본 연구는 학원교육의 교육서비스품질이 교육서비스성과에 미치는 관계를 검증한 것이다. 이를 위해 교육서비스품질(교육프로그램, 학원강사자질, 학원수강료와 외적서비스 요인)을 독립변수로 하고, 교육서비스성과를 종속변수로 하여, 서비스공정성, 서비스신뢰, 서비스관계몰입의 매개효과를 분석하였다. 연구대상은 자녀를 학원에 보내고 있는 학부모를 대상으로 하여, 총 350부를 배포하여 268부를 회수하고 최종분석에 이용하였으며, 구조방정식 모형을 이용한 연구결과는 다음과 같다. 첫째, 교육서비스품질은 서비스 공정성, 서비스신뢰, 서비스관계몰입과 인과관계가 있는 것으로 확인되었다. 구체적으로, 교육서비스품질 세부변수 중 교육프로그램은 서비스공정성, 서비스신뢰, 서비스관계몰입과 인과관계가 있는 것으로 나타났다. 학원 강사자질은 서비스공정성, 서비스신뢰, 서비스 관계몰입과 인과관계가 있는 것으로 나타났으며, 학원수강료 요인은 서비스공정성에는 영향을 미치지만, 서비스신뢰, 서비스관계몰입과는 인과관계가 없는 것으로 나타났다. 그리고 외적서비스품질인 물리적 환경은 서비스공정성, 서비스신뢰, 서비스관계몰입과 인과관계가 있는 것으로 나타났다. 둘째, 서비스공정성은 서비스신뢰와 인과관계가 없으며, 서비스신뢰는 서비스관계몰입에 영향을 미치는 것으로 확인되었다. 셋째, 서비스공정성, 서비스신뢰, 서비스관계몰입 변수들은 교육서비스성과에 영향을 미치는 것으로 확인되었다. 요약하면, 교육서비스품질의 각 세부변수들은 학원수강료 변수를 제외하고는 매개변수인 서비스공정성과 서비스신뢰, 서비스관계몰입을 통하여 교육서비스성과에 영향을 미친다는 것을 알 수 있다. 비록 서비스공정성이 서비스신뢰에 직접적인 영향을 미치지는 못하지만, 매개변수 각각은 교육서비스성과에 직접적인 영향을 미치는 것으로 나타나 매개효과를 확인하였다. 본 연구는 학원을 대상으로 구체적인 교육서비스품질을 제시하고, 교육서비스성과와의 인과관계 분석을 실시한 점에서 의미가 있을 것으로 기대되며, 향후 학원운영에 대한 전략적인 시사점을 제공한 점도 실무에 공헌하는 바가 크다고 할 수 있다.
The purpose of this study was to verify the effect of education service quality on education service performance. To fully achieve the purpose of this study, education service quality was used as independent variables such as educational programs, quality of instructor of private educational institutes, tuition of private educational institute, and external service factors. In addition, education service performance was used as a dependent variable to analyze the mediating effect of service justice, service trust, and service relational commitment. Participants of this study were located from parents whose children took a class in a private educational institute. Total number of questionnaires of the survey was 350. 268 copies of them were analyzed for the structure equation modeling analysis. The findings of this study were as follows: First, education service quality was confirmed to have a causal relationship with service justice, service trust, and service relational commitment. In specific, among sub-variables of education service quality, educational programs turned out to have a causal relationship with service justice, service trust, and service relational commitment. Also, the quality of instructor at private educational institutes had a causal relationship with service justice, service trust, and service relational commitment. While variable of tuition of private educational institute had an influence on service justice, it did not have a causal relationship with service trust and service relational commitment. Moreover, physical surroundings, an external service quality, had a causal relationship with service justice, service trust, and service relational commitment. Second, service justice had no causal relationship with service trust; service trust was confirmed to make an influence on service relational commitment. Finally, variables of service justice, service trust, and service relational commitment made an influence on education service performance. To sum up, except the variable of tuition of private educational institutes, each sub-variable of education service quality, had an effect on education service performance through parameters such as performance service trust and service relational commitment. Even though service justice could not make a direct influence on service trust, each parameter had a direct influence on education service performance, confirming its mediating effect. The findings of this study are meaningful as it showed an analysis of causal relationship with educational service performance aimed at private educational institutes. In addition, this study can contribute to provide more concrete education service quality aimed at private educational institutes and a strategic suggestion to manage private educational institutes more effectively from a business perspective.