Quality assurance: Adapting SERVQUAL to measure the perceived quality of pre-service teacher’ teaching practice experience

Abstract

This article describes a work in progress study which extends traditional quality assurance mechanisms through the application of the SERVQUAL instrument. It assesses the difference between pre-service teacher expectations and actual experience during a Teaching Practice period. Anecdotal evidence points to students being the recipients of poor mentoring and support during Teaching Practice periods. It is well established that effective mentoring and support of pre-service teachers play a key role in reducing teacher attrition and that it promotes retention and confidence in the teaching profession. The introduction of appropriate quality assurance mechanisms is therefore of critical importance. The SERVQUAL instrument is derived from arasuraman’s GAP-model which defines service quality as the gap between the service recipient’s expectations and actual service experience. Research indicates that regardless of the type of service, recipients of services use similar criteria in evaluating service quality. This research was conducted amongst BEd: FET students following a three week Teaching Practice session in 82 secondary schools in the Western Cape. The SERVQUAL instrument was administered during the first week following their return from Teaching Practice. The data was analyzed to assess the respondents’ gap between expectations and actual experience. The initial findings indicate an overall dissatisfaction between their perceived service expectation and their actual service experience.