A Research on the Basic Competency and self-perceived Customer Satisfaction – The Case Study of Elementary School Principals.

• Main Authors: HU,YU-CHIAO, 胡侑巧
• Other Authors: 謝金青
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/80914883930785287141

碩士 === 國立新竹教育大學 === 人力資源發展研究所 === 97 === Abstract The object of this study is to investigate the basic competency and self-perceived customer satisfaction of elementary school principals. First, the connotation of relevant basic competency theories is discussed. For the degree of satisfaction, a measurement table was constructed for elementary school principals based on the PZB theory. Then the connotation and the current situation of the basic competency and self-perceived customer satisfaction of elementary school principals are studied and analyzed, using the methods of survey, statistical analysis, and interview. The questionnaires used for the research, constructed by the author, titled “Questionnaire for the investigation of the basic competency and self-perceived customer satisfaction of elementary school principals”, were distributed to the public elementary school principals of the Taoyuan county, Miaoli county, Hsinchu city and Hsinchu county. 301 questionnaires were sent out, and 216 responses were received, among which 212 are valid. The collected data were analyzed with the SPSS statistics software, 11.5 version. The author first used the factor analysis and item analysis to choose questions and testify the construct validity and reliability, and then used t-test, ANOVA and Scheffé regression etc. to analyze the statistical results. Besides, seven principals surveyed were selected for interview. A. Conclusion: (I) The connotation of the basic competency of elementary school principals contains school development, administration, teaching leadership, public relation, and professional development. The connotation of the self-perceived customer satisfaction of elementary school principals contains reliability, responsiveness, assurance, empathy, and tangibles. (II) The scores of the basic competency and self-perceived customer satisfaction of elementary school principals surveyed are all above 4 points, a satisfactory result. (III) The basic competency and professional development vary significantly with county or city, the teaching leadership varies significantly with principal’s age, the public relation varies significantly with school location; but the administration and school development do not vary significantly with background factors. (IV) The customer satisfaction and responsiveness vary significantly with school location, the reliability varies significantly with principal’s educational degree, the empathy varies significantly with school size, and the assurance and tangibles vary significantly with county or city. (V) The principal’s personal background does not show the effect of predictability for the basic competency and self-perceived customer satisfaction, but the school background does. B. Suggestions: (I) Suggestions for governmental educational administrations: (1) Making the principal professional development curriculum systematic by every county or city according to the connotation of the basic competency. (2) Recognizing the current principals’ efforts and contributions, and maintaining and even raising their basic competency. (3) Reviewing the basic competency of the staff of schools. (4) Improving the connection between rural schools and the central city with respect to resources and opportunities. (II) Suggestions for improving the basic competency and customer satisfaction of elementary school principals: (1) Improving leadship. (2) Creating a supportive environment. (3) Self-awareness and self- reminding. (4) Leading with empathy. (5) Taking the teaching leadership courses frequently, and cultivating a life-time active learning attitude. (III) Suggestions for future researches： (1) Expanding the area of research to cover the whole Taiwan to make the research result more representative. (2) Evaluating all aspects of the basic competency of the elementary school principals to verify this research result. (3) Adding research variables, for examples, individual character, and relationships with colleagues, etc. (4) Further examining the values and differences of the topics in the research questionnaire. (5) Further studying the correlation between the selection system of principals and the professional development of principals.