Families' Decisions on Changing Schools: Choice Contexts
DOI:
https://doi.org/10.14515/monitoring.2024.3.2541Keywords:
school choice, school mobility, changing schools, educational trajectories, educational transitions, turning pointAbstract
The article considers the contexts of parental school choice when changing schools. Based on the data of the online survey of parents of schoolchildren conducted as part of the Monitoring of Education Markets and Organizations in the 2020/2021, the authors show that the secondary school choice is associated with a set of contextual factors, such as geographical location, characteristics of families and students themselves, and specifics of the educational institution. The behavior of families and their motivation to change schools are diverse and depend on several objective and subjective factors, which can operate in various combinations, determining the nature of the reasons for changing schools. These reasons may be determined by external circumstances or educational aspirations and ambitions of families. In any case, changing school becomes a turning point in a child's life, while the choice is usually made by parents. It has been revealed that the significance of school change as a crucial life event is associated with other factors that are stressful for the family and the child. Namely, the process of changing school is often accompanied by the change of place of residence, changing educational and social environment of the child, the introduction of the requirements imposed by the new school to his/her behavior, diligence, and the level of educational results. The authors investigate the differences between those who changed schools once and many times and evaluate the satisfaction of these groups with the school their children are currently studying in. The study reveals that parents of students who have changed schools more than once show the highest level of dissatisfaction, as well as the highest willingness to change schools again.
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