淡江大學機構典藏:Item 987654321/31162
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    Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/31162


    Title: 臺北縣國民小學教師理想與實際服務品質知覺差異之研究
    Other Titles: The study of difference between ideal quality and real service in Taipei county primary school teacher
    台北縣國民小學教師理想與實際服務品質知覺差異之研究
    Authors: 唐文達;Tang, Wen-ta
    Contributors: 淡江大學教育政策與領導研究所碩士在職專班
    洪啟昌;Hung, Chi-chang
    Keywords: 國小教師;服務品質;服務品質量表;Primary School Teacher;Service Quality;SERVQUAL
    Date: 2009
    Issue Date: 2010-01-11 00:20:27 (UTC+8)
    Abstract: 本研究旨在探討臺北縣國民小學教師理想與實際服務品質知覺現況及差異情形，並據以提出結論與建議，期能提供教育機關與國民小學改善服務品質的參考。本研究採取文獻分析、問卷調查法進行研究，首先，蒐集相關文獻，探討服務品質之意義、構面、與測量的相關研究；利用問卷調查臺北縣國民小學教師服務品質的現況資料，將實徵料進行統計分析，最後綜合研究發現做成結論，並提出具體建議。
    本研究之問卷對象為臺北縣國民小學教師，依學校類型大小、共計發放575份問卷，有效樣本484份，調查結果以平均數、標準差、t考驗、單因子變異數分析等統計方法，進行資料處理分析，獲得以下結論：
    一、臺北縣國民小學教師對學校服務品質具有高期望。
    二、臺北縣國民小學教師對學校服務品質為正向之實際感受。
    三、臺北縣國民小學學校服務品質有缺口存在，其中有形性構面缺口最大。
    四、不同性別教師存在服務品質缺口。
    五、不同職務中級任教師存在服務品質缺口。
    六、研究假設之結果
    （一）期望方面：驗證了不同服務年資、不同最高學歷、不同職務、不同學校規模的臺北縣國民小學教師對「學校服務品質」之期望有顯著差異。
    （二）實際感受方面：驗證了不同性別、不同服務年資、不同最高學歷、不同職務的臺北縣國民小學教師在「學校服務品質」之實際感受有顯著差異。
    （三）缺口方面：驗證了不同性別、不同服務年資、不同職務、不同學校規模的臺北縣國民小學教師在「學校服務品質」的「期望與感受」之缺口有顯著差異。
    依據結論，提出以下建議，供作教育行政機關與國民小學改善服務品質之參考。
    一、對教育行政機關的建議
    （一）檢視教育資源分配，持續充實教育設施。
    （二）增加「級任教師」之職務津貼。
    （三）推行「以顧客為導向」的服務理念。
    （四）建立學校服務品質指標。
    （五）擴大行政人力資源。
    （六）獎勵學校行政服務表現優良者。
    二、對國民小學的建議
    （一）持續改善學校環境，充實教學設備。
    （二）暢通教師溝通與協調的管道。
    （三）建立職務輪動之制度。。
    （四）透過組織再造，增加行政人力資源。
    （五）定期自我評量，提升學校服務品質。
    The approach of this study was to probe into the differences of perceptions for teachers, toward to the ideal and the actual elementary schools'' service quality in Taipei county, and to propose conclusions and suggestions. The study utilized literature analysis, questionnaire investigation as the methods. In this research, we started with collecting the related literature for discuss the meaning, the dimension, and the measurement of service quality. Then, we explored the status of the elementary school teachers'' service quality by a questionnaire. This questionnaire developed in this research was to make a survey on 575 elementary school teachers according to type of school size in the Taipei county and we selected 484 valid samples for statistical analysis in this survey. The statistical methods used here were Average, Standard Deviation, T-TEST, Oneway ANOVA. The results were as follows :
    1. The elementary school teachers in Taipei county hold high expectation in the school services quality.
    2. The elementary school teachers in Taipei county hold positive perception in the school services quality.
    3. It exists a gap in the elementary school services quality in Taipei county, especially in the dimension of tangibility.
    4. It exists a gap of services quality in the gender differences.
    5. It exists a gap of services quality in the different positions.
    6. Hypothesis :
    a. Expectation : It proves an obvious diversity in the different year of service, academic background, position and school scope.
    b. Perception : It proves an obvious diversity in the different gender, year of service, academic background and position.
    c. Gap : It proves an obvious diversity in the different gender, year of service, academic background, position and school scope between the school service quality and the expectation/perception.
    According to the conclusions, suggestions for the administrations and elementary schools were as follows :
    I. Suggestions for the administrations :
    1. To inspect the distribution of educational resources, and to enrich the educational facilities
    2. To increase the subsidies for teachers
    3. To enforce the service philosophy toward to customer
    4. To build up the goal of school service quality
    5. To expand the human resources administration
    6. To reward the performer in the administrative service
    II. Suggestions for the elementary schools :
    1. To improve the school environment, and to enrich the teaching equipment
    2. To enforce a platform of communication and co-ordination for teachers
    3. To build up a system for the movement of positions
    4. To through out the re-construction by organization, and to increase the administrative human resources
    5. To increase the school service quality by regular self-evaluation
    Appears in Collections:[Master's Program, Graduate Institute of Educational Policy and Leadership] Thesis

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