國小學童課後補習班服務品質量表發展

Abstract

本研究目的在於開發適用於國小學童課後補習班服務品質之量表。本研究遵循發展量表流程的十個步驟，依據PZB(1985&1988)所提出之服務品質構念及內容加以歸類，以及問卷問項的分類及整理，並經過補教業專家、學者、受試者(學生的家長)兩階段預試後，方進行補習班服務品質問卷資料蒐集工作。在分析資料時，以探索性因素分析萃取服務品質構念，再以二階段方法發展量表，進行模式測量與路徑分析。在通過內部一致性之信度檢定、內容效度、建構效度、效標關聯效度檢定後而獲得正式量表。本研究所發展之國小學童課後補習班服務品質量表，共包含五個構念，二十三項指標。其中「學生關懷」構念，包含四個測量指標，「實體環境」構念，包含四個測量指標，「可靠及便利」構念，包含六個測量指標，「行政服務」構念，包含五個測量指標，「信賴及口碑」構念，包含四個測量指標。

The purpose of this research is to develop a service quality scale for an extension school that teaches elementary school students after school. The research follows ten steps of the development scale process according to PZB (1985 and 1988), categorizes its service quality constructs and contents, and classifies its questionnaire asks. After two-stage-pretest, tested by experts of extension schools, scholars, and subjects ( students’ parents), prepare to carry on the extension school service quality questionnaire data collection work. While analyze data, take the service quality constructs with exploratory factor analysis and then take two-steps approach to carry on measurement model and path analysis. Finally get a formal scale inspected by reliability, content validity, construct validity, and criterion-related validity. The service quality scale for the extension school of the research contains five constructs and twenty-three indicators-「Student Solicitude」 ( four items); 「Entity Environment」( four items);「Reliance and Convenience」( six items) ;「Administrative Service」( five items) ;「Trust and Public Praise」( four items) .