重視與滿意度分析運用於家長選擇課後輔導機構之關鍵因素

A Study of Importance-performance Analysis Applied to the Critical Factors in Parents’Choice of After-school Tutoring Institutions

社會家庭結構變遷呈現少子化趨勢，父母對子女愛如珍寶對學童教育品質更加重視，同時雙薪家庭與日俱增、108課綱教育不斷改革，學生放學後家長多選擇課後輔導機構安置，因此機構品質的優劣成為現代父母需要關心的問題。基於上述，本研究以產品屬性（typologies of attributes of products）為基石，探討家長選擇課後輔導機構關鍵因素指標。以中部地區目前就讀或曾經參加國小課輔導機構之學生家長為研究範疇與對象，總共發放442份，有效回收420份，回收率為95%。家長選擇課後輔導機構關鍵因素重視度顯著高於滿意度。以重視與滿意度分析得知第四象限首要改善包括機構相關設備關鍵指標：活動空間有良好安全防護措施、空間寬敞舒適。關懷性的服務關鍵指標：可以協助當家中無人照顧小孩及相關事宜孩子在輔導後學習動機與學習態度有所提升。個人表現成果關鍵指標：孩子在輔導後專注力及自信心有所提升、孩子在輔導後自主能力變得更好、孩子在輔導後行為規範變得更好。師生互動輔導關鍵指標：會適時鼓勵學童良好行為、會糾正學童偏差的行為、能輔導學生行為及生活常規。以及專業師資教學關鍵指標：管教孩子的態度能彈性配合家長請託。根據研究結果，建議機構業者在「個人表現成果」關鍵因素應多強化，家長也可透過實地參觀機構作為選擇課後輔導機構之基準。輔導機構業者依市場區隔針對家長的身份、年齡、家庭年收入採差異化宣傳。

The shift in social family structures indicates a trend of declining birth rates. Parents, treasuring their children, increasingly prioritize education quality. Concurrently, dual-income households are on the rise, and the education landscape, including the dynamic 108 curriculum, is undergoing constant reforms. As students finish school, parents frequently turn to after-school tutoring institutions. Consequently, the quality of these institutions becomes a key concern for modern parents. In this study, we delve into parents' selection criteria for after-school tutoring institutions, using the typologies of product attributes as a framework. We focus on parents of students either currently attending or previously enrolled in elementary school tutoring institutions within the central region. Out of 442 distributed surveys, 420 were effectively collected, yielding a robust 95% response rate. The research underscores that parents prioritize key indicators over mere satisfaction when choosing tutoring centers. Significant enhancements are observed in the fourth quadrant, particularly related to institutional facilities. These improvements encompass critical factors such as well-implemented safety measures in activity spaces, as well as spacious and comfortable environments. Caring services are another pivotal aspect, aiding children lacking supervision at home and addressing pertinent matters. Post-counseling, children exhibit heightened learning motivation and improved attitudes. Furthermore, personal performance outcomes show improved concentration, self-confidence, autonomy, and enhanced behavioral norms. The interaction between teachers and students is pivotal. Teachers timely encourage positive behavior, rectify deviations, and guide students in daily routines. Likewise, the adaptability of professional teachers' disciplinary attitudes to accommodate parental requests is paramount. Based on these findings, we recommend that institution operators amplify their focus on the 'personal performance outcomes' factor. Parents can use on-site visits as a benchmark for selecting after-school tutoring institutions. Additionally, counseling institution operators should adopt segmented promotional strategies based on parental demographics, including status, age, and annual family income, to effectively target specific market segments.