幼兒園行銷策略對家長選校意圖之影響—以計畫行為理論為基礎

隨著世界變遷，醫療進步、教育水準提高、女性就業人口增加...等影響，學前教育越來越受到關注，尤其是幼兒園需求提升受到家長與政府的重視，型態多元發展蓬勃，但近年來因少子化等因素各幼兒園學生來源大幅度減少，在招生上遇到極大的挑戰，探討幼兒園行銷策略對於家長選校意願與行為有其探討的意義與必要性。本研究以計劃型倫理論為基礎，針對幼兒園的行銷策略對家長選校的各個相關構面，包括家長對幼兒園的態度、主觀規範、認知行為控制、家長選校意圖與行為進行關聯性探討，問卷共發放239份，有效回收問卷132分，有效回收率為76.15%。本研究將以有效問卷樣本進一步運用因素分析、信度與效度分析以及迴歸分析，並驗證研究假說。透過實證結果證實家長對幼兒園態度越好，其選校意圖與行為就越高；幼兒園在社會大眾中的主觀規範越好，對家長的選校意圖與行為就越高；家長對認知行為控制越強，對其幼兒園選校意圖與行為具有越正向的影響力；最後幼兒園家長選校意圖越高，對於幼兒園選校行為則越強。此實證研究支持Ajzen (1985, 1991)與Epstein, Williams, Botvin (2002)等學者的的論點，亦對幼兒園家長選校意圖與行為之研究議題帶來若干貢獻。

關鍵字

幼兒園；行銷策略；計畫行為理論

並列摘要

Pre-school education is receiving more and more attention as a result of changes in the world, medical advances, higher education standards, and an increase in the female workforce. In particular, the demand for kindergartens is increasing, and parents and the government are paying attention to it. As a result, kindergartens come in multiple forms and develop vigorously. However, due to the factors such as the lower birth rate, the number of kindergarten students has decreased significantly in recent years, making it a great challenge to enroll. It is meaningful and necessary to explore the marketing strategy of kindergartens regarding parents' motives and behaviors in school selection. Based on the Theory of Planned Behavior (TPB), this study was conducted to investigate the relevant dimensions of kindergarten marketing strategies on parents' school selection, including parents' attitudes toward kindergartens, subjective norms, cognitive behavioral control, and parents' school selection motives and behaviors. A total of 239 questionnaires were distributed in this study, and 132 valid samples were collected, with a valid return rate of 76.15%. Then, factor analysis, reliability analysis, and regression analysis were applied to verify the research hypotheses with the samples of valid questionnaires. Empirical results confirm that the better the parents' attitude toward kindergartens, the higher their school selection intentions and behaviors. The better the subjective norms of kindergartens among the general public, the higher the intention and behavior of parents in choosing schools. The stronger the parental control over cognitive behavior, the more positive the influence on their school selection behavior. Finally, the higher the motives of kindergarten parents in choosing schools, the stronger the influence on kindergarten school choice behaviors. This study supports the arguments of Ajzen (1985, 1991) and Epstein, Williams, Botvin (2002), and makes some contributions to the study of kindergarten parents' school selection motives and behaviors.