Anastasios Athanasiadis, Vassiliki Papadopoulou, Helen Tsakiridou, George Iordanidis
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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.</p><!--/ Abstract__block -->\n<h3>Practical implications</h3>\n<p>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.</p><!--/ Abstract__block -->\n<h3>Originality/value</h3>\n<p>This study uncovers specific cultural dimensions that shape quality expectations within a Greek teacher training context.</p><!--/ Abstract__block -->","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5000,"publicationDate":"2024-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Service quality assessment in a Greek teacher training program: a cultural perspective\",\"authors\":\"Anastasios Athanasiadis, Vassiliki Papadopoulou, Helen Tsakiridou, George Iordanidis\",\"doi\":\"10.1108/qae-10-2023-0170\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<h3>Purpose</h3>\\n<p>This paper aims to investigate the relationship between prospective teachers’ cultural profiles and service quality expectations in a pedagogical training program in Greece.</p><!--/ Abstract__block -->\\n<h3>Design/methodology/approach</h3>\\n<p>Using the EppekQual scale and an alternative Hofstede’s cultural scale, 113 prospective teachers in a Greek training program were surveyed. 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Service quality assessment in a Greek teacher training program: a cultural perspective
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.
期刊介绍：
QAE publishes original empirical or theoretical articles on Quality Assurance issues, including dimensions and indicators of Quality and Quality Improvement, as applicable to education at all levels, including pre-primary, primary, secondary, higher and professional education. Periodically, QAE also publishes systematic reviews, research syntheses and assessment policy articles on topics of current significance. As an international journal, QAE seeks submissions on topics that have global relevance. Article submissions could pertain to the following areas integral to QAE''s mission: -organizational or program development, change and improvement -educational testing or assessment programs -evaluation of educational innovations, programs and projects -school efficiency assessments -standards, reforms, accountability, accreditation, and audits in education -tools, criteria and methods for examining or assuring quality
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