- 學位論文
運用缺口模式探討學校服務品質認知差異∼以某國民小學為例
Applying Gap Model to Investigate Perceived Differences in School Service Quality∼A Case Study of Elementary School
摘要
身處在這個世代的人們，因少子化的衝擊下，各級學校皆面臨學生數不足之壓力，各校莫不卯足全力積極尋找提升自身競爭力的方法。然而，PZB服務品質模式適用於各學校服務品質領域，其服務品質缺口模式及認知服務品質決定要素模式，亦能針對於各學校組織的服務品質發展特性，找到合宜的改善對策及建議方案，故PZB服務品質模式可謂是因應時代需求的提昇學校服務品質的好方法。 根據上述的研究動機，本研究的目的有三：1. 欲了解目前雲林縣某國民小學之學校服務品質現況為何；2. 深入探討學生或家長與學校之間的對於學校服務品質認知的落差（gap）；3. 據此找出服務的應對策略以提供所屬機構在學校服務品質與行銷的策略上有所貢獻。 本研究工具係參考PZB服務品質模式所發展出來之「探討學校服務品質認知差異訪談表」，訪談表之向度限定在「有形性」、「可靠性」、「立即性」、「保證性」、「關懷性」等五個構面，並採質性深入訪談為主。 經由訪談學校各階層人員及學校的主要顧客家長，針對訪談資料加以編碼分析發現，外部顧客所注重的是學校人員所展現出的保證性及關懷性，且與期望有很大的落差。對於有形性、可靠性及立即性則認知與期望相當。 經實證後可知，影響缺口五（學校服務品質）之大小，缺口一有3項要因、缺口二有14項要因、缺口三有20項要因、缺口四有16項要因。若以PZB服務品質五大構面為架構，則有形性有4項要因、可靠性有1項要因、立即性有1項要因、保證性有34項要因、關懷性有13項要因。 有鑑於此，在學校汲汲營營於經費之爭取以改善硬體設施之外，其實忽略了最重要的本質還是在於人員所提供的服務品質，故學校經營管理者針對外部顧客所注重的的保證性及關懷性，應勤走訪社區，帶動與社區的連結，建立學校特色，營造出口碑及專業形象；行政人員應藉由舉辦活動活絡成員間的情感交流，訂定明確的辦法激勵組織成員、積極主動提供教師支援，讓教師能更有信心的面對家長或學生，提升服務品質；教師應成立多元的教師專業成長社群精進教師專業能力、結合時下流行的科技facebook或line暢通親師溝通管道；家長應積極參與學校各項事務，且溝通技巧是親師須共同學習的重要課題。如此以突破目前的困境，而且，學校各階層人員都要意識到服務時代的來臨，積極創新服務作為才能贏得外部顧客的信賴或支持。
並列摘要
People living in this generation, due to the impact of low fertility,are faced with the pressure of shortage and result in competition between schools. All the schools put their biggest effort to find out the way of making more competive. However, PZB service quality model applicable to all areas of school service quality. Their conceptual gap model of service quality and determinants of perceived service quality, it can target the development of service quality characteristics at each school organization, to find appropriate improvement measures and proposals. Therefore, PZB service quality model turns out to be a good way to improve the school quality service in response to the needs of the times. According to the research motivation, the purpose of this research are studying two questions:First,We study the current elementary schools in Yunlin County School Service Status. Depth perception of service quality for school students or gap between parents and schools. Second,we will find coping strategies to provide services to their organizations to contribute to the coping strategy in service quality and marketing of the school. This research uses PZB service quality model to study school service quality. The dimensions in this interview are "Tangibility", "Reliability", "Responsiveness", " Assurance"and "Empathy". Participants are school staffs in all levels and major customers (parents). Through coded and questionnaire analysis,school staffs focus on the performance of assurance and empathy. There is a huge gap between their expectation. The perceptions of tangibility, reliability and responsiveness are similar with expectation. The empirical later shows that the impact size of gap five (school service quality), gap one has 3 factors, gap two has 14 factors, gap three has 20 factors, gap four has 16 factors. If PZB five dimensions of service quality framework, then tangibility has 4 factors, reliability has 1 factors, responsiveness has 1 factors, assurance has 34 factors, empathy has 13 factors. Thus, in the school's efforts in the fight for funding to improve the hardware facilities, in fact, it misses a important thing is the quality of service provided. Therefore, school managers for external customers by focusing on the assurance and empathy, visited the community should be ground, driving with a link communities to establish school characteristics, creating a professional image and reputation. Administrators should be to organize activities to promote emotional communication between members, provide a clear way to motivate members of the organization, the initiative to provide support for teachers so that teachers can have more confidence in the face of a parent or student, improve service quality. Teachers should set up multi-growing community, so that teachers' professional ability to sophisticated, combining popular technology facebook or line unimpeded parent-teacher communication channels. Parents should be actively involved in school affairs, and communication skills are important topics parents and teachers must learn together. So we can break through the current difficulties, and that school personnel must be aware of the advent of era of service, active and innovative services to win the trust or support as external customers.