Currently elementary school teachers mainly use workshops organized by the schools to improve their professional capabilities. However, when the curriculums or activities of the workshops cannot meet the demands of the participants, the purpose of encouraging teachers to participation is not fulfilled. Therefore, it is very important to measure the quality of the organized workshops for improving teachers professional capabilities. This research focuses on the perspective of service quality, discussing the factors which affect the service quality of the workshops organized by the schools for the public elementary school teachers. Using factor analysis, this research extracts four dimensions, namely "attentiveness", "credibility", "professional", and "tangible", which include 25 items on the questionnaire altogether. Furthermore, after the t-test and analysis of variance, the result shows that "school location", "education degree", and “"different school scale" have significant difference in "tangible" or/and "attentiveness". The contributions of this research are to provide the related organizations with the references for organizing workshops for teachers in the future.
