개인적 특성과 교육서비스 품질이 교육 만족도에 미치는 영향

This study analyzes how the quality of educational service affects educational satisfaction according to the personal characteristics of students in the tax accounting department of oo University who are admitted by special screening process for specialized high school graduates, the consistency of majors and field work, and whether they leave the company. The quality of educational services is divided into tangibility, reliability, responsiveness, assurance and empathy, and educational satisfaction is divided into school education, teaching, curriculum, environment and facilities of school. The results of the verification using a total of 124 surveys are as follows. First, if the working period is less than five years, empathy, reliability and tangibility affect educational satisfaction. If the period of service is more than five years, the reliability and tangibility affect the satisfaction of education. Second, if the major and the field work are matched, empathy and tangibility affect the satisfaction of education, and if the major and the field work are inconsistent, assurance affects the satisfaction of education. Third, when working, tangibility and responsiveness have an impact on educational satisfaction, and when leaving the company, reliability, empathy, and tangibility affect educational satisfaction. Additionally, if the academic achievement is high, tangibility, empathy, assurance, and reliability affect the educational satisfaction, and if the academic achievement is low, only the responsiveness affects the educational satisfaction. The results of this study suggest that the variables of educational service quality, depending on the personal characteristics of the students who were admitted through a special screening process for specialized high school graduates, have a different influence on educational satisfaction.