣本選擇48
第五節 資料分析方法49
第六節 效度與信度51
第四章 結果與討論
第一節 人口統計分析52
第二節 軍訓教官服務品質滿意度之分析55
第三節 人口變項與軍訓教官服務品質滿意度之分析58
第四節 軍訓教官服務品質滿意度模式之建立65
第五章 結論與建議
第一節 研究結論71
第二節 研究建議74
參考文獻
一、中文部分76
二、英文部分78
附錄
附錄A 「軍訓教官軍訓工作服務品質」調查問卷82
附錄B 本研究問卷之各項差距(GAP)類目表85
附錄C 問卷之各項差距(GAP)事後比較表99
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