Customer Satisfaction Across Professional and Educational Segments in Cooperative Banks

This study profiles customer satisfaction across Professional and educational segments in cooperative banks. Cooperative banks serve customers with different income patterns, financial knowledge, and service needs. These differences can shape how customers judge service encounters and overall satisfaction (Oliver, 1980). Guided by the service quality and satisfaction literature, the study examines whether satisfaction varies significantly by profession and educational qualification (Parasuraman et al., 1985). Two hypotheses are tested for differences in customer satisfaction across professions and educational levels.

A cross-sectional survey design is used. Primary data are collected from cooperative bank customers using a structured questionnaire. Overall satisfaction is operationalized as a multi-item construct capturing perceptions of service performance, process clarity, staff behavior, and convenience. Scale development and refinement follow established measurement guidance, including item reliability (Churchill, 1979). Data screening is conducted to check missing values, outliers, and internal consistency.

To test the hypothesis, one-way analysis of variance (ANOVA) is used to compare mean satisfaction scores across professional categories and educational groups. The study also positions satisfaction as a managerial outcome that can influence retention and repeat usage, making segment-level diagnostics valuable for cooperative banks (Mittal & Kamakura, 2001).

The expected contribution is a clear, segment-wise picture of satisfaction in cooperative banks. Findings can help banks prioritize targeted service improvements, such as clearer communication and assisted service for customers with lower formal education, and faster issue resolution for customers whose Professions require time-sensitive banking. The study supports evidence-based customer segmentation and more inclusive service design in cooperative banking.