Assessment of the quality of students’ services in Ga East municipal basic schools.

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.