ERIC Number: EJ1430321
Record Type: Journal
Publication Date: 2024
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0968-4883
EISSN: EISSN-1758-7662
Service Quality Assessment in a Greek Teacher Training Program: A Cultural Perspective
Anastasios Athanasiadis; Vassiliki Papadopoulou; Helen Tsakiridou; George Iordanidis
Quality Assurance in Education: An International Perspective, v32 n3 p308-323 2024
Purpose: This paper aims to investigate the relationship between prospective teachers' cultural profiles and service quality expectations in a pedagogical training program in Greece. Design/methodology/approach: Using the EppekQual scale and an alternative Hofstede's cultural scale, 113 prospective teachers in a Greek training program were surveyed. The study uses descriptive statistics, correlation analysis and multiple regression, validating measurements through confirmatory factor analysis. Findings: Prospective teachers exhibit a low-power orientation and a preference for feminine values. Rejecting hierarchy correlates with quality expectations, especially in the curriculum dimension, emphasizing student-centric education. A positive correlation with acceptance/avoidance of uncertainty is observed, notably in learning outcomes and administrative services. The cultural aversion to ambiguity shapes individuals' prioritization of all quality dimensions. A realistic long-term perspective correlates positively with expectations in learning outcomes, aligning with Greek culture's emphasis on security. Contrary to expectations, a predilection for feminine values positively impacts service quality expectations, particularly in curriculum, learning outcomes and academic staff dimensions. The hypothesis related to individualism/collectivism is not substantiated, indicating a negative association with the curriculum dimension. Practical implications: Tailoring program designs to embrace student-centric and collaborative learning environments is recommended. Acknowledging cultural aversions to uncertainty, program flexibility and clarity are essential. Integrating career planning and mentorship aligns with realistic long-term perspectives. The need for a balanced approach to personal and intellectual development is also suggested. Originality/value: This study uncovers specific cultural dimensions that shape quality expectations within a Greek teacher training context.
Descriptors: Teacher Education Programs, Educational Quality, Preservice Teacher Education, Preservice Teachers, Cultural Influences, Foreign Countries, Student Characteristics, Student Attitudes, Correlation, Values, Expectation
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Greece
Grant or Contract Numbers: N/A