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

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.