A Study of the Satisfaction for the Military Instructor’s Service Quality －Case on Kaohsiung County’s High School

• Main Authors: yi-ping Wang, 王毅平
• Other Authors: Chiao Ping Bao
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/29551550111116891071

碩士 === 義守大學 === 管理研究所碩士班 === 93 === Based on the PZB service quality model, this research adopted 26 concepts of the five margins (GAP) to develop the questionnaire for “service quality satisfaction of military instructors.” The out questionnaires to the administrative personnel, teacher and student of the vocational senior high schools in Kaohsiung County to carry out the questionnaire and analysis, the substantial evidence object is the military instructor of vocational high schools in Kaohsiung County. Questionnaire were sent to randomly selected administrators, teachers, and students of chosen vocational high schools of Kaohsiung County. SPSS version 10.0 software along with the multi-variate analysis (the Quantification theory type 1 ) theory were used to analyze data collected by the questionnaire to investigate various margins of service quality satisfaction of vocational high schools’ military instructors. In addition, an evaluation model was established. The conclusion of the research are as follow: First : according to five margins analysis of the PZB service quality model, the administrators, teachers and students are more satisfied with the GAP4(the margin of exterior communication ). On the contrary, the GAP1(the margin of perceptual difference of managers) is less satisfied. According to the average number of 26 concepts, the administrators, teachers and students are more satisfied with the “enactment of target " of GAP2 and "approach " 、"reaction" of the GAP5; but to "the control power "、"the role antinomy" of the GAP3 are less satisfied. Second , analysis of the demographic variables (a) “Different grade” of students to the service quality satisfaction of military instructors has no significant difference. (b) "Different years of service" of teachers and administrators to the service quality satisfaction of military instructors, only " employee competence", the satisfaction of the concept in GAP3 , has significant difference. The rest concepts have no significant difference. (c)"Different sex" of administrators, teachers and students , to the service quality satisfaction of military instructors, “heading up communication” of GAP1, "quality of management、standard of mission " of GAP2 , " tangible、competence " of GAP5. the satisfaction of the concepts, have significant difference. (d)" Different congeniality of school" of teachers and administrators and students to the service quality satisfaction of military instructors, only "role antinomy" of GAP3 , "understanding " of GAP5, have no significant difference .the rest 24 concepts all have significant difference. (e) "Different job position ",to the service quality satisfaction of military instructors of all 26 concepts, have significant difference. Third , using multi-variate analysis(the Quantification theory type 1 ) came out with the result that the most influential margin to the service quality satisfaction of military instructors on PZB margin is GAP3: "the margins of service performance." Its equation is as follow: GAP3= 3.5808-0.1406X11+0.1632X12-0.089X21+ 0.0644X22-0.2626X31 +0.2122X32-0.2436X41+0.1324X42 This study therefore established the evaluation model of service quality satisfaction of military instructors based on data collected from 443 completed and effective questionnaire. The decided coefficient (the coefficient of judge) R2=0.5819。