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Article

Importance–Performance Analysis (IPA) in Analyzing the Satisfaction of Administrative Support in Teaching Practice Research Programs

by
Chien-Hung Wu
1,2,
Pei-Ling Kuo
1,
Ching-Hsu Yang
3,
Yun-Chen Chang
4,5,* and
Tung-Liang Chen
1,*
1
Department of Industrial Management, Chung Hua University, Hsinchu 30012, Taiwan
2
Department of Optoelectronics and Materials Engineering, Chung Hua University, Hsinchu 30012, Taiwan
3
Department of Emergency Medicine, Hsinchu Mackay Memorial Hospital, Hsinchu 30071, Taiwan
4
School of Nursing and Graduate Institute of Nursing, China Medical University, Taichung 406040, Taiwan
5
Nursing Department, China Medical University Hospital, Taichung 404327, Taiwan
*
Authors to whom correspondence should be addressed.
Sustainability 2023, 15(3), 1943; https://doi.org/10.3390/su15031943
Submission received: 26 December 2022 / Revised: 16 January 2023 / Accepted: 17 January 2023 / Published: 19 January 2023
Browse Figures
Review Reports Versions Notes

Abstract

:
This study examined the effects of school administrative support on teaching practice research programs using the importance–performance analysis (IPA) model. Teachers’ emotions, the importance they attributed to certain elements of the administrative services, and their satisfaction with the service quality of the administrative system were explored. To satisfy teachers’ needs and improve the service quality of administrative support, gaps in service quality between expectations and reality need to be identified. Participants were full-time teachers who had applied for teaching practice research programs at a university in Taiwan. A questionnaire on satisfaction with administrative support was developed and distributed to 102 teachers, 86 of whom returned valid responses. The results were analyzed using a paired t-test, regression analysis, and IPA. The teachers were most concerned about briefings regarding the application process and the administrative services the received, and they were most satisfied with these administrative services (t = 4.595, p < 0.001). Administrative service was the main factor contributing to teachers’ satisfaction. Seminars or workshops on writing and consultation for budgeting were the top priorities to improve the administrative support system. Suggestions for enhancing school administrative services based on these results are also provided.

1. Introduction

Tertiary education has undergone considerable changes from 2017. To have innovations in teaching, cultivate talent in schools, improve educational practice in universities, and subsidize university teachers’ research on educational practices [1], the Ministry of Education has promoted teaching practice research programs, encouraged teachers to identify problems in education, and developed innovative and effective teaching methods. Since the launch of the program in 2018, the number of applications for the project has consistently increased (2018: n = 1034; 2019: n = 1317; 2020: n = 1349; 2021: n = 1592) (Ministry, 2021). Moreover, universities have begun to prioritize research programs on teaching practice. Thus, supporting teachers in their research at the administrative level has become crucial.
Since 2005, the Ministry of Education has launched programs to support colleges with high-quality tertiary education practices and implemented measures to improve teaching and increase students’ learning effectiveness. Dedicated departments have been established to help teachers grow professionally, provide comprehensive guidance to new teachers, and develop mechanisms to facilitate teachers’ growth, which has resulted in substantial accomplishments [2]. Most universities in Taiwan have created such departments to plan and promote programs related to teachers’ professional development [3]. The names of these departments—for example, “the Teaching Development Center,” “the Teaching Excellence Center,” or “the Teaching Resource Center” (hereinafter referred to as “the Center for Faculty Development”; CFD)—vary by school. Their sizes also vary; some are independent first-level departments, whereas others are second-level sub-departments under academic affairs offices. They provide various resources to facilitate teachers’ professional growth, give recognition to outstanding teachers, encourage teachers to share their experiences, train new teachers, and provide guidance [4]. These tasks can be considered a type of administrative support system for teachers. However, teachers’ demand for resources often exceeds the supply; thus, administrative support systems should strive to bridge this gap.
Service is an intangible quality subjectively perceived by consumers. Sasser (1978) indicated that service quality should be assessed not only in terms of outcomes but also in terms of how services are provided [5]. One study noted that services being oriented toward students resulted in better outcomes for students and improved attraction and retention of student consumers [6]. The study also revealed that some schools have failed to meet students’ requirements regarding service processes, interpersonal interactions, physical facilities, and service quality. Service quality is closely related to student loyalty; thus, schools should provide quality services to satisfy students and improve morale [7,8].
The results of research on service satisfaction have been applied to various industries, including leisure and tourism [9], health care [10], transportation [11], and information technology [12]. Customer satisfaction is crucial to various fields. One study examined satisfaction with online business classes among students from Generations X, Y, and Z; satisfaction with each element of the course, namely design, communication, environment, and preferences, varied across the generations [13]. Another study investigated the relationship between teachers’ perceptions of their work environment and job satisfaction, and the results indicated that academic freedom, participation in decision-making, teamwork, supervision, and resources were strongly related to job satisfaction [14].
A gap remains between teachers’ expectations regarding support for teaching practice research programs from the CFD and the actual support they receive. For example, the CFD held teacher training seminars to help teachers write proposals, but the number of participants was low. The CFD has also introduced project pre-review systems to help teachers refine their proposals; however, it has received strong opposition. These instances have prompted researchers to reconsider whether services provided by the CFD meet teachers’ needs and help them develop research plans.
Since the launching of the Ministry of Education’s teaching practice research program, Chung Hua University in Taiwan has strongly encouraged teacher participation, and the number of applications and average number of projects per teacher have consistently increased. According to a 2021 survey of the best universities in Taiwan by Foresight magazine, the average number of projects per teacher was 0.11, which was the highest in the country [15]. The devotion and collaboration among teachers receiving administrative support from the program have resulted in distinguished achievements. With this background, the objectives of this study were to (1) analyze the relationships between the service quality, teachers’ emotions, and satisfaction with school administrative support for teaching practice research; (2) use the importance–performance analysis (IPA) model to identify and resolve deficiencies in the service quality of school administrative support for teaching practice research; and (3) provide a reference for school administrations, thereby improving service quality.
School affairs comprise teaching, through which educational goals are directly fulfilled, and administration, through which educational goals are indirectly fulfilled [16]. School administrations facilitate teaching and support teachers, which is crucial to a school’s operations [17]. Lin (2018) indicated that school administrative support provides tangible and intangible resources to solve teachers’ problems and increase students’ learning effectiveness [18]. Schools’ organizational and operational models form an upside–down pyramid (Figure 1), which differs from the traditional administrative hierarchy [19]. Through this model, principals, administrators, teachers, students, and parents cooperate from bottom up to improve schools.
Teachers, students, and administrators are interdependent and must cooperate to achieve educational goals. As the core of the support structure, administrators provide resources and assistance to teachers, students, and parents.
Most research on school administrative support systems has focused on their effects on teacher professional development, teaching quality, and job satisfaction and school education policies. However, because few studies have explored the effects of such systems on teaching practice research programs, we explored this topic.
Research on teaching practices dates back to Boyer (1990), chairman of the Carnegie Foundation for the Advancement of Teaching in the United States [20]. Boyer suggested classifying academic work in tertiary education into scholarship on discovery, integration, application, and teaching. He also advocated for a more extensive and sounder scope of academic work [21]. Some scholars have noted that Boyer’s definition of “academic teaching” refers to systematic research on teaching to improve learning effectiveness. As teaching and learning are inseparable, both should be investigated in tandem. This notion has resulted in a campaign for scholarship on teaching and learning (SoTL) and subsequent research developments [22]. SoTL is based on professional teaching. Systematic research, exchanges among the professional community, peer-review mechanisms, and the publication of research have facilitated teachers’ professional development and improved student learning effectiveness.
The concept of SoTL has spread from Europe and the United States to China. In addition to the discussion and application of this concept, scholars have emphasized the effects of institutional measures, administrative support, and innovative teaching strategies in schools.
Teachers have been encouraged to research teaching practices, support mechanisms, promotional mechanisms, administrative support, interdepartmental and interdisciplinary cooperation, and methods of facilitating professional growth; thus, the CFD is essential. However, no study has explored whether support for this research meets teachers’ needs or the relationship between service quality and satisfaction in the context of such support. For this reason, this study focused on a school administrative support system, the CFD, its service quality, and teachers’ satisfaction with this support system.
The IPA model was proposed by Martilla and James (1977) to quantify customer emotions and their perceptions of the importance of certain attributes of products and services in the automotive industry. The average scores for importance and performance are formatted into a two-dimensional matrix to visualize their relationship and identify gaps between customers’ expectations and reality [23], which helps determine customer satisfaction. IPA can help entrepreneurs understand consumers’ requirements regarding products and services and improve them accordingly [24]. Numerous studies have used IPA. For example, Aghajanzadeh (2022) aimed to evaluate attributes that impacted user satisfaction with metro services during the COVID-19 pandemic [25]. Sidik (2019) used the IPA model and Student Satisfaction Index to explore the importance and satisfaction of college-level mathematics and natural sciences laboratories. The study revealed that key points of dissatisfaction among college students were that many pieces of equipment were not calibrated, staff members were unfriendly, students were often not provided with sufficient information, and termination of some experimental projects because they were deemed irrelevant to the curriculum [26]. Padlee (2020) assessed scholars’ perceptions of five higher education institutions in Malaysia in terms of teaching quality, research quality, and level of internationalization. The study revealed that 14 out of 26 service items were of high quality, but student learning, research collaboration, and international recognition required improvement [27]. The IPA model has been used to identify crucial aspects in the sustainable development of universities. One study revealed that students considered Hungarian universities unsustainable, especially in terms of the procurement and use of renewable energy; however, the location of universities and their collection of sorted waste were competitive advantages [28].
IPA comprises the following steps [29]:
  • Listing the attributes of a product or service and developing a questionnaire.
  • Asking customers to rate these attributes in terms of the importance they place on them (the “importance” dimension) and how well they are presented (the “performance” dimension).
  • Plotting the importance values on the Y-axis and performance values on the X-axis, calculating the average importance and performance values for each item, and plotting them on the two-dimensional coordinate plane.
  • Divide the space into four quadrants, with the midpoint of the grade as the dividing point.
The four quadrants are presented in Figure 2 and described, as follows [23]:
  • Quadrant I: high importance and satisfaction should be retained for organizational competitiveness.
  • Quadrant II: high importance and appreciation, but low satisfaction, which the organization must prioritize to increase.
  • Quadrant III: low priority, importance, and satisfaction; resources should not be overly allocated to this quadrant.
  • Quadrant IV: low importance but high satisfaction; organization might invest too many resources, which should be adjusted to increase importance.
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Figure 2. IPA model.
Figure 2. IPA model.
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On the basis of the research framework and literature, the following research hypotheses regarding the relationships among the importance of service quality, customer emotions, and customer satisfaction were developed (Figure 3).
H1. 
Emotions toward administrative support service quality significantly affects satisfaction.
H2. 
A gap exists between expectations of the service quality of administrative support services and reality.
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Figure 3. Research framework.
Figure 3. Research framework.
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2. Materials and Methods

2.1. Participants

This study recruited full-time teachers who had applied for teaching practice research programs at a certain university in Taiwan. Questionnaires were first distributed to the participants by email or phone, and if they could not be completed, paper copies were distributed instead. A total of 102 questionnaires were distributed, and 86 valid questionnaires were recovered, resulting in a recovery rate of 84.3% (Table 1).

2.2. Instrument

IPA of Effects of School Administrative Support on Teachers’ Research on Teaching Practice

The questionnaire was initially developed based on the literature. The reliability and validity of the questionnaire were analyzed by performing a preliminary test, and on the basis of these results, the questionnaire was revised into its formal version. The questionnaire comprised three sections: basic information, teachers’ satisfaction with the CFD’s administrative services, and their emotions toward and perceptions of the importance of CFD’s service quality. According to Nunnally (1978) [30], Cronbach’s α values of <0.3 indicated low reliability, values between 0.3 and 0.7 indicated acceptable reliability, and values >0.7 indicated high reliability. The analysis revealed that the questionnaire had internal consistency (Table 2).

2.3. Data Analysis

Descriptive statistical analyses were performed in SPSS (IBM Corp., Armonk, NY, USA) to analyze the distribution of participant background variables. A paired t-test was used to identify significant differences between teachers’ emphasis on the quality of CFD administrative support services and their emotions. Regression analyses were performed to determine whether teachers’ emotions significantly affected satisfaction.

3. Results

3.1. Effects of Service Quality on Satisfaction

This study performed a regression analysis to explore the effects of service quality on satisfaction. The F value in the variance analysis was 14.506, which was significant (p < 0.001), indicating the existence of this regression model. The R2 value was 0.417, and the adjusted R2 value was 0.389, which indicated that the regression model accounted for 38.9% of the variance in satisfaction with the CFD.
The t-test revealed that among the four independent variables (administrative services, event management, project assistance, and briefings regarding the application process), only administrative services (p < 0.001) had a significantly positive effect on satisfaction; therefore, administrative services are the most critical factor in determining teachers’ satisfaction with the CFD’s services (Table 3).

3.2. Importance and Emotions

The overall average importance values for service quality, briefings regarding the application process, administrative services, project assistance, and event management were 4.416, 4.531, 4.506, 4.310, and 4.291, respectively. These scores correspond to a range between important and very important, which indicates that the participants generally considered the service quality of the CFD’s administrative support system to be crucial to their research. The overall average scores for teachers’ emotions toward service quality, administrative services, briefings regarding the application process, event management, and project assistance were 4.337 4.506, 4.368, 4.176, and 4.174, respectively. These scores correspond to a range between satisfied and very satisfied, which means that the participants were generally satisfied with the services provided by the CFD (Table 4).

3.3. IPA of CFD Service Quality and Emotions

A paired t-test was conducted to determine differences between teachers’ expectations regarding the quality of CFD administrative support services versus their actual experiences. Significant differences between expectations and reality were observed for five aspects of the CFD’s services: briefings regarding applications for the program, announcements regarding the schedule for the research project on campus, the professional growth community created for the teachers, the CFD’s speeches about writing for the project, and consultation about planning budgets. For these aspects, all of the participants’ actual feelings were significantly lower than the degree of importance of service quality, indicating that the CFD’s services did not meet the teachers’ expectations in these regards (Table 5).
The 20 items in the questionnaire fell mostly in Quadrants I and III, with two in Quadrant II (Table 6).
The IPA was performed to identify the most crucial factors for improving service quality. With values representing actual feelings toward service quality on the X-axis and degree of importance on the Y-axis, the intersection of these curves was identified as the average value, with the four quadrants surrounding it. The statistical analysis revealed that the average value for emotions was 4.337; values above and below this number on the X-axis were separated. The average value for importance was 4.416; values above and below this number on the Y-axis were separated, creating the four quadrants (Figure 4).

4. Discussion

This study aims to examine the relationship between the level of importance that teachers at a university in Hsinchu City placed on the quality of administrative support services offered by the CFD for teaching practice research projects, their actual experiences, and their satisfaction. Additionally, the IPA model was utilized to analyze any gaps in these services.
Hypothesis 1 was partially supported; the teachers’ emotions regarding the quality of CFD administrative services were positively and significantly related to satisfaction. Hypothesis 2 was supported because two items fell in Quadrant II, indicating a gap in service quality between teachers’ expectations and reality.
The dimension of service quality with which the teachers were most satisfied was administrative services, with the teachers indicating that the administrators were passionate about providing assistance, promptly provided assistance, consistently responded to their needs, and communicated effectively and consistently.
This may be because the CFD had appointed two special administrators responsible for assisting teachers in each department, solving any problems related to budgets, requisitions, and write-offs, managing the system, providing the required forms and documents, reminding teachers of the schedule, and assisting in the initial review of the results. The ability to call these dedicated administrators helped the teachers save a considerable amount of time and effectively solve problems. This resulted in high levels of satisfaction and enabled the teachers to focus on the research program. Chen (2011) found that the quality of administrative services in colleges and universities significantly affects student satisfaction with the service [31]. Wang (2011) conducted an empirical study on the quality of service and satisfaction of university students in the electrical engineering department of a national university, and found that the quality of service affected satisfaction, with a positive relationship [32]. These findings are consistent with the results of the current study; therefore, we recommend that the CFD continue to focus on the quality of administrative services, including the attitudes, service spirit, and professional knowledge of administrative staff, in order to improve satisfaction.
The regression analysis revealed that administrative services were positively correlated with satisfaction (t = 4.595, p < 0.001). Administrative services include solving problems quickly and professionally and the ability to communicate with teachers and understand their needs. As this factor was more important to the teachers than event management, it should be prioritized to increase satisfaction with the CFD.
IPA revealed that speeches regarding writing and consultation regarding budgeting, which both fell in Quadrant II, needed to be improved. The teachers may have lacked experience writing proposals or had limited knowledge of educational theories and innovative teaching and evaluation methods; thus, they required a considerable amount of support in this regard. Proposal acceptance rates in the program have steadily decreased. Therefore, teachers must learn to develop innovative proposals for projects. Advanced seminars about proposal writing could help teachers accomplish this task.
When applying for a project, teachers must also prepare a budget accounting for the costs of human resources and equipment; this may be a challenging task for teachers. Human resource costs include the costs of hiring part-time assistants, engaging in work-study programs, giving speeches, and consulting. As each of these elements entails different regulations on labor insurance, pensions, and health insurance, the budgeting process may distress teachers. In addition, payments vary with the type of reimbursement. As teachers may be unexperienced in managing personnel and accounting, assistance provided by the CFD in the form of consultation and fee calculation is crucial to resolving problems during the budgeting process.

5. Conclusions

This study found that the administrative service aspect of the quality of service at the CFD had a positive impact on teacher satisfaction. The results of the IPA model revealed that the items that needed the most improvement at the CFD were “lectures on writing teaching practice research projects” and “consulting on budget preparation for projects.” The study used a questionnaire survey and the IPA model to identify gaps in the quality of service at the CFD.
In terms of theoretical implications, this study contributes to the understanding of the relationship between quality of service and satisfaction in the field of education. It also highlights the importance of considering the specific aspects of service quality that are most important to teachers, as well as identifying areas for improvement. In terms of practical implications, the findings of this study can be used by the CFD to improve its services and increase teacher satisfaction.
We suggest that future studies use other research methods to evaluate the quality of service and satisfaction to confirm the conclusions of this study. Qualitative research methods, such as interviews with teachers, could also be used to gain a deeper understanding of teachers’ thoughts and benefit the advantages of both qualitative and quantitative research, making the findings of this study more comprehensive.

Author Contributions

Data curation, T.-L.C.; formal analysis, P.-L.K. and T.-L.C.; investigation, C.-H.W. and T.-L.C.; methodology, C.-H.W. and P.-L.K.; project administration, T.-L.C.; resources, C.-H.W.; software, P.-L.K.; supervision, Y.-C.C.; validation, P.-L.K.; writing—original draft, C.-H.W. and Y.-C.C.; writing—review and editing, Y.-C.C. and C.-H.Y. All authors have read and agreed to the published version of the manuscript.

Funding

YCC effort was supported by a grant from China Medical University, Taiwan (CMU111-MF-115, CMU111-N-09).

Institutional Review Board Statement

Not applicable.

Informed Consent Statement

Not applicable.

Data Availability Statement

The data used to support the findings of this study are available within the article.

Conflicts of Interest

The authors declare no conflict of interest.

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Figure 1. The Inverted Pyramid Model of School Organization Operation (adapted from Gao, 2002 [19]).
Figure 1. The Inverted Pyramid Model of School Organization Operation (adapted from Gao, 2002 [19]).
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Figure 4. IPA analysis chart of service quality of Education and Development Center.
Figure 4. IPA analysis chart of service quality of Education and Development Center.
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Table
Table 1. Demographic characteristics.
Table 1. Demographic characteristics.
ItemTypeParticipants (n)Percentage (%)
SexMale4350
Female4350
Years of Teaching5–10 Years1112.8
11–20 Years1820.9
21–30 Years5462.8
Over 31 Years33.5
FacultyComputer Engineering1618.6
Management2427.9
Architecture and Design1315.1
Humanities and Social Studies1517.4
Sightseeing1011.6
General Education Center89.3
Frequency of Implementing Teaching Practice ProgramNever4552.9
Once2124.7
Twice1112.9
Over Three Times89.4
Table
Table 2. Internal consistency reliability of the IPA-TPRQ.
Table 2. Internal consistency reliability of the IPA-TPRQ.
MeasurementDimensionNumber of QuestionsCronbach’s α
ImportanceActual Feelings
Quality of ServiceAdministrative Services80.9170.923
Event Handling60.8490.872
Planning Assistance30.6450.749
Organizing Activities30.5190.683
Overall Scale200.9070.933
Quality of Implemented Service40.7530.641
Satisfaction40.843
Overall Questionnaire280.946
Table
Table 3. The regression analysis table of actual feelings toward service quality and satisfaction.
Table 3. The regression analysis table of actual feelings toward service quality and satisfaction.
Unstandardized CoefficientsStandardized CoefficientstR SquareAdjusted R Square
Regression CoefficientsStandard ErrorRegression Coefficients
Administrative Service0.5420.1180.5204.595 ***0.4170.389
Event
Management 		0.0710.1250.0730.567
Project Assistance −0.0110.092−0.015−0.124
Briefing on Application0.1510.1210.1411.248
Intercept1.2340.459-2.687 **
** p < 0.01 *** p < 0.001.
Table
Table 4. Descriptive statistics for service quality and actual feelings.
Table 4. Descriptive statistics for service quality and actual feelings.
DimensionStatementImportanceActual Feelings
AverageStandard DeviationAverageStandard Deviation
Administrative
Services		13. CFD assigned dedicated administrative staff to provide services related to the teaching practice research program.4.5580.6064.5350.645
14. The administrators were in full communication with teachers at all times.4.5120.6284.5470.626
15. The administrative staff were passionate about serving or assisting teachers4.6160.5134.6740.541
16. Administrators would not be negligent in responding to teachers.4.5350.5684.5930.582
18. Administrative staff assisted in resolving issues related to the teacher’s teaching practice research project.4.4940.6294.4820.648
19. The administrative staff promptly provided services related to the research program on teacher teaching practice.4.5350.5884.5580.606
20. Administrators had sufficient expertise to respond to questions related to the teaching practice research program.4.5230.6464.4770.646
21. Administrators were able to understand the individual needs in the teaching practice research programs.4.2790.7624.1860.775
Average of administrative services 4.5060.4914.5060.509
Event Management4. CFD established a teacher professional growth community related to the teaching practice research program.4.1510.7283.9770.782
5. CFD held speeches on innovative teaching methods, such as flipped teaching, problem-oriented teaching, gamified learning, etc.4.3140.6564.1860.728
6. CFD held speeches related to teaching practice research project writing.4.4540.5874.3260.676
7. CFD conducted practice workshops.4.1400.6544.0230.735
8. CFD invited teachers who had implemented projects to share their experiences.4.4420.6624.3720.633
9. CFD conducted research seminars on teaching practice and operated academic exchanges.4.2440.6314.1740.672
Average of event management 4.2910.4944.1760.552
Project Assistance10. CFD announced information about journals and seminars related to teaching practice research.4.2090.7534.1160.773
11. CFD provided counseling to assist teachers in budgeting for projects.4.4650.6634.3020.869
12. The school provided on-campus financial subsidies for teachers who had failed the application and encouraged them to continue to apply for the project in the next year.4.2560.8004.1050.908
Average of project assistance4.3100.5674.1740.695
Briefing of Application1. CFD handled the briefing on the application for the teaching practice research project.4.5930.5174.4420.523
2. CFD announced the on-campus schedule for submission of the teaching practice research project.4.7440.4394.5000.664
3. CFD implemented the pre-review system for teaching practice research program.4.2560.7394.1630.701
Average of briefing on the application4.5310.4134.3680.496
Quality of Overall Service4.4160.3844.3370.457
Table
Table 5. The difference between the importance of service quality and actual feelings.
Table 5. The difference between the importance of service quality and actual feelings.
DimensionStatementDegree of ImportanceActual FeelingsPaired t-Test
AverageStandard DeviationAverageStandard Deviationt
Administrative
Services		13. CFD arranged dedicated administrative staff to provide services related to teaching practice research programs4.5580.6064.5350.6450.630
14. The administrators were in full communication with teachers at all times.4.5120.6284.5470.626−0.773
15. Administrators were passionate about serving or assisting teachers.4.6160.5134.6740.541−1.296
16. Administrators would not be negligent in responding to teachers.4.5350.5684.5930.582−1.216
18. Administrative staff assisted in resolving issues related to the teacher’s teaching practice research program.4.4940.6294.4820.6480.228
19. The administrative staff promptly provided services related to the research program on teacher teaching practice.4.5350.5884.5580.606−0.445
20. Administrators had sufficient expertise to respond to questions related to the teaching practice research program.4.5230.6464.4770.6460.893
21. Administrators could understand the individual needs of a research program in teacher teaching practice.4.2790.7624.1860.7751.379
Event
Management 		4. CFD established a teacher professional growth community related to the teaching practice research project.4.1510.7283.9770.7823.303 **
5. CFD held speeches related to innovative teaching methods, such as flipped teaching, problem-oriented teaching, gamified learning, etc.4.3140.6564.1860.7281.887
6. CFD handled speeches related to teaching practice research project writing.4.4540.5874.3260.6762.162 *
7. CFD conducted practical workshops.4.1400.6544.0230.7351.638
8. CFD invited teachers who had implemented the program to share their experience4.4420.6624.3720.6331.423
9. CFD conducted seminars on teaching practice research and operates academic exchanges.4.2440.6314.1740.6721.284
Project Assistance 10. CFD announced information about journals and seminars related to teaching practice research4.2090.7534.1160.7731.523
11. CFD provided counseling to assist teachers in budgeting for programs4.4650.6634.3020.8692.208 *
12. The school provided in-school funding subsidies for teachers who had failed the application and encouraged teachers to continue to apply for the program in the next year.4.2560.8004.1050.9081.884
Description of Documents1. CFD handled the briefing on the application for the teaching practice research project.4.5930.5174.4420.5233.580 **
2. CFD announced the on-campus schedule for submission of the teaching practice research project.4.7440.4394.5000.6644.273 ***
3. CFD implemented the pre-review system for teaching practice research projects. 4.2560.7394.1630.7011.725
Quality of Overall Service4.4160.3844.3370.457
* p < 0.05 ** p < 0.01 *** p < 0.001.
Table
Table 6. CFD IPA analysis table of the importance of service quality and actual feelings.
Table 6. CFD IPA analysis table of the importance of service quality and actual feelings.
QuadrantDimensionStatementDegree of Importance Actual Feelings
Quadrant IAdministrative Services13. CFD arranged dedicated administrative staff to provide services related to teaching practice research programs4.5584.535
14. Administrators were in full communication with teachers at all times4.5124.547
15. Administrators were passionate about serving or assisting teachers.4.6164.674
16. Administrators would not be negligent in responding to teachers.4.5354.593
18. Administrative staff assisted in resolving issues related to the teacher’s teaching practice research program.4.4944.482
19. Administrative staff promptly provided services related to the research program on teacher teaching practice.4.5354.558
20. Administrators had sufficient expertise to respond to questions related to the Teaching Practice Research Program.4.5234.477
Event
Management		8. CFD invited teachers who had implemented the program to share their experiences.4.4424.372
Briefing of Application1. CFD handled the briefing on the application for the teaching practice research project.4.5934.442
2. CFD announced the on-campus schedule for submission of the teaching practice research project.4.7444.500
Quadrant IIEvent
Management		6. CFD handled speeches related to teaching practice research project writing.4.4544.326
Project Assistance 11. CFD provided counseling to assist teachers in budgeting for projects4.4654.302
Quadrant IIIAdministrative Services21. Administrators could understand the individual needs of teachers in teaching practice research projects4.2794.186
Event
Management		4. CFD established a teacher professional growth community related to the teaching practice research project.4.1513.977
5. CFD held speeches related to innovative teaching methods, such as flipped teaching, problem-oriented teaching, gamified learning, etc.4.3144.186
7. CFD conducted practical workshops4.1404.023
9. CFD conducted teaching practice research seminars and organized academic exchanges4.2444.174
Project Assistance10. CFD announced information about journals and seminars related to teaching practice research.4.2094.116
12. The school provided on-campus financial subsidies for teachers who had failed the application, and encouraged them to continue to apply for the program in the next year.4.2564.105
Briefing of Application3. CFD implemented the pre-review system of teaching practice research projects.4.2564.163
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MDPI and ACS Style

Wu, C.-H.; Kuo, P.-L.; Yang, C.-H.; Chang, Y.-C.; Chen, T.-L. Importance–Performance Analysis (IPA) in Analyzing the Satisfaction of Administrative Support in Teaching Practice Research Programs. Sustainability 2023, 15, 1943. https://doi.org/10.3390/su15031943

AMA Style

Wu C-H, Kuo P-L, Yang C-H, Chang Y-C, Chen T-L. Importance–Performance Analysis (IPA) in Analyzing the Satisfaction of Administrative Support in Teaching Practice Research Programs. Sustainability. 2023; 15(3):1943. https://doi.org/10.3390/su15031943

Chicago/Turabian Style

Wu, Chien-Hung, Pei-Ling Kuo, Ching-Hsu Yang, Yun-Chen Chang, and Tung-Liang Chen. 2023. "Importance–Performance Analysis (IPA) in Analyzing the Satisfaction of Administrative Support in Teaching Practice Research Programs" Sustainability 15, no. 3: 1943. https://doi.org/10.3390/su15031943

APA Style

Wu, C. -H., Kuo, P. -L., Yang, C. -H., Chang, Y. -C., & Chen, T. -L. (2023). Importance–Performance Analysis (IPA) in Analyzing the Satisfaction of Administrative Support in Teaching Practice Research Programs. Sustainability, 15(3), 1943. https://doi.org/10.3390/su15031943

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