應用「重要-表現程度分析法」探討國民中學實施顧客關係管理之研究   免費試閱

Using the Technique of Importance-Performance Analysis to Explore Customer Relationship Management in the Junior High Schools

本研究目的在探討國中教師對於「國民中學顧客關係管理模式」認同程度與符合程度的關係，研究者發展「國民中學顧客關係管理模式現況調查問卷」，以宜蘭、花蓮與臺東縣國中教師為研究對象，分層隨機抽取550人，進行「問卷調查」，回收有效問卷462份，回收率達84%。調查所得資料以描述性統計、獨立樣本t檢定、單因子變異數分析、成對樣本t檢定、事後比較，以及「重要—表現程度分析法」等統計方法進行分析。主要研究結論有四項：一、本研究建構國民中學顧客關係管理分類模式，共包括六大層面；二、學歷研究所以上與擔任行政職務之學校教師，對於模式部分層面認同程度較高；而校齡10年以下之國民中學現況，在模式部分層面符合程度也較高；三、國中教師知覺模式認同程度高於符合程度，並達到顯著差異水準，認同程度界於「認同」與「非常認同」之間，符合程度界於「尚符合」與「符合」之間；四、最後進行重要—表現程度分析發現，共16個變項中有9個變項落在第一象限「持續保持區」，另有5個變項落在第三象限「次要改善區」，最後則有兩個變項落在第四象限「過度重視區」。本研究據此提出學校經營的實務建議。

The purpose of this study is to explore the concept of customer relationship management (CRM) model matrix in the junior high schools. Researchers design a questionnaire of “the current status of CRM model in Junior High Schools” was designed to survey junior high school teachers in Yi-lan, Hua-lien and Taitong. In the stratified random sampling survey, 462 of 550 questionnaires were valid. The overall response rate was 84%. The results were analyzed by varied statistic methods including descriptive statistic, independent samples t-test, oneway ANOVA, Paired-sample test, Scheffe’s method and Importance-performance Analysis. The conclusions were: 1. This study “the model for CRM in junior high schools” was divided into six dimensions. 2. Teachers from different degrees of education and positions showed significant difference of their recognition degrees of the CRM model. Schools from different degrees of history showed significant difference of their matching degrees of the CRM model. 3. Junior high school teachers perceived higher degree of compliance with the degree of pattern recognition, and achieved significant difference level. The model for CRM in junior high schools were mostly recognized and supported, and the matching degree of this CRM model was between “slightly matching” and “matching”. 4. Based on the literature review and the results of the questionnaire, the following conclusions are drawn: Nine questions should be classified as “keep up the good work”; five questions should be classified as “low priority”; two question should be classified as “possible overkill.” Finally, based on the conclusion above, the researchers proposed recommendations for junior high schools to promote CRM.