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What Do We Value Most In Schools? An Empirical Study of Stakeholders’ Preference Rankings of School Attributes

Hassan, Mamdouh; Geys, Benny
Journal article, Peer reviewed
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URI
http://hdl.handle.net/11250/2477569
Date
2017
Metadata
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  • Publikasjoner fra CRIStin - BI [643]
  • Scientific articles [1357]
Original version
Social Science Quarterly, 2017, 98(5), 1313-1327   http://dx.doi.org/10.1111/ssqu.12337
Abstract
Objectives

A key question in education policy as well as individuals’ school choice involves the characteristics of schools we value most. It is thereby important to understand any heterogeneity in parents’, teachers’, and school principals’ preference rankings driven by their education level, gender, and age.

Method

In this article, we propose a survey-based approach to examine preference rankings of diverse school attributes, which accounts for tradeoffs required in real-world choice situations.

Results

Our results indicate that stakeholders on average rank the “ethical” aspects of schools (such as pupil and staff happiness and equality of opportunities) above their “efficiency” aspects (such as academic achievement or school size). Yet, respondents’ role in the school as well as their education level, gender, and age influence observed preference rankings.

Conclusions

To avoid biased inferences, survey designs on school preferences should account for the fact that real-world choices in favor of one particular characteristic often imply giving up at least some others. Doing so, we show that parents, teachers, and school principals appear to disagree with the predominant consideration awarded to academic achievement in current education policies.
Description
The accepted and peer reviewed manuscript to the article
Publisher
Wiley
Journal
Social Science Quarterly

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