Research on the Management Strategies of Elementary After-School Care Institution－A Case study of Yangmei District , Taoyuan City

• Main Authors: Chih-Kang Lo, 羅志剛
• Other Authors: Deng-Wang Hsieh
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/5v3322

碩士 === 元智大學 === 社會暨政策科學學系 === 107 === The purpose of this study is to explore the operational strategies and operational dilemmas of the after-school care institutions through interviews with four after-school care operators , four parents, three experts and scholars, and four after-school care teachers. And response and operational effectiveness. The results of the study are summarized as follows: 1. the operation strategy (1) "Love, patience, concern" or "reading as the main" is the business philosophy; "heartfelt service" or "happy reading" is a business feature. (2) Good fundamentals, attention to word of mouth; professional teachers, stable treatment; academic and character education have a business strategy of creating a quality learning environment. 2. the business dilemma (1) The poor environment and the small number of children have caused competition in the same industry and the teachers are hard to find. (2) Insufficient student level, excellent test scores and renewal rate, which make it difficult and stressful to distinguish between teacher time management and responsibility. 3. the response strategy (1) Aside from price competition, price reflects teaching quality and service quality. (2) The institution provides multiple review, and the teaching materials teachers help each other to review; the institution provides opportunities for further study and enhances teaching ability; the operators assist the teachers to communicate and solve work problems. 4. the business results (1) Make good use of advantages and operate smoothly; high-quality foundation, add courses; serve "customers", show professionalism; standardize completeness, parents are assured; play "three hearts" and parents' peace of mind. (2) Teachers are well versed in their academic ability, adhering to the principle of “teaching without class”; smooth and simplified internal processes, non-surface formalization; regular health check satisfaction; and planning for short, medium and long-term education and training.