| Summary: | 碩士 === 國立暨南國際大學 === 教育政策與行政研究所 === 90 === This research uses the concept of P.Z.B. (Parasuraman, Zeithaml, and Berry)’s gaps model of service quality. Through an investigation of notions about school service quality, and using the ServQual measurement model, we built up an idea of what constitutes middle school service quality. In addition, through the “Public Middle School’s School Service Quality Questionnaire,” which we developed, we conducted a survey in order to understand the views of public middle school students about the quality of the service at their schools and also to understand the present state of public middle school service quality.
This research adopted the document analysis, the case study research, and the questionnaire survey methods to conduct an initial investigation of public middle school service quality. We also adopted the method of a common survey of the entire school. After gathering our empirical data from our student survey respondents and running it through statistical analysis, we obtained the following results:
1) The elements of public middle school service quality that were measured were these five: “school environment facilities,” “school administration efficiency,” “the service attitude of teaching support staff,” “teachers’ ability to instruct and guide ability,” and “communication and caring.”
2) The views of public middle school students in terms of expectations:
a. Public middle school students had rather high expectations for school service quality.
b. Differences exist in student expectations for school service quality according to different individual background variables.
3) The views of public middle school students in terms of actual experiences:
a. Public middle school students all had positive and confident views of school service quality from their actual experiences.
b. Differences exist in student actual experience of school service quality according to gender.
4) The views of public middle school students in terms of knowledgeableness:
a. Gaps (shortfalls and disparities) existed in student knowledge about school service quality.
b. Differences in knowledge shortfalls about school service quality existed according to individual background variables.
According to our research results and conclusions, we propose the following recommendations for reference:
1) School:
a. Establish a concept of educational service and adopt a view that takes the customers of education (students) as the guides.
b. Use the PZE gaps model and ServQual to measure school service quality, and build up a unique school service quality.
c. Build a school service quality database and evaluate school service quality at regular intervals.
d. Allocate school resources reasonably, enriching school teaching facilities.
e. Strengthen school administration efficiency.
f. Open up communication channels and understand the needs of the teaching staff and of students.
2) Teaching staff:
a. Upgrade knowledge regularly, in order to raise professional knowledge about teaching and guidance.
b. Pay proper attention to the sense of safety and the affection that comes from interacting with students.
c. Communicate more with students, understand student needs, and help students solve problems.
d. Understand differences in student backgrounds, and adjust teaching and service to individual needs.
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