How Saudi parents rationalize the choice of school for their children

The selection of schools for children is a pivotal decision for parents, influenced by diverse factors ranging from academic reputation and cost to cultural norms and personal preferences. While some parents may approach this decision rationally, others may be guided by emotions or societal pressures. This study focuses on Saudi Arabia, where the education sector is undergoing significant reforms, including the expansion of private and international schools. The Ministry of Education (MoE) data indicates a surge in private school enrollment, reaching 454,020 in 2022, up 24% from 2018. This expansion offers a wider range of options to parents, but also complicates the decision-making process. Previous research highlights inequalities in school quality and suggests that Saudi parents consider factors such as equality, curriculum diversification, cognitive development, and academic improvement. However, there’s a lack of research specifically investigating the decision-making processes of Saudi parents and the rationality behind their choices. This study aims to address this gap by exploring the question: Are Saudi parents rational in choosing their children’s schools? It examines parental preferences and decision-making factors within the evolving Saudi education landscape, particularly focusing on the diverse offerings of the private sector.

Existing literature on school choice highlights the multifaceted nature of parental decision-making. Studies reveal that demographics (socioeconomic status, parental education, ethnicity), satisfaction with previous schools, educational priorities (academics, convenience, school attributes), parental involvement, social networks, and social status and prestige all play significant roles. Parents from higher socioeconomic backgrounds often prioritize academic rigor and college preparation, while those from lower-income households prioritize affordability and proximity. Higher parental education levels are associated with more active school selection and informed decision-making. Ethnic minority parents may seek schools reflecting their cultural heritage. Satisfaction with prior school experiences heavily influences future choices. Parental involvement and communication with schools are valued, although access and participation may be uneven across socioeconomic groups. Social networks, especially word-of-mouth referrals, are important information sources, but access may be limited for some parents. Finally, the social status and prestige associated with particular schools can influence choices, reflecting aspirations for upward mobility and access to valuable social networks. The application of rational choice theory to school choice suggests that parents aim to maximize utility (satisfaction) by weighing benefits and costs, processing information about available options, and employing decision heuristics.

This qualitative study employed semi-structured interviews to gather in-depth data on the school choice rationales of Saudi parents. The interview protocol, developed after a literature review and IRB approval, included six main open-ended questions with probing follow-ups. Fourteen parents (six fathers, eight mothers) of children enrolled in private schools (K-12) were interviewed, utilizing both face-to-face and phone interviews. The sample included participants with varying demographics (employment status, marital status, education levels) and children at different educational stages. Interviews lasted from 16 to 29 minutes, and data collection continued until thematic saturation was achieved. Data analysis utilized reflexive thematic analysis, involving transcription, familiarization with the data, inductive coding, categorization, theme identification, and descriptive reporting using direct quotes. To ensure trustworthiness, triangulation among researchers was employed, rich descriptions of the data collection and analysis were provided, peer debriefing and multiple coders were used, and an audit trail was maintained. Since interviews were conducted in Arabic, a rigorous back-translation process was used to ensure the accuracy of English translations for analysis.

The analysis revealed four key themes influencing Saudi parents' school choices: 1) **Cultural Identity vs. Global Competitiveness:** Many parents prioritized gender-segregated schools, reflecting cultural and religious norms. Regarding language, two distinct groups emerged: those favoring Arabic-focused education to preserve cultural heritage and those preferring English language instruction for global competitiveness. 2) **Accessibility:** School location and affordability (tuition fees) were major accessibility factors. Proximity to home was valued to minimize commute time and traffic concerns, especially for younger children. Affordability was a significant constraint, even for parents receiving employee family educational benefits. 3) **Wellbeing:** Parents emphasized the holistic development and happiness of their children. This included seeking a positive school environment, well-maintained facilities, and a supportive atmosphere conducive to their children’s emotional and social development. The quality of the school’s physical environment and staff responsiveness to student issues were also seen as significant indicators of well-being. 4) **Academic Considerations:** Parents prioritized skill development (soft skills were emphasized more than hard skills), staff quality (particularly teachers' qualifications and experience, with some preference for female teachers for young boys), and learning outcomes (academic performance, national test rankings). Parents sought schools that prioritized soft skills alongside academic rigor and those with high rankings on national standardized tests, indicating a focus on preparing their children for higher education and future opportunities.

The findings demonstrate that Saudi parents' school choices are a complex interplay of rational and culturally influenced decisions. While rational choice theory provides a framework for understanding utility maximization in school selection, cultural norms and values heavily shape parental preferences. Gender segregation preferences reflect adherence to traditional societal structures, highlighting the influence of cultural context on even seemingly rational decisions. Similarly, the emphasis on either Arabic or English language instruction reveals a tension between cultural preservation and global competitiveness. Accessibility factors, such as location and fees, impose constraints on parental choices, particularly for those with limited financial resources. The emphasis on wellbeing reveals parents' desire for holistic child development, extending beyond purely academic success. The focus on academic considerations, particularly skill development and staff quality, reinforces the parents' commitment to providing their children with high-quality education and preparing them for future success. These findings have important implications for educational policymakers in Saudi Arabia, highlighting the need for policies that accommodate the diverse preferences of parents while striving for equitable access to quality education across all sectors.

This study provides valuable insights into the complexities of Saudi parents' school choices, highlighting the interplay of cultural, economic, social, and academic factors. Future research could explore the long-term impact of these parental choices on student outcomes and investigate how evolving educational policies in Saudi Arabia affect parental decision-making. Further qualitative research, perhaps with a broader demographic representation, could further enrich our understanding of parental rationales. Finally, longitudinal studies tracking the educational trajectories of children from different school types would provide crucial data on the effectiveness of parental choices and the implications for education systems.

The convenience sampling method may limit the generalizability of the findings to the broader population of Saudi parents. The relatively small sample size also restricts the extent to which definitive conclusions can be drawn. Future studies should employ larger, more representative samples to enhance the generalizability of the results. While the back-translation process aimed to mitigate translation bias, potential nuances in language might still influence interpretations. Finally, the focus on private schools may limit the applicability of the findings to parents choosing public schools.