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oai:riuma.uma.es:10630/370422026-02-03T11:09:02Zcom_10630_2254col_10630_37953

00925njm 22002777a 4500 dc Jerrim, Jonh author Prieto-Latorre, Claudia author López-Agudo, Luis Alejandro author Marcenaro-Gutiérrez, Óscar David author 2023-01-11 This study uses longitudinal census data to explore the correlates of school satisfaction among parents of 3rd and 6th grade students from the Canary Islands, a large administrative region in Spain. We use logistic regression to model parental dissatisfaction with their children’s school and teachers. Our results illustrate how parents value academic performance in reading and mathematics equally, while also placing equal emphasis on the development of cognitive and non-cognitive skills. Yet, we find that what matters the most to parents is their children’s happiness at school, rather than their educational progress. We also find that teachers may be able to improve parental satisfaction by providing regular feedback to parents about their children’s progress. Lastly, we discuss some implications for schools to meet parental needs; for example, schools should promote activities such as specialised workshops for parents on various topics ranging from child development to emotional development, stress management and self-confidence. Jerrim, J., Prieto-Latorre, C., Lopez-Agudo, L. A., & Marcenaro-Gutierrez, O. D. (2023). Parents’(dis) satisfaction with schools: Evidence from longitudinal administrative data from Spain. Educational Review, 76(6), 1399-1438. https://hdl.handle.net/10630/37042 10.1080/00131911.2022.2153804 Escuelas - Satisfacción Parents’(dis) satisfaction with schools: Evidence from longitudinal administrative data from Spain