教學服務品質衡量模式建構及分析之研究

An Empirical Study of Measuring and Analyzing Education Service Quality

江義平(I-Ping Chiang)

《Asia Pacific Management Review》 5卷1期 (2000/03) Pp. 95-115

https://doi.org/10.6126/APMR.2000.5.1.06

摘要

本研究之目的係建構一適用於衡量學校教學服務品質之模式，並根據教師、行政人員及學生之填答結果分析成行教學服務品質之組成構面及實施成效。本研究依據Parasuraman, Zeithaml and Berry所發展之SERVQUAL量表為基礎，配合教學服務品質特性及各學者對SERVQUAL量表之批評意見加以修正，所發展之量表經信度及效度驗證後均符合研究要求。進一步運用本量表對台灣區公私立高級職業學校師生進行調查。在1055份樣本分析結果中，本研究獲致以下數項結論：（1） 因素分析結果顯示教學服務品質係由實體性、能力性及關懷性三因素構面組成，而與PZB所提出之五構面模式不同；（2）考慮重要性加權效果後發現，關懷性構面受重要性加權之影響最為顯著，顯示在教學服務品質管理上應特別重視此一構面；（3）教師與學生向對教學服務品質之評價具有顯著差異，顯示教師所提供之教學服務並未真正符合學生之需求，故在實務管理上，應著重師生間對教學服務品質知覺落差之探討。

關鍵字

教學服務 ； 服務品質 ； SERVQUAL量表

並列摘要

The purpose of this study is to develop a model that analyses education service quality. The model has adopted results derived from questionnaire survey conducted to three groups, teachers, administrative staff, and students, in factors critical educational service quality. The questions on the survey are based on SERVQUAL, an instrument for measuring service quality and characteristics specific to education service quality. In this study, we had used the modified SERVQUAL on Taiwanese vocational schools. After analyzing the 1,055 survey samples received, the three following conclusions have been derived. First, the factor analysis conducted in the study has shown education service quality is built upon tangibles, capability, and empathy, as opposed to the five factors brought up by Parasuraman, Zeithaml, and Berry. Second, according to the survey results, empathy is considered the most important factor among the three. Last, there is a distinctive divergence between the teachers and students being surveyed regarding education service quality, suggesting at present the services provided by the teachers do not fully meets needs of the students and therefore a perception gap exists between the two parties.

並列關鍵字

Education Service ； Service Quality ； SERVQUAL

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