The purpose of this paper is to validate the direction and strength of the relationships between school reputation, parental satisfaction and parental loyalty.
The paper reports the findings of a survey of 806 parents from Schools in Abu Dhabi – the United Arab Emirates. The paper builds mainly on previous work of Skallerud (2011) on measurement of school reputations. Structural equation modelling was used to validate the reputation measure and to test the proposed relationships. The model hypothesised and tested relationships linking school reputation to parental satisfaction and loyalty.
The results show strong support for a satisfaction-reputation-loyalty model and confirmed the four-dimensional scale (parental orientation, learning quality, safe environment and good teachers) for assessment of parent-based school reputation. Evidence was found that parents’ satisfaction significantly affects the four reputation dimensions. However, only three constructs of parent orientation affected parental perception of school loyalty. Additional personal or demographic variables should be included to improve the model.
The study was limited to parents of children attending public and private schools in Abu Dhabi. The model should be validated with other schools and in other Emirates and countries.
Identifying the antecedents of parent-based school reputation might aid school decision makers to better address parental satisfaction and loyalty. A careful examination of the causal relations between the various constructs could aid in crafting and implementing effective programs for increasing parental satisfaction and attracting future students.
The study adds to the limited body of research addressing the appropriate conceptualisation and measurement of school reputation. It also sheds light on a better understanding of the potential relationships among the constructs in the model.
A. Badri, M. and Mohaidat, J. (2014), "Antecedents of parent-based school reputation and loyalty: an international application", International Journal of Educational Management, Vol. 28 No. 6, pp. 635-654. https://doi.org/10.1108/IJEM-06-2013-0098Download as .RIS
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