| Summary: | 本研究旨在探討幼兒園家長與教師對幼兒園服務品質觀點之差異。本研究主要採Goodnack（2000）以焦點訪談所得的19個學校服務品質項目，來發展幼兒園服務品質的項目，並且根據Lovelock和Wirtz（2005）提出的「消費者整體服務」的觀念，再將所發展的幼兒園服務品質項目歸納到核心服務和附屬服務。
本研究除了比較家長與教師對幼兒園服務品質構面，在重要度認知上是否有差異，也探討教師與家長對幼兒園服務品質的滿意度是否有差異；接著探究教師的幼兒園服務品質滿意度是否與教師的工作滿意度有相關？再來又探討教師工作滿意度與幼兒園招生績效是否有相關？最後探討家長的幼兒園服務品質滿意度與幼兒園招生績效是否有相關？
本研究採用文獻分析、問卷調查與訪談等研究方法。問卷調查以台北市「大同區、松山區、萬華區、文山區」等四區之所有公私立幼兒園為對象，每園抽取3位教師與3位家長，共計有公私立幼兒園106園，教師與家長各有318人進行問卷調查，最後回收381份，其中有效問卷教師168份、家長130份，問卷回收率達59.9%。所得資料以獨立樣本t考驗、成對樣本t考驗、皮爾森積差相關等方法進行研究分析。
本研究獲得以下結論：
一、家長和教師對幼兒園服務品質構面，在重要度的看法上有顯著差異；家長比教師更為重視附屬服務。
二、教師的幼兒園服務品質滿意度與教師工作滿意度有顯著正相關。
三、教師工作滿意度與幼兒園招生績效無顯著差異。
四、家長的幼兒園服務品質滿意度與幼兒園招生績效無顯著差異。
五、教師與家長的幼兒園服務品質滿意度有顯著差異。
依據研究所得結論，本研究對幼兒園提出以下建議，以做為幼兒園增進其服務品質的參考：一、瞭解家長和教師所重視的幼兒園服務品質構面，園方應設法改善較不滿意之項目。二、培養幼教專業人員擁有服務品質的知能與態度，家長與幼兒都是幼兒園服務的主要對象。三、落實幼兒園自我評鑑，強化幼兒園自我改進能力。四、定期進行家長對於幼兒園服務品質之期待與滿意度現況調查，藉以幫助行政者來改善他們提供的服務品質。五、形塑幼兒園的服務品質管理文化，提升品質融入生活之中。
以下為對未來研究的建議：
一、深入探討幼兒園服務品質滿意度與幼兒園招生績效之影響因素。
二、研究分析方法可使用路徑分析（SEM）等，藉此深入分析因果。
三、進行幼兒園服務品質之質性研究。
【關鍵字】幼兒園、幼稚園、服務品質、教師、家長
=== The purpose of this study is to compare the difference in perspective on service quality in kindergarten between parents and teachers. This study adopt 19 school service quality dimensions that were developed by Goodnack（2000）.According to these 19 school service quality dimensions, the study develop kindergarten service quality dimensions. Further more, this study base on the concept of consumer whole service which were brought up by Lovelock and Wirtz（2005）.Finally, I put kindergarten service quality dimensions into core service and additional service.
This study adopts research methodologies of literature review, questionnaire survey, and interview. The survey subjects include both public and private kindergarten’s teachers and parents from 4 administrative regions of Taipei City in Taiwan .Namely, 106 kindergartens , from which 318 teachers and 318 parents are sampled. The retrieved probability is 59.9%.
The research data acquired is analyzed by SPSS/15.0 Chinese version based on research purpose and question, and quantified data is explored through descriptive
analysis, t-test and Pearson cross-product correlation.
According to the analysis and discussion of the study results, the conclusion are as follows:
1. There is a noticeable difference between parents’ and teachers’ perspective on service quality dimension in kindergarten. Parents emphasize additional service more than teachers.
2. Teachers’ service quality satisfaction and job satisfaction have a positive correlation.
3. There is no noticeable difference between teachers’ job satisfaction and kindergarten enrolled achievement.
4. There is no noticeable difference between parents’ service quality satisfaction and kindergarten enrolled achievement.
5. Parents’ and teachers’ service quality satisfaction in kindergarten have noticeable difference.
Based on the above conclusions, the suggestions are provided for administrators and teachers of kindergarten as references to help improve the service quality and school effectiveness.
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