Determinants of Parental Child’s School Preferences in Qatar

Abstract

Purpose: The objective of this study is to investigate the impact of “Quality Education”, “Developing Better Social Skills”, “Homework Assignment”, “Using Private Tutors”, “Charging School Fees” and “Nationality” on “Parental School Preference” using primary data collected from preparatory and secondary school teachers in Qatar.
 Methodology: The population for this study consists of all parents in Qatar. The current study used a very large stratified sample size n = 1462 that was determined by the Social and Economic Survey Research Institute (SESRI) using a 95% confidence interval estimate. The nine items used in this study are part of a huge questionnaire measuring attitude and parental child’s school preferences. Kaisers-Meyer-Olkin (KMO) test and the Bartless test of sphericity were used to determine the appropriateness of using factor analysis. What are more; principal axis factoring and oblique rotation extracted three factors?
 Main findings: The representative sample Factor analysis extracted three dimensions (quality education, developing better social skills, homework assignment). The dependent variable (parental school choice) was regressed on the factor scores of these three extracted dimensions in addition to four independent variables (school fees, nationality, repeating a school grade, and parents’ disappointment if their child doesn’t go far in school). The results revealed that parental school choice is significantly determined by three explanatory variables: the quality of education, school fees, and nationality.
 Implications: Raising standards for teachers should be a key element in educational quality. What’s more, in the spirit of findings the policymakers in Qatar should make funding part of school fees for expatriates a priority.
 Novelty: This article empirically correlates two main fields of educational research: Parental School Choice is given Quality of Education, Charging School Fees, and Nationality.