In accordance with the rapidly changing employment environment in the modern society, the industrial sites are requesting for efficient human resources. As such, the role of institutions is critical to achieve the goals of vocational trainees who are receiving vocational competency development training in vocational schools.
As such, the purpose of present research was to examine the impact of educational service quality on vocational trainees’ job-seeking efficacy, educational satisfaction and behavior intentions as well as the moderating effects of social support. The intention was to provide fundamental data for educational service quality development based on the diverse educational needs and learning needs of modern job seekers.

The major results of the empirical analysis are as follows.

First, in terms of demographics, males outnumber females and the percentage of teenagers is the greatest. As a result, the largest number of survey respondents is living with their families, non-married and does not have high school diplomas. Regarding the attendance of training, the majority of respondents have received the training for more than ten months without any self-funding.
Second, a factor analysis, reliability analysis and correlation analysis are conducted to verify the validity. Consequently, the educational service quality is classified into four factors including training instructors, lecture programs, educational environment, and administrative services. Regarding the impact of educational service quality on job-seeking efficacy, all of the training instructors (=.302, t=6.238), lecture programs (=.348, t=6.418), educational environment (=.148, t=2.917) and administrative services (=.161, t=3.226) have a positive impact on the job-seeking efficacy. That is, when trainees are satisfied with the educational service quality, the level of their job-seeking efficacy increases which leads to increased confidence by improvement in job-seeking goals, job-seeking activities and employment information management. As the trainees accurately grasps the direction of lecture programs and becomes proficient in diverse techniques and knowledge required for training, their level of job-seeking efficacy increases as a result.
Third, in terms of the impact of four educational service quality factors on educational satisfaction, only training instructors (=.432, t=8.571) and lecture programs (=.385, t=6.803) have a significantly positive impact at the significance level of p<.000.
Fourth, the job-seeking efficacy has a positive impact on the educational satisfaction. Also, the explanation power of job-seeking efficacy on educational satisfaction is 62.8%, which is statistically significant at the level of p<.000.
Fifth, as a result of examining the impact of educational service quality on recommendation intentions and course re-taking intentions via job-seeking efficacy and educational satisfaction, the educational satisfaction has a positive impact on behavior intentions. Moreover, the explanatory power of educational satisfaction on behavior intentions is 56.6%, which is statistically significant at the level of p<.000.
Sixth, there is no moderating effects of social support in the relationship between educational service quality of vocational schools and trainees’ job-seeking efficacy whereas the social support has a positive impact on the trainees’ job-seeking efficacy. Also, a t-test indicates that there is a significant difference of educational service quality, job-seeking efficacy, and educational satisfaction between two groups with high and low level of social support, respectively. These results corroborate the importance of social support as the improvement in trainees’ social support leads to increased confidence and employment volition, as well as the strong commitment to vocational training, increased employment rate and educational satisfaction.