A Study on Higher Grade Students’ Satisfaction toward Elementary School Administration Service Quality: The Case of Y Elementary School

• Main Authors: MA,YI-CHUNG, 馬一中
• Other Authors: KAO,SHIN-CHOU
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/tuh625

碩士 === 高苑科技大學 === 經營管理研究所 === 105 === Elementary school is a part of service industry. It’s school’s objective and responsibility of administrative management about whether school administrative service quality is good, whether service contents, learning environment and learning resource can meet students’ expectation and requirements, and whether school administrative service quality is enhanced to gain more students’ recognition and create students’ higher satisfaction. This study took higher grade students at Kaohsiung City Y Elementary School as objects, applying P.Z.B. service quality gap assessment model to design a questionnaire, and researching if any differences existed between administrative service quality at Y Elementary School and higher students based on cognition. Statistical method includes descriptive statistics, independent sample t-test, paired sample t-test and ANOVA. Study results showed: 1. The highest average in each dimension of the expected service quality is Assurance, followed by Reliability, Responsiveness and Empathy, and the lowest Tangibility; the highest average in each dimension of the cognitive service quality is Reliability, followed by Assurance, Empathy, Responsiveness, and the lowest Tangibility; for the average of the gap between expected and cognitive service quality, the biggest dimension of the gap is Responsiveness and the smallest Reliability. Compared the gap between expected and cognitive service quality, it represented that students’ perception in each dimension of service quality gap reached significant difference in three dimensions. Service quality in the biggest gap dimension is Responsiveness, followed by Assurance and Tangibility, all of which reached significant difference while Empathy and Reliability didn’t reach significant difference. 2. Students in different background variables towards expectation degree of school administrative service quality for six variables, i.e. student gender, grade, cadre experience, living inside and outside the school district, parents career and tutor gender, etc. have no significant difference. Total four dimensions for only three variables, i.e. association experience, day care center and enrollment subsidy have significant difference. Total two dimensions for only two variables, i.e. cadre experience and living inside and outside the school district have significant difference. Day care center variable towards cognition degree has significant difference and the rest six variables no significant difference.