Influential factors behind parents’ general satisfaction with compulsory schools in Iceland
Parents’ experiences and satisfaction with their child’s compulsory school are affected by several factors. Some, such as parents’ education and marital status, are social factors, while others are school factors that local leaders and school personnel can address. Findings build on data from an onl...
Published in: | Nordic Journal of Studies in Educational Policy |
---|---|
Main Authors: | , , |
Format: | Article in Journal/Newspaper |
Language: | English |
Published: |
Taylor & Francis Group
2017
|
Subjects: | |
Online Access: | https://doi.org/10.1080/20020317.2017.1347012 https://doaj.org/article/4b72c1a59fb44b359ec47774a39a54f5 |
id |
ftdoajarticles:oai:doaj.org/article:4b72c1a59fb44b359ec47774a39a54f5 |
---|---|
record_format |
openpolar |
spelling |
ftdoajarticles:oai:doaj.org/article:4b72c1a59fb44b359ec47774a39a54f5 2023-05-15T16:47:57+02:00 Influential factors behind parents’ general satisfaction with compulsory schools in Iceland Kristín Jónsdóttir Amalía Björnsdóttir Unn-Doris K. Bæck 2017-05-01T00:00:00Z https://doi.org/10.1080/20020317.2017.1347012 https://doaj.org/article/4b72c1a59fb44b359ec47774a39a54f5 EN eng Taylor & Francis Group http://dx.doi.org/10.1080/20020317.2017.1347012 https://doaj.org/toc/2002-0317 2002-0317 doi:10.1080/20020317.2017.1347012 https://doaj.org/article/4b72c1a59fb44b359ec47774a39a54f5 Nordic Journal of Studies in Educational Policy, Vol 3, Iss 2, Pp 155-164 (2017) Parental involvement social factors single mothers parent satisfaction Education L article 2017 ftdoajarticles https://doi.org/10.1080/20020317.2017.1347012 2022-12-31T10:30:30Z Parents’ experiences and satisfaction with their child’s compulsory school are affected by several factors. Some, such as parents’ education and marital status, are social factors, while others are school factors that local leaders and school personnel can address. Findings build on data from an online questionnaire to parents in 20 compulsory schools in Iceland (n = 2129). Factor analysis generated two factors: communication and teaching. These, together with a question on parents’ overall satisfaction with the school, were used as outcome variables in a regression analysis exploring what influences parents’ satisfaction with the school. The majority of parents were satisfied, which may make it is easy to overlook those who are dissatisfied. Parents who felt that their children had special needs that were not acknowledged in school were more likely to be dissatisfied than other parents. Educational background was also influential. Single mothers were overrepresented in the group of unsatisfied parents; they experienced more difficulties in communicating with school personnel, believed less in the possibility for parents to influence the school, and more frequently experienced that their child’s need for special support was not met in school. The findings imply that equity in Icelandic schools is disputable. Article in Journal/Newspaper Iceland Directory of Open Access Journals: DOAJ Articles Nordic Journal of Studies in Educational Policy 3 2 155 164 |
institution |
Open Polar |
collection |
Directory of Open Access Journals: DOAJ Articles |
op_collection_id |
ftdoajarticles |
language |
English |
topic |
Parental involvement social factors single mothers parent satisfaction Education L |
spellingShingle |
Parental involvement social factors single mothers parent satisfaction Education L Kristín Jónsdóttir Amalía Björnsdóttir Unn-Doris K. Bæck Influential factors behind parents’ general satisfaction with compulsory schools in Iceland |
topic_facet |
Parental involvement social factors single mothers parent satisfaction Education L |
description |
Parents’ experiences and satisfaction with their child’s compulsory school are affected by several factors. Some, such as parents’ education and marital status, are social factors, while others are school factors that local leaders and school personnel can address. Findings build on data from an online questionnaire to parents in 20 compulsory schools in Iceland (n = 2129). Factor analysis generated two factors: communication and teaching. These, together with a question on parents’ overall satisfaction with the school, were used as outcome variables in a regression analysis exploring what influences parents’ satisfaction with the school. The majority of parents were satisfied, which may make it is easy to overlook those who are dissatisfied. Parents who felt that their children had special needs that were not acknowledged in school were more likely to be dissatisfied than other parents. Educational background was also influential. Single mothers were overrepresented in the group of unsatisfied parents; they experienced more difficulties in communicating with school personnel, believed less in the possibility for parents to influence the school, and more frequently experienced that their child’s need for special support was not met in school. The findings imply that equity in Icelandic schools is disputable. |
format |
Article in Journal/Newspaper |
author |
Kristín Jónsdóttir Amalía Björnsdóttir Unn-Doris K. Bæck |
author_facet |
Kristín Jónsdóttir Amalía Björnsdóttir Unn-Doris K. Bæck |
author_sort |
Kristín Jónsdóttir |
title |
Influential factors behind parents’ general satisfaction with compulsory schools in Iceland |
title_short |
Influential factors behind parents’ general satisfaction with compulsory schools in Iceland |
title_full |
Influential factors behind parents’ general satisfaction with compulsory schools in Iceland |
title_fullStr |
Influential factors behind parents’ general satisfaction with compulsory schools in Iceland |
title_full_unstemmed |
Influential factors behind parents’ general satisfaction with compulsory schools in Iceland |
title_sort |
influential factors behind parents’ general satisfaction with compulsory schools in iceland |
publisher |
Taylor & Francis Group |
publishDate |
2017 |
url |
https://doi.org/10.1080/20020317.2017.1347012 https://doaj.org/article/4b72c1a59fb44b359ec47774a39a54f5 |
genre |
Iceland |
genre_facet |
Iceland |
op_source |
Nordic Journal of Studies in Educational Policy, Vol 3, Iss 2, Pp 155-164 (2017) |
op_relation |
http://dx.doi.org/10.1080/20020317.2017.1347012 https://doaj.org/toc/2002-0317 2002-0317 doi:10.1080/20020317.2017.1347012 https://doaj.org/article/4b72c1a59fb44b359ec47774a39a54f5 |
op_doi |
https://doi.org/10.1080/20020317.2017.1347012 |
container_title |
Nordic Journal of Studies in Educational Policy |
container_volume |
3 |
container_issue |
2 |
container_start_page |
155 |
op_container_end_page |
164 |
_version_ |
1766038057841065984 |