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研究生:許育禎
論文名稱:國民小學教師角色職能與顧客滿意度認知之研究
指導教授:謝金青謝金青引用關係
學位類別:碩士
校院名稱:國立新竹教育大學
系所名稱:人力資源發展研究所
學門:教育學門
學類:成人教育學類
論文種類:學術論文
畢業學年度:97
語文別:中文
論文頁數:293
中文關鍵詞:國民小學教師職能顧客滿意度
外文關鍵詞:elementary school teacherscompetencycustomer satisfaction
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本文旨在探討國民小學教師角色職能與顧客滿意度之內涵與現況,並分析不同背景變項國小教師對角色職能與顧客滿意度的影響,以作為未來發展教師角色職能與提升顧客滿意度之參考。
本研究採用文獻分析法、問卷調查法與訪談等研究方法。以研究者自編之「國民小學教師角色職能與顧客滿意度認知調查問卷」為研究工具,並以新竹縣巿之公立國民小學級任教師為主要研究對象,問卷計發出715份,回收466份,有效問卷462份,回收率65.17%。調查結果應用SPSS/11.5統計套裝軟體進行分析,並與5位現職國小級任教師進行深度訪談後,歸納研究結論如下:
一、國小教師角色職能包括「教育知識」、「人際溝通」、「事務經營」以及「知識管理」四個向度,共發展21個內涵。
二、國小教師顧客滿意度認知包括「可靠性」、「回應性」、「確實性」、「同理心」以及「有形物」五個向度,共發展37個內涵。
三、整體現況而言,國民小學教師角色職能表現良好,但教師「人際溝通」能力較佳,「知識管理」相對較差。
四、整體現況而言,國民小學教師知覺顧客滿意度表現良好,但教師「回應性」表現較佳,「有形物」相對較差。
五、新竹市國民小學教師對整體角色職能表現顯著較高。
六、國民小學教師以年齡41歲以上者;任教於學校規模49班以上之教師,對整體顧客滿意度之表現顯著較高。
七、背景變項對整體國小教師角色職能與顧客滿意度認知,不具預測力。
八、國小教師角色職能各向度可以有效預測顧客滿意度。
綜合研究發現與結論,本研究針對實務應用與後續研究方向等提出建議,作為增進國小教師角色職能與顧客滿意度之參考。
一、教師應積極參與進修研習,並多充實基本特殊教育知能。
二、學校應設立危機處理統一對外窗口,同時,學校行政應全力支持教師參加進修活動。
三、教育行政機關應與學術界合作,成立研發教師角色職能單位;完善地宣導推行教育政策;致力縮短數位落差,減少城鄉差距。
The purpose of this research aims to explore the role competency of elementary school teacher and the customer satisfaction with the content and status. By analyzing the different background variables of elementary school teacher, the impact of the role competency and customer satisfaction as the future development of the role competency of teachers and enhancing customer satisfaction of reference.
This study adopted research methodologies of literature review, questionnaire survey, and interview. The research instrument was a questionnaire, self-edited by the researcher, entitled “ The Role Competency of Elementary School Teachers and The Perceptive Customers’ Satisfaction Questionnaire”. The subjects were the class teachers in elementary schools in Hsinchu county and Hsinchu city. The researcher sent 715 questionnaires, and received 466 responses. There were 462 valid responses; therefore the response rate was 61.17%. All the quantitative data was analyzed by SPSS/11.5 version. Furthermore, 5 class teachers were selected respectively from elementary schools as interview subjects. The research findings could be concluded as below:
1. The role competency of elementary school teacher include "education knowledge", "interpersonal communication", "business administration" and "knowledge management" four dimensions which bourgeon a total of 21 connotations.
2. The customer satisfaction awareness of elementary school teacher including "reliability" and "response", "assurance", "empathy" and "tangibles" five dimensions which bourgeon a total of 37 connotations.
3. As a whole, the role competency of elementary school teacher functions as well. Teachers have better ability in "interpersonal communication" but relatively poor in "knowledge management".
4. As a whole, the perceptive customers’ satisfaction of elementary school teacher as well. Teachers have better performance in "response", but relatively poor in "tangibles".
5. The elementary school teachers who teach in the Hsinchu city show higher significance with the whole of role competency.
6. The elementary school teachers of the age over 41 years old or the school class size over than 49 classes. They show higher significance with the whole of customer satisfaction.
7. The background variables don’t show any predictability on the contents of the role competency of elementary school teachers and the perceptive customers’ satisfaction.
8. The role competency of elementary school teachers could predict customer satisfaction in the various dimensions.
According to the research finding and conclusion, the researcher proposed some concrete suggestions for practice and further study.
1. Teachers should be actively involved in education studies and enrich the basic knowledge and skills in special education.
2. Schools should set up a unified external window for crisis management. At the same time, school administrators should fully support teachers to participate in training activities.
3. Educational administrative bodies should cooperate with the academics and set up research and development functions of units for the role competency of teacher which could promoting the implementation of education policy, efforts to reduce the digital divide and reduce the urban-rural gap.
第一章 緒論....................................1
第一節 研究動機與目的…………………………………………1
第二節 待答問題…………………………………………………4
第三節 名詞釋義…………………………………………………6
第四節 研究範圍與限制…………………………………………9
第二章 文獻探討………………………………………………11
第一節 職能之意義與內涵…………………………… ………11
第二節 顧客滿意度之意義與內涵…………………… ………29
第三節 職能相關理論………………………………… ………39
第四節 顧客滿意度相關理論……………………………… …50
第五節 角色職能及顧客滿意度之相關研究………… ………63
第三章 研究設計………………………………………………77
第一節 研究架構……………………………………………… 77
第二節 研究對象……………………………………………… 80
第三節 研究工具……………………………………………… 82
第四節 實施程序……………………………………………… 104
第五節 資料處理……………………………………………… 107
第四章 研究結果…………………………………………… 109
第一節 國小教師角色職能與顧客滿意度認知之描述分析............109
第二節 國小教師角色職能與顧客滿意度認知之平均數考驗….........119
第三節 國小教師角色職能與顧客滿意度認知之變異數分析...........126
第四節 國小教師角色職能與顧客滿意度認知之多元迴歸分析.........147
第五節 訪談結果分析.......................................163
第五章 討論、結論與建議…………………………………………185
第一節 討論.......................................185
第二節 結論.......................................210
第三節 建議.......................................218
參考文獻..........................................225
附錄............................................ 233
附錄一 教師角色職能與顧客滿意度認知之調查問卷(初稿) ......233
附錄二 教師角色職能與顧客滿意度認知調查問卷(專家諮詢卷)....238
附錄三 教師角色職能與顧客滿意度認知之預試問卷.............246
附錄四 教師角色職能與顧客滿意度認知調查問卷...............250
附錄五 教師角色職能與顧客滿意度認知之探究_訪談題綱........254
附錄六 訪談逐字稿......................................258
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