Service quality metrics in a teacher training program

There are two major methodological approaches to service quality measurement. The first suggests measuring service quality in terms of the difference between customers' expectations and perceptions of a service, whereas the second focuses only on perceptions. In the relevant literature, there is no clear evidence of whether the two methodologies concur or not in their outcomes. Thus, there is a need for more empirical data to help select the most appropriate method of measuring service quality. The present paper aims to test if there are significant differences in service quality measurement as measured by the two approaches in a teacher training program for prospective teachers in Greece. Data collection was based on the EppekQual scale designed for educational contexts, whereas data analysis was carried out according to the confirmation and disconfirmation paradigm. The research sample is comprised of 481 subjects. The analysis conducted revealed statistically significant differences in the measurements of the two methodologies, but the present research does not favour a particular measurement approach as more efficient since data analysis identified slight deviations and therefore proposes the adoption of both methodologies depending on the orientation of the evaluation to reliable data for the educational organisation managers.