Integrating Kano Model and QFD into Administration Service Quality in Elementary School

• Main Authors: Chen Ya-Chi, 陳雅琪
• Other Authors: Tseng, Ching Chih
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/79954837992637257960

碩士 === 大葉大學 === 管理學院碩士在職專班 === 102 === This study investigated the demands of elementary school teachers in Changhua County for service quality of school administration. We adopted the methods of Kano two-dimensional model and quality function deployment (QFD) to explore the service quality of elementary school administration. Through a questionnaire of 29 questions, the service quality of elementary school administration was categorized according to the characteristics of Kano two-dimensional quality, and the indices of satisfaction and dissatisfaction were calculated. The consumer voice was transformed into product design and the improvement plans were proposed by quality function deployment. The conclusions are listed in the following. 1. From the results of Kano two-dimensional quality category, we found that there are 17 important qualities which are most valued by teachers among the 29 quality elements, including 3 attractive qualities, 11 one-dimensional qualities, 3 must-be qualities and 1 reverse quality. 2. A ranking analysis of the service quality of elementary school administration reveals the most important 5 items considered by Changhua elementary school teachers. These are attention to teachers’ opinions, fast and effective response to teachers’ proposals, immediate action to deal with emergencies, high priority of teachers’ and students’ rights, sufficient equipment such as computers, projectors and audiovisual devices, and appropriate policies and decisions. 3. Based on the extent of satisfaction, the top five items are sufficient equipment, top consideration of teachers’ and students’ right, immediate action to deal with emergencies, a wealth of library resources, and the emphasis on teachers’ opinions and fast and effective response to teachers’ proposals. 4. The top five service quality items that need to be improved are rapid response to questions, communication skills, work efficiency, purchase of new equipment, and repair and maintenance of broken equipment.