本校分別於2000年3月、2001年12月、2003年4月及2004年5月，共進行四次「學生對行政單位的滿意度」普查，學生對行政滿意度有逐次提昇之趨勢。從最近這次2004年的調查結果看來，學生在五等量表上，對於整體行政單位的服務平均滿意度，比2000年提昇0.23。這次調查並將學生對教學評量意見納入調查，期能瞭解學生對於校實施「教學意見調查」之看法，以做為學校今後實施之參考。 就這次調查而言，在行政單位中，學生仍對圖書館滿意度最高。在大學部的教學單位中，學生對幼教系及數教系的滿意度最高。延續2003年的調查結果，這次學生對於有關就業的問題，仍特別重視。而學生感到不滿意的服務事項，主要可歸類如下： 1.專業及有關就業的課程有待加強。 2.就業訓練、資訊、輔導不足。 3.選課作業系統及加退選制度有待改善。 4.行政服務態度與效率不佳。 5.實施「教學評量」難以改善教學成效。 本校亦分別於2000年3月、2002年6月及2004年5月進行三次「教師對行政單位的滿意度」階查，教師對整體行政滿 意度的變動幅度不大。在最近這次調查中，教師對行政單位的整體滿意度3.60；相對於學生所關心的就業問題，教師較重視本校改制後，全校組織調整及校務發展的通。在教學意見調查結果是否可公佈，做為學生選課、選拔優良教師之參考上，學生都較持肯定態度，但教師則持否定態度；不過師生對本校實施「教學評量」，均表示未能達到教師評鑑目的。

Since four “Student Satisfaction of School Administration” surveys done at National Taitung University (NTTU) during 2000 to 2004, these investigations show a trend of average score of student satisfaction toward school administrative departments substantially increase from 3.02 to 3.25 in a 1-to-5 rating scale. In the recent survey, the students’ comments toward teaching evaluation are included. The recent survey shows among all the administrative departments, students have the highest satisfaction with the library; while among all the academic departments, the Department of Early Childhood Education and the Department of Mathematic satisfy students the most. The survey shows that students pay more attention to the issues about their future employment. Five major categories of student dissatisfaction are found: 1.Profession and employment course should be improve. 2.Lack of employment training, employment information and guidance. 3.System of course registration and course adding and dropping should be improved. 4.Poor administrative service and inefficiency. 5.Even teaching evaluation did not improve teaching efficacy. After three “Teacher Satisfaction of School Administration” surveys have done during 2000 to 2004, the results of these investigations show that little changes were found for teacher satisfaction toward school administrative departments. The recent survey shows that the average score of teacher satisfaction toward administrative department is 3.60. In contrast to the future employment that the majority of students are concerned about, teachers can more about the change of organization structure and school development after the school transformed form a teachers’ college to a four-year comprehensive university. Students are positive to items such as teaching evaluation as a reference for students when they are registering for course and selecting teachers for teaching award, but teachers are more on the negative side. However, both teaches and students agree that the goal of teaching evaluation has not been achieved.