Influential factors behind parents’ general satisfaction with compulsory schools in Iceland

• Published in: Nordic Journal of Studies in Educational Policy
• Main Authors: Jónsdóttir, Kristín, Bæck, Unn-Doris K., Bjornsdottir, Amalia
• Other Authors: Menntavísindasvið (HÍ), School of education (UI), Háskóli Íslands, University of Iceland (UI)
• Format: Article in Journal/Newspaper
• Language: English
• Published: Informa UK Limited 2017
• Subjects: Foreldrar; Viðhorf; Félagslegar aðstæður; Grunnskólar; Parental involvement; Social factors; Single mothers; Parent satisfaction; Iceland
• Online Access: https://hdl.handle.net/20.500.11815/660; https://doi.org/10.1080/20020317.2017.1347012

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. Peer Reviewed