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研究生:蘇美芳
論文名稱:教師職能與自我認知顧客滿意度之研究-以國民中學為例
論文名稱(外文):A Research of Teachers’ Competency and Self-Cognitive Customer Satisfaction-A Case in Junior High Schools
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:274
中文關鍵詞:職能顧客滿意度國民中學教師
外文關鍵詞:competencecustomer satisfactionjunior high school teacher
相關次數:
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本研究旨在探討國民中學教師職能與自我認知顧客滿意度之內涵與現況。進一步探討背景變項因素之影響,最後根據研究結果提出具體建議。
本研究首先採用文獻分析與問卷調查法,從職能與顧客滿意度之理論出發,推導教師職能與自我認知顧客滿意度之內涵,並且應用問卷調查與訪談之方法,以獲知國民中學教師對職能與顧客滿意度之看法。
本研究工具採自編之「國民中學教師職能與顧客滿意度調查問卷」,研究對象為新竹縣、新竹巿等兩個縣巿之公立國民中學教師,問卷計發出682份,回收462份,有效問卷441份,可用率68%,調查結果應用SPSS/11.5統計套裝軟體進行分析,並與新竹地區共5位教師進行訪談
根據研究結果之分析與討論,本研究獲得以下結論:
一、國民中教師職能計有4個向度、19個題項;國民中學教師自我認知顧客滿意度計有5個向度、26個題項。
二、教師職能部分,以教師人際關係表現良好,教學技能相對較差;教師自我認知顧客滿意度以回應性表現佳,有形物相對較差。
三、背景變項分析發現,教師職能受性別、年齡、年資、學歷、縣巿別、學校規模等5個因素影響。個人背景變項與學校背景變項對教師人際溝通、班級經營、課程知能及教學技能具顯著預測力。
四、背景變項分析發現,教師自我認知顧客滿意度受性別、年齡、年資、學歷、任教職務、縣巿別、學校規模等5個因素影響,其中以個人背景變項與學校背景變項對自我認知可靠性、回應性、確實性及有形物具顯著預測力。
五、部分背景變項對教師職能有明顯差異,研究結果顯示人際關係年齡不同而有明顯差異;班級經營受年齡、學歷、縣市別及學校規模的影響;課程知能因年齡、縣市別、及學校規模而有明顯差異;教學技能在學校規模具明顯的差異。
六、部分背景變項對教師自我認知顧客滿意度有明顯差異,根據研究結果發現可靠性因性別、年齡、任教職務、縣市及學校規模不同而有明顯不同;回應性受性別、年齡、縣市及學校規模的影響;確實性因性別和縣市而有明顯的差異;同理心在性別、年齡及縣市具明顯的差異;有形物因年齡及學校規模不同而有明顯差異。
根據上述結論,本研究提出以下建議:
一、對教育行政機關之建議
(一)多舉辦研習或研討會。
(二)教育基本面的改革。
(三)辦理教師生涯輔導規劃。
(四)教育經費妥善分配。
(五)加強教育基礎課程,以建立正確的教育專業。
二、對國民小學之建議。
(一)建立教師學習團隊和讀書會。
(二)定期舉辦親師座談會。
(三)建立完善的獎勵制度。
三、對教師之建議
(一)提昇應用資訊科技的能力,引導學生有效學習。
(二)定期參加教師專業分享活動。
(三)參加加強教師自我認識、自我啟發與自我實現等內在啟發性的
進修活動。
The aim of this study was to explore the significance and the present actuality of competence and self-cognitive customer satisfaction of teachers in junior high school. Further, analyzing the influence of background variables. Finally, the researcher propose the concrete suggestion according to the result of study.
To reach the purpose of this study, researcher adopted the related literature review of competence and customer satisfaction theory for beginning, and derive the significance of the competence and the self-cognitive customer satisfaction of teachers. Then put questionnaire investigation and interview in use to know the view of teachers in junior high school about the competence and the self- cognitive customer satisfaction.
The instrument of this research is a questionnaire, self-edited by the researcher, entitled “The research of the Teachers’ Competence and Self-cognitive Customer Satisfaction in Junior High School”. The subjects are the teachers serving in public junior high school in Hsinchu city and Hsinchu county. The researcher sent 682 questionnaires, and received 462 responses. There are 441 valid responses; therefore the response rate is 68%. All the quantitative data is analyzed by SPSS/11.5 version. And amounts to 5 teachers to carry on depth interview with the area of Hsinchu.
According the results of the study, the main conclusions are as follows:
1. The teachers’ competence in Junior High schools included four sections and nineteen questions. The self-cognitive customer satisfaction of teachers in junior high schools contains five dimensions and twenty-six subjects.
2. As the teacher’s competence, teachers behave well with the interpersonal relationships, but the teaching technical ability is relatively bad. Teacher's self- cognitive customer satisfaction is good with the responsivity behavior. The tangible thing is relatively bad.
3. The analysis of background variants tells teacher's competence is influenced by 5 factors, such as sex, age, service seniority, educational background, county leaving, and scale of school, etc. Personal background and school background have apparent strength of predicting interpersonal communication, class manage, course knowledge and teaching skill.
4. The analysis of background variants tells self-cognitive customer satisfaction is influenced by 5 factors, such as sex, age, service seniority, educational background, county leaving, and scale of school, etc. Personal background and school background have apparent strength of predicting self- cognitive dependability, responsivity, reliability, empathy, and tangible thing have apparent strength of predicting.
5. Part of the background variants has obvious differences to teachers’ competence. The result of study shows that there are obvious differences in the interpersonal relationships because of the dissimilar age. The class managing is influenced by the age, educational background, school site (county and city) and scale of school. In addition, there are obvious differences in the course knowledge because of age, school site (county and city), and scale of school. There are obvious differences in teaching skill which is affected by the scale of the school.
6. Part of the background variants has obvious differences to self-cognitive customer satisfaction of teachers. The result of study shows that there are obvious differences in the dependability because of sex, age, service seniority, school site (county and city), and the scale of school. Responsivity is influenced by sex , age, school site (county and city), and scale of school. Besides, there are differences to reliability because of sex and school site (county and city). Sympathy is affected by sex, age, and school site (county and city). At last, tangible thing has differences which is concerned by age and scale of school.
According the conclusions s above, some suggestions concerned as follows:
1. Suggestions for educational authorities:
(1)Hold studying or seminars more.
(2)Improvement of the educational basic side.
(3)Handle the career guidance and plan for teachers.
(4)Education funds are distributed properly.
(5)Strengthen education basic course, in order to set up correct
education speciality.
2. Suggestions for junior high schools:
(1)Set up to a teacher learning group and book club.
(2)Hold forums between teachers and parents regularly.
(3)Set up perfect incentive system.
3. Suggestions for school teachers:
(1)Promote the ability to use information science and technology, and lead students to study effectively.
(2)Take part in teacher's specialized and sharing activity regularly.
(3)Participate in self- understanding, self-inspiring, and self-realizing. activities.
第一章 緒 論……………………………………………………………1
第一節 研究動機…………………………………………………………1
第二節 研究目的與待答問題……………………………………………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 職能與顧客滿意度之定義……………………………………11
第二節 職能與顧客滿意度之相關理論………………………………34
第三節 職能與顧客滿意度之相關研究………………………………59
第三章 研究設計………………………………………………………73
第一節 研究架構………………………………………………………73
第二節 研究對象………………………………………………………75
第三節 研究工具………………………………………………………80
第四節 實施程序………………………………………………………95
第五節 資料處理………………………………………………………98
第四章 研究結果………………………………………………………99
第一節 國中教師職能與自我認知顧客滿意度之描述分析…………99
第二節 國中教師職能與顧客滿意度之平均數檢驗………………102
第三節 國中教師職能與顧客滿意度之變異數分析………………110
第四節 國中教師職能與顧客滿意度之多元迴歸分析……………123
第五節 訪談結果分析………………………………………………138
第五章 討論、結論與建議……………………………………………159
第一節 討論…………………………………………………………159
第二節 結論…………………………………………………………175
第三節 建議…………………………………………………………181
參考文獻………………………………………………………………187
附錄……………………………………………………………………195
附錄一 國民中學教師職能與自我認知顧客滿意度初步問卷……195
附錄二 國民中學教師職能與自我認知顧客滿意度專家諮詢卷…200
附錄三 國民中學教師職能與自我認知顧客滿意度預試問卷……207
附錄四 國民中學教師職能與自我認知顧客滿意度調查問卷……212
附錄五 研究結果摘要表……………………………………………217
附錄六 訪談題綱……………………………………………………221
附錄七 訪談摘要稿…………………………………………………226
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