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Service quality assessment in a Greek teacher training program: a cultural perspective

Anastasios Athanasiadis (Department of Primary Education, University of Western Macedonia, Florina, Greece)
Vassiliki Papadopoulou (Department of Philosophy, Aristotle University of Thessaloniki, Thessaloniki, Greece)
Helen Tsakiridou (Department of Regional and Cross-Border Development,
University of Western Macedonia, Kozani, Greece)
George Iordanidis (Department of Primary Education, University of Western Macedonia, Florina, Greece)

Quality Assurance in Education

ISSN: 0968-4883

Article publication date: 30 April 2024

Issue publication date: 27 June 2024




This paper aims to investigate the relationship between prospective teachers’ cultural profiles and service quality expectations in a pedagogical training program in Greece.


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.


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.


This study uncovers specific cultural dimensions that shape quality expectations within a Greek teacher training context.



Athanasiadis, A., Papadopoulou, V., Tsakiridou, H. and Iordanidis, G. (2024), "Service quality assessment in a Greek teacher training program: a cultural perspective", Quality Assurance in Education, Vol. 32 No. 3, pp. 308-323.



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