Abstract:
Using the SERVQUAL Theoretical model, this study examined the quality of
education services provided by selected government schools in the Ga East Municipal
Assembly. A cross-sectional descriptive study design was employed. A multistage
sampling technique was used to sample the views of 200 students and 100 teachers. A
questionnaire was used to collect data for the study. Data were analyzed using
descriptive and inferential statistical tools. It was found that except for the tangibility
dimension of quality, which was determined to be of low quality per the study
benchmark, the other four dimensions of reliability, responsiveness, empathy, and
assurance recorded a high quality. Learners’ satisfaction with that service's quality
was reportedly low. The study revealed no statistically significant gender differences
in students’ satisfaction levels. Furthermore, an analysis of the predictive strength of
each service quality dimension on learners’ satisfaction revealed that, except for
assurance and tangibility, which did have a statistically significant effect on
satisfaction, reliability, responsiveness, and empathy, they did not have a statistically
significant impact on learners’ satisfaction. In terms of teacher support for service
quality delivery, it was found that supervisory roles were provided, but the supportive
roles for teachers remained inadequate. Schools in the municipality were
recommended to concentrate on enhancing their tangibility (e.g., physical buildings).
The Municipal Education Directorate should also support teachers in improving
service quality delivery.
Description:
A thesis in the Department of Educational Administration and Management,
School of Education and Life-Long Learning, submitted to the school of
Graduate Studies in partial fulfillment
of the requirements for the award of the degree of
Master of Philosophy
(Educational Administration and Management)
in the University of Education, Winneba
