Abstract

This study aimed to derive policy support strategies to enhance the effectiveness of School Library-based Instruction (SLBI) by empirically analyzing the perceptions and support needs of teachers regarding school library services across elementary, middle, high, and special education schools nationwide. Utilizing an adapted LibQUAL+ model, the study measured the perceived importance and performance of service quality for SLBI across three dimensions: Service Affect, Information Control, and Library as Place. Furthermore, Importance-Performance Analysis (IPA) was applied to systematically identify priorities for service improvement. Based on the analysis of 5,095 teacher responses, the expansion of dedicated personnel and infrastructure was identified as the top priority for educational support. Key improvement areas for SLBI included a deeper understanding of user needs, proactive service delivery, the expansion of electronic resources and cutting-edge equipment in response to digital transformation, and the strengthening of curriculum-integrated collaborative spaces. Significant differences in support priorities were observed depending on the regional office of education, school level, and staffing type. These findings suggest that future policies to vitalize SLBI should shift away from a provider-centered, uniform approach and instead establish a strategic, multi-dimensional support system that reflects the unique operational contexts and characteristics of individual schools.