JOAN CEMPRON Thesis Chapter 1 - 5

Pasig Catholic College
School of Graduate Studies
DETERMINANTS OF SCHOOL CHOICE 1
Chapter 1
Introduction
School choice is a way government can give parents back their education tax to
choose whatever educational option they think best fits their children. Thus,
parents have leeway to choose the school where to send their children either in
public school, private school, charter school, home school or online school.
Parental involvement in choosing school for their child takes time and careful
weighing. In choosing elementary school, parents must look at the viable options
in their area to choose a school that best fulfills their expectation and suits their
child’s needs and disposition. In making the right choice, it will help their child to
get the best education and that they are in a healthy, happy community to develop
positive attitudes toward school and learning. In 21st century, institutional
organization is thriving to provide better quality education. As such, public and
private sectors continue to enhance and develop their school curriculum that would
fit the needs of the learners. The progression of educational system affects parents’
decision in choosing school and several factors influence their choice. According
to Mawene and Bal (2018) school choice has become one of the most controversial
issues in education, moreover, in Western country.
The Department of Education formulates policies that enhance the progress of
public-school sectors. As independent sector, private schools have leeway on how
to give better education more than public sector can do. Advance curriculum, small
class size, better amenities, adequate learning material resources and conducive
learning environment are few factors that make private school sector unique. All
these are considered to have direct influence to student academic performance.
Kaoma (2016) claimed that school academic performance was the most significant
factor in parents school choice followed by school moral and religious values,
parents’ socio-economic status and location of parents. Suppramaniam,
Kularajasingam, and Sharmin (2019) research findings revealed that parents in
private school do not take decisions by only looking at the popularity level, they
look at other features of the school also such as the environment of the school,
quality of education, future options for their children and their income level. Cruz
(2014) said on his interview, Filipino parents send their children in private schools
for some reasons, first private schools offer religious instruction, second, they also
offer subjects that, correctly or not, parents want their children to master, that is,
English language. Nayab, Asrar, Younes, and Chrishti (2015) added that private
schools offer good facilities, good teachers, higher qualification/characteristics,
better and supportive caring environment, modern style education, good
examination results, and greater fee concession and scholarships.
The positive assumptions of parents in private schools do not guarantee to have
an increase of enrollees in private schools yearly. Contrary, it is a perennial
dilemma in private school the decrease of the enrollees. This pitfall needs to be
addressed by the school administrators, school managers and leaders (principal and
teachers). The school managers and leaders must not be complacent about this
perennial problem. There is a need to promptly address the attrition of the school
enrollees especially if the reason of transferring to other school is not satisfied by
the services given by the school. Monthly evaluation of school activities during
faculty meetings, regular observation and evaluation of the teachers, enhancement
of monitoring program, feedbacking of the parents either in the middle or at the
end of the school year helps to trace the roots and causes of this delinquency. The
consistency of implementing this procedure to address the perennial problem will
be a great help to lessen the attrition rate of the enrollees. If not promptly
addressed, this would be alarming to the whole institution. Thus, parents must be
given a chance to express their opinions or feedbacks if they are satisfied or not by
the services offered by the school. Teachers feedback as direct contact to the
students and parents is a helpful tool for school improvement.
The present study is interesting because this is the first study done in local
areas. This will help to identify the other determinants which were not included in
the study which parents consider as their determining factors in choosing a school.
As the number of private schools in Pinagbuhatan and its neighboring barangays
outgrow, it is important to identify these determinants to help these participating
schools tract their problems or issues as perceived by the parents to meet their
expectations and the needs of their children. By identifying the determinants,
school leaders and managers can infer whether it has direct or indirect influence
when it comes to the number of enrollees every year. The researcher expects an
honest answer from the parents based on their personal ideas and experiences to
see how these participating schools perform. The responses of the parents from the
survey and interview will serve as an oar to identify the things that need to be
addressed, improved or developed by the school organization.
The present study raised awareness among parent on how to choose the right
schools that fit the needs of their children. School academic performance and
parents’ expectation towards the school help the school administrators, managers
and leaders to monitor, evaluate and enhance the implementation of school policies
and curriculum to address the needs that the students and parents look for in a
school. The consistency of a school in maintaining good reputation and credibility
will attract more parents to enroll their children. Words of mouth by the parents is
a powerful tool to promote the school where their children are attending. Parents’
experiences are living proofs to encourage other parents to enroll in the same
school.
Background of the Study
Private schools in Pasig City are duly incorporated, owned and operated by
private entities whether it is parochial, religious, non-stock profit or nonsectarian
school. Tuition and miscellaneous fee are the bloodline of these private schools to
sustain the whole operation. If the population will decrease, the whole institution
will be affected. Members of the board of trustees will make some amendments of
this uncontrollable scenario to make things balanced. There are few reasons why
parents transfer their children to other school; financial constraint, transfer of
residence, looking for a bigger private school, inadequate learning resources and
facilities, location and others. Evident too is the negative impact of pandemic
which affected this school year 2020-2021. Many parents opted to send their
children from private school to public, others transferred between private schools
even there is economic downturn. Ramos (2020) reported, the Department of
Education (DepEd) updated that there are only 49.62 percent of the expected
number of private school students who registered for this school year, or only 2.1
million compared to last year’s 4.3 million learners. The statistical data showed
that the present situation affected the number of enrollees from both public and
private institution. It was also additional threats for the private schools when the
government gave free tablets to all the students. This lessened parents’ burden who
enrolled their children in public school. Nevertheless, the decrease of enrollees in
private schools have been in existence even before the pandemic.
The researcher as private educator for more than five years saw the trend of the
enrollment attrition in private schools. This issue in private schools in
Pinagbuhatan needs to be examined particularly how parents choose school for
their children and what factors influence their choice. Having the data, the school
administrators, leaders, admissions and enrollment positions can understand what
worked and did not work for the present year. Then, they can adjust their strategies
for the next year. The rise and fall of the school populations come from wide array
of reasons; school performance, quality of instruction, qualified teachers, learning
resources and materials, school environment, implementation of school policies
and programs, monetary contribution, location and health issues. These factors
must be given attention to alleviate pitfalls and enhance the school strategies.
School system analysis, policy formulation and action planning are the steps in
preparing strategic plan to address major and minor concerns in the school.
According to the Department of Education strategic management enables the
organization to focus on long-term directions and interface with the internal and
external environment and stakeholders. Krenek (2018) stated that strategic
planning is critical in education for three reasons: it provides focus, engages the
community and stakeholders and helps create efficiency and saves money.
The aforementioned scenario prompted the researcher to examine how parents
make a school choice for their children. The demographic profile of the parents
was gathered to know their background and whether it has significant influence on
their school choice. The determinants included the last part of the survey affixed
by the parents were be examined to better understand how they chose school and if
this has direct or indirect influence to the school enrollee’s attrition. A strategic
plan (Appendix A) was proposed to help the participating schools improve and to
address each issue or inefficiency as perceived by the parents.
Review of Related Literature
This section encompasses the reviewed related literature of the study.
School Academic Performance
School is the extended home to educate the children in all aspects. School
serves as the cradle of hope for the next generation where future leaders were
made. To produce a good one, school must provide a good curriculum with
competent teachers. These are few of the resources that can established a good
academic performance of the school. It takes a village to raise a child; it takes a
village to have good academic school performance. This will be the result if the
resources are efficiently and effectively utilized. Kaoma (2016), research finding
revealed that school academic performance has the most significant influence of
the parents for their school choice.
Academic performance can be expressed through assessment or evaluation in a
given time to measure whether the objectives of the teacher are being achieved
effectively and efficiently if not achieved remedial, review or reteaching is applied
(Narad and Abdullah, 2016). It is customary in teaching-learning process to give
any form of assessment after class discussion to measure whether the students
understand the lesson or not. In pre-service teaching, smart criteria in writing goals
in lesson plan is introduced. This is very important in writing lesson plan where
the teacher based his/her focus and decision-making. Having a clear and specific
objective the teacher can easily identify if s/he utilized the resources efficiently
and effectively as shown by the academic performance of the students. Failure to
meet the objectives, remedial or another form of assessment will be given to meet
the expected outcome of the students.
Lamas (2015), disagreed Narad and Abdullah (2016) that academic
performance is not purely assessed by marks but it involves factors such as the
intellectual level, personality, motivation, skills, interests, study habits, self-esteem
or the teacher-student relationship. School academic performance are not only
measured by grades but it can be measured through aptitudes and attitude of the
student by allowing each one to develop and recognized each differences and
similarities. Gardner’s Theory of Multiple of Intelligence was developed to place
equal attention of individuals who are gifted in another field. Education is not only
putting knowledge and theories on the seed bed of the individuals but focusing to a
holistic development. A threshold to discover new skills and to nurture those who
already acquired the specific skills. There must be an equilibrium in education
because school academic performance is not only measured by numbers or marks.
It is how the students applied what they have learned and acquired out of the four
corners of the classroom.
Parents preferred private schools over the public schools because they
understand the former type of schools have good facilities, good teachers, higher
qualification/characteristics, better and supportive caring environment, modern
style education, good examination results, and greater fee concession and
scholarships (Nayab, 2015). Parents’ stereotyping between public and private by
looking the outer picture between these two sectors. Notwithstanding, there are
private and public who are mediocre. In the local scenario, not all private schools
have adequate and good facilities especially small private schools. Furthermore,
the overcrowded population in public schools is the cause of scarcity in resources
that lead the parents to send their child in private schools where there is small ratio
of teacher and students.
Research findings of Malacapay (2019) showed that teachers performed very
satisfactorily, but pupils only performed satisfactorily in terms of academics.

Consequently, the researcher argue that school academic performance varied from
school to school, the skills, competence and length of service of the teachers and
how the students react or utilized the acquired learning. Agreeably, experienced
teachers have so much more to give to the learners than the neophyte teachers
when it comes to their teaching skills and experiences. However, in some cases,
there are mediocre teachers stick their comfort zone of their teaching style and
strategies which s/he applied years back from former students. This may apply for
some time but as the world keep changing, teachers must be flexible to cater what
is the need or trend in the present.
Yacoob, Osman and Bachok (2014) attested that school performance
influenced parents’ decision in choosing private schools. Contrary of Magulod, Jr.
(2016) research findings, revealed that the level of school effectiveness of both
private and public elementary schools was excellent. However, test of difference
showed that public schools exhibited stronger home-school relations than the
private schools. In terms of the level of school performance, public schools
perform better
than the private schools for the past three years (Magulod, Jr. 2016). The
researcher affirmed of Magulod, Jr. (2016) findings, private and public schools
have different ways to be an effective school. Generally speaking, there are
mediocre private and public schools which we can’t totally infer that private
school perform better than public school.

Several factors affect the student’s academic performance that influenced
parent school choice namely: good curriculum and instruction, small class size and
adequate learning resources (e.g., advanced textbooks, laboratories and
technologies). In the local scenario, congested classroom in public school and
insufficient of learning facilities and materials was experienced by many.
However, this scenario is a case-to-case basis depending on the receiver (students)
the way how they perceived and react whether their teacher is competent or not.
Government schools follow a standard curriculum, while private schools have
a more pronounced space for innovation, creativity, flexibility, and cultural or
ideological specialization—including religious education, Acidre (2019). This is
agreed by the article published in School Advisor (2018), public curriculum sets at
the national level while private curriculum shares the same curriculum as
government schools but differs in the method of delivery. Private schools have
prerogative in implementing the curriculum guided by the guidelines of the
Department of Education. Agreeably of Acidre (2019) point of view that private
school has its own way on how to implement and execute their curriculum as long
as it is guided and approved by the Department of Education. Leading point why
parents have an option to choose a school which they preferred and liked for their
children.
Adrian (2019) said that the Department of Education released a data that the
previous school year, students enrolled in private educational institutions in the
Philippines increased from about 4 million to 4.1 million in 2018. The teacher-
class ratio is lower compared to that in public schools, and the curriculum
encompasses varied specializations and even customizations to accommodate the
educational and extracurricular interests of the student population (Adrian, 2019).
In Metro Manila, the now and then issues were the big class size as the number of
populations increase. For the parents to have an assurance that their child was
given proper attention is to enroll in a private school, for some they want exclusive
school for their children.
Estrada (2018) opposes that there is nothing in the bill which ensures the
quality of basic education of learners in the country if they belong in a small class
size. There is no empirical study that students belong in small class size receives
quality education, it differs students to students and school to school. PennState
Center of Evaluation and Education Policy Analysis (2015) disputed that
overcrowded classrooms are also associated with decreased levels of student
engagement and, therefore, decreased levels of learning. Conversely, Alsauidi
(2016) agreed that parental decisions are based on the assumption that a smaller
class equates to a more suitable and better-quality learning environment in which
the student’s achievements and development will be enhanced through a
constructive relationship between teachers and learners in which teachers have
more time to devote to supporting each individual learner. The researcher, agree of
Alsauidi (2016) for some cases not all students belong in small class size
performed well. There are students who are complacent to their academic matter
which lead to poor study habits. Nowadays, often than not, students are more
attached to their phone activities rather than a higher excitement in doing school
activities.
Cruz (2014) added that parents choose private school for some reasons; first,
private schools offer religious instruction, second, they also offer subjects that,
correctly or not, parents want their children to master, that is, English language.
For some private schools especially in Catholic schools, they integrate religious
instruction in curriculum. Part of their mission is to evangelize the word of God
and strengthen one’s faith. For the parents who are particular when it comes to
their religious beliefs, this could be one of the strengths in a private school. To
have strong foundation of good moral and spiritual beliefs of the child, it must start
at home and extended in school. Home and school have big contributing factors for
the total development of the child.
Parents’ Socio-economic Status
Many researchers claimed that parents’ socio-economic status influenced
students’ academic performance. They infer in general perspective that students
from advantage family, parents with high educational attainment performed better
than the less advantage students. However, this is not absolutely true, there are
students from less advantage family can outperform than the students from
advantage family. The researcher affirmed that variance of students’ academic
performance was influenced by their family background. Parents are occupied
from their livelihood and sometimes linger the school needs of their children.
There are parents relied more to the school in molding the intellectual development
of their children. No follow at home which leads the child poor study habits and
underperforming. The research affirmed that educational attainment, family
income and even marital status influenced parents when it comes in choosing
school for their children. One of the reasons for some parents, considered their
financial status in choosing private school.
Monetary contribution is an obligation for every parent in private school,
everything is paid. According to Agullana, Molina, Orejuela and Valdez (2017),
some scholars consider that socioeconomic status is the total household income
while other scholars include other variables i.e., parental educational levels. In
addition to the widely used income variable, some others variables are also
considered i.e., family and parental educational attainment and total family
income. Aside from financial matter, parents considered their educational
attainment, family background for they want the best education for their child in
preparation for their future path. Conversely, Yacoob, Osman and Bachok (2014)
found that the parents make the decision based on their income level, social
background, followed by the distance and location when selecting to enroll their
children in private schools.
Kaoma (2016), claimed that it had been established that parents’ socio-
economic status was also a determining factor on how parents on choose
secondary schools for their children. Agullana, Molina, Orejuela and Valdez
(2017) agreed that families with high socio-economic status often have more
success in preparing their young children for school because they have access to a
wide range of resources to promote and support young children’s development.
The researchers added, that students from a family with higher income per month
may achieve a higher academic performance because his parents are well enabled
to sustain the academic needs of their children and in the contrary students from
low-income families may earn a lower academic satisfaction because their parents
may only have a limited source of income that will provide their academic needs.
Location and Safety
Location and safety are considered to influence parents school choice.
Location as used in this study is the distance of students’ school from their home.
If refers also to the school location away from noise and other establishment like
malls, fast foods, commercial establishment, and others that give distractions. On
the other hand, safety refers to the school environment and the community where
the school is situated. The area is located in a free danger zone, high security
environment, learner has healthy and good rapport to all the people in the
community where she/he belongs.
Educators have come to realize that the foundation of all learning was safety
and security. Attendance and academic performance were closely linked to how
safe students perceive the school environment to be. It was hard for young people
to concentrate on learning when they feel vulnerable, and a climate of fear forces
teachers to shift their focus from teaching to policing. Safety and security concerns
were fast becoming an important part of any dialogue about improving school
wide academic performance. Schools were among the safest places for our
children [1]-[4] (Glariana & Solar, 2015).
Soverano (2019) stated that a safe learning environment is essential for
students of all ages. Without it, they are unable to focus on learning the
competencies (knowledge, skills, and attitude) needed for a successful education.
Parents put into consideration when choosing private schools, the safety of their
children. School as second home of the students must establish strong foundation
when it comes to safety and security. Most likely in elementary level, these are
vulnerable students who need strong guidance and protection from any harm. Not
only during emergency but also the safety and security in terms of school ground
safety, food safety, water safety, fire safety, and campus security, building safety
and sanitary facilities (Glariana & Solar, 2015). These are essentials for the
students to perform well in school interacting in a healthy, safety and happy
environment. No fear but an autonomy of learning.
Jessen (2013) quoted by Mawene & Bal (2018) claimed that some parents
wanted their children to attend a school closer to home so that they could respond
quickly in case of emergency. This was confirmed by the researcher, on her
interview, number of parents enrolled their child in nearby school. School
proximity has benefits; i.e., not consuming in time, easy access, no need to
commute, and free from busy road. Kaoma (2016) argued as revealed on his study
that location has no significant influence as determinants of school choice. Added
by (Bajwa-Patel & Devecchi, 2014; Jenkinson, 1998; Lange & Lehr, 2000) quoted
by Mawene and Bal (2018), convenience in commuting and proximity to home
were not important enough factors in choosing school. Arguably, this is for other
cases like students entering in secondary level who have already preferred school
aside from the decision of parental involvement. In an effective school, there is an
orderly, purposeful, businesslike atmosphere which is free from threat or physical
harm [5] (Magulod, Jr., 2016).
School Moral and Spiritual Ground
Bhagwati Devi Memorial (BDM) International (2019) defined moral values as
the worthy principles that one follows to distinguish the right from the wrong.
Moral values are part of the curriculum and integrated in every subject. Part of the
school and its stakeholders’ role is to continue nurturing and planting the good
values in every child to be a wholesome person as he/she grows. There must be
balance in educating the children not only teaching them how to become excellent
and well-rounded person but also to become a person with good character. This was
confirmed by Borba (2016) who said that moral values can easily be integrated into
your lesson plans and woven into your school day. School will be the second home
in shaping the moral values and character of the learner. This only means that
school and family have the greater impact in nurturing the moral values of the
child. The people that surround and encountered by every individual is the product
of the educators and every parent in a family. Kaoma (2016) found out on his
study that all parents that were interviewed expressed willingness to send their
children to secondary schools that were renowned for discipline. The absence of
moral values in the society would have a greater chance to have chaotic world.
That was agreed by Borba (2016) that sixty percent of adults believe that young
people’s failure to learn moral values is a serious national problem.
The moral values of children today and yesterday were different which were
influenced by the advancement of science and technology. According to Bautista
(2018), the power of media, side by side with one’s family and environment can be
influential to a person’s religiosity and morality. Parents’ guidance is vital in
assessing their children the proper usage of technology. Monitoring and checking
their activities are necessary. Children must avoid unwanted and inappropriate
content in social media platforms. Ponio (2019) believes that knowing good moral
values such as kindness, humility, courage, and compassion at an early age builds
a child’s character. At early phase in education, educator must build and create
strong foundation for the character development of the students. This is susceptible
stage of the students which they easily absorbed of what they heard and observed
the things that happened to their surroundings. Knowledge and skills are
significant aspects in every line of work but possessing the right attitude binds
together all the positive thoughts leading towards the achievement of personal and
professional growth (Laguador, 2013).
According to Purcell (2015), religious education emphasizes respect for others,
regardless of their beliefs, race or social status. In our diverse society, children
need wide array in understanding other’s principal religions and world views.
Another reason parent enrolled their children in private school is the integration of
religious instruction in curriculum. Parents valued their spiritual beliefs which they
want to be handed down to their children. Therefore, they look for a school where
there is an extension in practicing their philosophical and spiritual beliefs. As the
role of education is to teach the students its total development, thereof, there is an
equilibrium in teaching between academic, spiritual and character development. If
not, there will be a chaotic or peril in the society in the near future as being tagged,
“youth is the hope of thy nation”. The educators have big influence on how the
students will become.
Magulod, Jr (2016) said that the focus of the private schools relative to clear
and focus mission indicates that they put greater emphasis on their school
commitment and religious faith. It must be noted that the participating private
schools in this study located in the 2nd congressional district of Cagayan Province
are sectarian schools operating under the supervision of religious sectors. Most of
the private schools in the Philippines anchored their vision and mission to their
school philosophical and spiritual beliefs. This is influenced by the old type of
education system which is run by the religious person.
Vision and Mission of the School
Private school sectors have established vision and mission known by the
students, parents and other stakeholders. School vision is the first step in the right
direction. Vision statement is the core of the organization with future lofty goals. It
may describe the school ideals, its core organizational values, and its long-term
objectives that is seeking input from the stakeholders and alert to any changes (The
Glossary Education Reform, 2015). A mission statement on the other hand, may
define the school culture and routine, its instructional values, and its obligations to
the community, while objectives are explicit plans and procedures where vision
and mission break down into specific and measurable steps, and outcomes
influenced by the changes in instructional and support programs. Brandman
University (2020) posited that forgetting the school vision is difficult to unify
everyone around a mission if no one knows what it is.
Vision and mission of the school must come together hand in hand. A well-
written statement can guide decision-making, resource allocations, policy
decisions, and how the school operates (Allen & Kern, 2018). The absence either
of the two gives vague purposes of the institution. Mission is the strategic plan that
is carried out for the fulfillment of the vision. Public schools have universal vision
and mission as mandated by the Department of Education. Contrary to the private
elementary schools, they have their own school vision and mission. Magulod Jr.
(2016) found out that the 2nd congressional district of Cagayan Province are
sectarian schools operating under the supervision of religious sectors. As such,
they center their school vision and mission on activities, plans and programs
anchored on the inculcation of Christian faith, values and spirituality.
School vision and mission must be renowned by the stakeholders. The school
will expand and grow through the help from its stakeholders. Therefore, it must
clear to them their functions to carry the school vision and mission to achieve the
specific goals. It is difficult and even not purposive if there is no specific and clear
goal of what these stakeholders are doing and why they are doing it. The absence
of school vision and mission misleads the institution, indirective and unpurposive.
School Leadership
One of the important persons in an institution is a leader. A leader takes bigger
responsibilities in the over-all operation of the school. A good leader can inspire
and transpire people. A leader must possess a good character and traits to influence
other people. How he runs the school defines his leadership style that reflects the
school performance and its employees. According to Cruz, Navarro, Belecina and
Villena (2016), school leaders and managers are basically the responsible in the
overall operation of the school.
Sharma and Jain (2013) claimed that leadership and management must go hand
in hand. They are not the same thing but they are necessarily linked, and
complementary. The function of leaders and managers can be interchanged
depending upon the situation. Leadership can be observed through strategic
development while management is the day-today basis in carrying the plans.
Leaders in 21st century enthusiastically face the challenging task of preparing
young minds for the future, and they think strategically about the goals and
systems that will support this task (Driscoll, 2016). School leaders and
stakeholders must possess the important skills in 21st century to properly lead and
manage the new generation of learners since most of them can learn and will learn
through their own phase. To achieve new kind of leadership, school leaders and
educators must not stop in learning new skills and discovering new knowledge and
information especially nowadays, students can easily access through browsing and
surfing in the internet if they have unanswered questions from their teachers.
Continuous training, seminars, workshop and other activities must be offered by
the school to the school leaders and managers to cope with the demand in the
society. If not, students will not be interactive and less interested especially if the
teachers have only limited knowledge and skills.
Instructional leadership as a factor of effective school describes how the school
heads as instructional leaders ensure that the mission of the school is being
fulfilled. The schools require good leaders to organize the process of teaching and
learning to ensure that the mission of the school is achieved (Magulod, Jr, 2016).
Conversely, the research claimed that school principal plays vital role for an
effective school. Regular monitoring of teacher’s performance whether pop-in or
formal observation allows the principal and teachers to meet both ends.
Silins and Mulford (2015) research findings revealed that leadership
characteristics of a school are important factors in promoting systems and
structures that enable the school to operate as a learning organization. Arkansas
State University (2015) stated on their published article that today’s educators
must develop the leadership skills to direct organizational change, craft
cooperative agreements with other stakeholders. In the 21st century, the school
administrator together with the stakeholders must come together hand in hand in
giving the demand of the society in local, national or global system. The school
administrator played multiple roles falling into different leadership models in
approving, monitoring, and managing such transition efforts (Pasia, 2019).
According to Cruz, Navarro, Belecina and Villena (2016), successful school
heads’ leadership and management can be developed and expanded over time.
Strategic Plan
Yaakob, Musa, Habibi and Othman (2019), posited that strategic planning is
the future they want to be defined through the partnership and collaboration of the
various networks of concerned educational partners. Strategic planning involved
different stakeholders to fulfill the blueprint for school improvement and for the
benefit of the learners. This is in collaboration of various networks that involve
human, financial and other resources to achieve the desired objectives that they
want in the future.
The plan encourages commitment by showing staff members that their work is
essential, part of a larger strategy to help their school succeed (Ong, 2016). It is not
enough to lay down a well-written strategic plan for compliance; it must be
realistic and feasible. To carry out this plan, all the involved stakeholders must be
aware of their specific responsibilities to achieve the desired goal. Without
strategic planning, school will be static and unprogressive. This will reflect to the
students and parents, that is why, when parents are not satisfied, they will hop to
other school that can meet their expectations.

However, not all organizations are successful with their strategies (Widodo,
2018). There are times that plans were unsuccessful. A lot of factors that
contribute for the unsuccessful planning include poor communication between
management and its team. Communication is one of the important factors that
leads to the success of the plans. Proper dissemination of information to all the
responsible persons that are part of the plan will promote a higher chance to
achieve the plans. As a leader, s/he must know how to maneuver the written plan
to make it successful and these plans will be defined of what and where your
institution will be in the future.
Summary of Related Literature
The researcher learned from her teaching experience or through literature
review the factors that influence pertinent to the parents’ school choice. In the
literature, authors key findings revealed that school academic performance is one
factor that largely influenced parents’ school choice, school facilities, learning
resources, good teachers, higher qualification/characteristics, better and supportive
caring environment, modern style education, good examination results, greater fee
concession and scholarships (Nayab, 2015). Yacoob, Osman and Bachok(2014)
attested that school performance influenced parents’ decision in choosing private
schools. Another research finding revealed that parent’s socio-economic status had
an impact but not a major factor in choosing school while location is found not to
have significant influence as determinants of school choice, (Kaoma, 2016).

Soverano (2019) stated that a safe learning environment is essential for
students of all ages. Kaoma (2016) argued as revealed on his study that location
has no significant influence as determinants of school choice.
One study found out that school moral and spiritual grounds are associated as
determinants of parents’ school choice. Parents send their child in private schools
because of renowned discipline and teaching spiritual faiths and beliefs (Kaoma,
2016). According to Purcell (2015), religious education emphasizes respect for
others, regardless of their beliefs, race or social status. Magulod, Jr (2016) said that
the focus of the private schools relative to clear and focused mission indicates that
they put greater emphasis on their school commitment and religious faith.
Silins and Mulford (2015) research findings revealed that leadership
characteristics of a school are important factors in promoting systems and
structures that enable the school to operate as a learning organization. According
to Cruz, Navarro, Belecina and Villena (2016), successful school heads’ leadership
and management can be developed and expanded over time.
The researcher’s search for related literature revealed its scarcity. No foreign
and local studies have been done in private primary level. The researcher claimed
that there is a need to determine the influencing factors of parents in selecting
private elementary schools for their children. As such, this will serve as guidelines
for the private sectors on how the parents choose private schools for their children.
Knowing the determinants of parents’ school choice is important for the private
schools for them to have a grasp of what the school needs to improve. In addition,
this can help the school to analyze the trend of their school enrollment. My
personal experienced can tell that private school population declined yearly for
different reasons.
Significance of the Study
This study will benefit the following persons:
School Leaders and Managers. The study will help them to understand the
reason behind parents’ choice toward schools. Through this, school leaders and
managers will be able to examine their leadership style and management on how to
improve and enhance their skills to give better service to the students that would
address the demands of the parents.
Private School Owners. They will be able to understand the reason why there are
parents who continue to look for another school, thus, they can make some
interventions to keep the parents stay in their school and become loyal consumers.
Teachers. This study will enhance their teaching styles and strategies so that they
can give a better quality instruction to the students.
Parents. This study is helpful to the parents who give feedback so that the school
will be able to meet their expectations.

Students. This study is beneficial to the students as recipients of the school’s
improvement for them to be served better.
Future Researchers. This will serve as reference for the future researchers who
want to expand other determinants of parents’ school choice in private schools.
Conceptual Framework
Innp
Independent Variables Dependent Variables
Profile of the respondents in Determinants of School choice
 School academic
terms of:
performance
 Age  Parents’ socio-economic
 Gender status
 Marital Status  Location and safety
 Employment Status  School moral and spiritual
 Monthly Income grounds,
 Vision and mission of the
school
 School leadership
Figure 1. Conceptual Framework of the Study

Determinants of School Choice: Understanding How Parents Choose Private
Elementary Schools in Pinagbuhatan, Pasig City
The study deals with two variables: profile of the respondents as the
independent variables and determinants of school choice as the dependent
variables. The profile of the respondents which consists of their age, gender,
marital status, employment status and monthly income are presumed to influence
the determinants of their school choice. The age of the respondents varied from
school to school. The researcher wanted to examine if age does matter when it
comes to parents’ school choice. Marital status is one of key variables to know
whether the school’s moral and spiritual practices and beliefs affect parents’
school choice. Employment and income status of the parents are important as one
of the indicators considered to influence parents school choice.
The determinants of school choice are the factors that were measured in the
study. These variables were presumed to be influenced by the respondents on how
they choose private schools for their children. On academic performance some
authors as presented in chapter 2 that has dealt with literature review had argued
that school academic performance, parents’ socio-economic status, location and
safety, moral and religious grounds have significant influence of parents’ school
choice for their children. Socioeconomic status in this study referred if the parents’
school choice was influenced by their economic status and if their decision were
influenced by their families, relatives or friends. Location or residence of parents
was also looked at as a determinant of school choice. Moral and religious values,
vision and mission and school leadership were considered as influencing factors of
parents’ school choice. The expected outcome of this study is to examine if there is
significant relationship between the demographic profile of the respondents and
the determinants of their school choice and how the parents would rate and rank
these determinants according to their point of view where their children were
enrolled.
Theoretical Framework
The study was supported by the rational theory of Adam Smith, a theory which
is a principle in economics that theorizes people will always try and make the most
economic and efficient decision when given a choice between one or more things,
cited by the Rational Choice Theory: History & Theorists (2007).
Parents higher level of perception helps to alleviate how to choose school for
their child. Aside from personal perception, parents school preference was
influenced by family, friends or social network. Olson Beal and Hendry (2012),
stated that parents obtained information from a wide range of sources, including
the ― ‘’grapevine’’ knowledge of informal networks. Parents with high level of
occupational status choose a private school compared with those with low level of
occupational status in Australia (Suppramaniam, et. al., 2019). No Child Left
Behind Act (NCLB), is a federal law that provides money for extra educational
assistance for poor children in return for improvements in their academic progress
(Fairtest, 2008).
The rational choice theory states that individuals use rational calculations to
make rational choices and achieve outcomes that are aligned with their own
personal objectives (Ganti, 2020). Bosetti (2004) postulated that parents appeared
to employ a mixture of rationalities involving an element of the ‘fortuitous and
haphazard’. To make decisions regarding their children’s education, parents would
rely on their personal values and subjective desired goals of education, as well as
others within their social and professional networks to collect information. In
addition, Bosetti (2004), quoting Fuller et al (1996) suggested that parents were
utility maximizers who made decisions from clear value preferences based on
calculations of the costs, benefits, and probabilities of success of various options;
that they were able to demand action effectively from local schools and teachers;
and that they could be relied upon to pursue the best interests of their children.
Walberg (2000) claimed that rational choice is the fundamental assumption of
market theory. It is a core idea in economics, the quintessential policy science, a
discipline that follows its own efficiency precept by parsimoniously explaining
much about individuals and society with only a few ideas. Bosetti (2004) agreed,
the rational choice theory suggested that wage earning or working-class families,
like salaried service or middle-class families, were concerned that their children
obtained the educational qualifications necessary to preserve their present class
position, or at least guard against downward mobility.
Olson Beal and Henry (2012) researched findings claimed that the choice works
in complex, contradictory ways to both empower and disempower parents as
participatory citizens in democratic change and that market-driven school choice
situates parents as consumers and thus redefines education as a private rather than a
public good. Contrary to Coleman (1988) cited by Claridge (2015), saw social
capital as a public good where the actions of individuals benefit the whole. As
such Coleman conceptualized social capital as a collective asset of the group and
made little provision for inequality that results or causes differential power and
status.
Basic aspects of the choice process are, for example, which schools are
assessed and how parents assessed those schools (Suppramaniam, et al., 2019).
They also said that humans‟ bounded rationality and opportunity costs of assessing
school in which parents could move their child is required to consider some
smaller set and it might be school location or school popularity.” Bosetti (2004)
asserted that parents school choice was not always influenced by rational choice
but also by other factors.
Statement of the Problem

This study aimed to examine the determinants of school choice to
understand how parents choose private elementary schools in Pinagbuhatan, Pasig
City.
Specifically, it sought to answer the following sub-problems:
1.What is the demographic profile of the respondents in terms of:
1.1 Age;
1.2 Gender;
1.3 Marital Status;
1.4 Employment Status; and
1.5 Monthly income?

2. To what extent do the following factors influence parents school choice in terms
of:
2.1 School academic performance;
2.2 Parents socio-economic status;
2.3 Location and safety;
2.4 School moral and spiritual ground;
2.5 Vision and mission of the school; and
2.6 School leadership?
3. Does the demographic profile significantly influence the parents’ school choice
for their children?
4. What strategic proposed plan can be formulated for school improvement?
Hypothesis
The demographic profile does not significantly influence the parents’ school
choice for their children.
Scope and Delimitations of the Study
This study titled, Determinants of School Choice: Understanding How Parents
Choose Private Elementary Schools in Pinagbuhatan, Pasig City, primary focus is
to investigate the factors that influence parents’ decision to enroll their children to
a private educational institution.

The respondents of the study were delimited to the parents from four private
elementary schools in Pinagbuhatan, Pasig City namely: St. Joseph’s Children’s
Centre of the Ursuline Missionaries of the Sacred Heart, Puso ni Jesus School,
Escuela Catolica de San Sebastian and King Solomon Wisdom School of Pasig.
There are eight (8) small private schools in Pinagbuhatan, Pasig City, but
unfortunately, only four (4) schools participated.
The research is further delimited to the kinder and grade 1 parents of the
above-mentioned schools for they are considered as the primary consumers and/or
clients in the pre-school and grade school level, respectively. These parents after
having been able to satisfy their expectations will later on become loyal clients of
the school in the future. Contrary, there are parents who transferred their children
to other school if their expectations were not met. Based on my queries from the
principal/head of the participants school, parents transferred to other school
because of financial problem, looking for air-conditioned classroom, adequate
facilities and learning resources especially modern technologies, and looking for
bigger schools. In isolated cases, health or behavioral issues or problem where the
reasons why parents transferred their children to other schools.
In the last part of the survey questionnaire, parents were asked to enumerate
the other determinants which were not mentioned. Lower tuition, good facilities,
credibility of the school, smaller class size and good teachers. These determinants
were drawn from their personal experiences. As perceived by the parents, it is
important to have good facilities which are essential in teaching-learning process

where children can explore and learn more. Lower tuition is an advantage
especially if the school offers good education. Smaller class size is another factor
considered as indicator in choosing school. Parents’ assumption was a smaller
class equates to a more suitable and better-quality learning environment. Students’
achievements and development will be enhanced through a constructive
relationship between teachers and learners in which teachers have more time to
devote to each learner.
Definition of Terms
The following terms were defined conceptually and operationally in order to
maintain clarity and understanding between the researcher and the readers.
The following words were arranged based on the course of the discussion of
the study.
Determinants. These are the factors that control or influence what happens.
(Merriam-Webster.com dictionary. Retrieved from https://www.merriam-
webster.com/thesaurus/determinant)
School Choice. It is the power and privilege of the parents to choose school for
their children.
Private School. It refers to a school founded, conducted, and maintained by a
private group rather than by the government, usually charging tuition and often
following a particular philosophy, viewpoint, etc. (Dictionary.com. Retrieved from
https://www.dictionary.com/browse/private-school)
Parents. The parents or guardians who take care, provide and attend to all the
needs of the child.
Student. It refers to the group of learners in a class who receive the same amount
of instruction.
Academic Performance. It is the measurement of student’s achievement across
various academic subjects. (Ballotpedia.com. Retrieved
https://ballotpedia.org/Academic_performance)
Parents’ Socio-Economic Status. This refers to the amount of parents' income,
their employment status and level of education.
Location. It is the distance between the school and home of the student.
School safety. It refers to a schools and school-related activities where students
are safe from violence, bullying, harassment, and substance use, and others.
(National Center on Safe Supportive Learning Environments. Retrieve from
https://safesupportivelearning.ed.gov/topic-research/safety).
Moral Values. It conforms to a standard of what is right and good . (Merriam-
Webster.com dictionary. Retrieved from
https://www.merriam-webster.com/dictionary/moral)
Spiritual Ground. It is the individual spiritual beliefs of the parents and students
regardless of what religion they belong.
Vision Statement. It is an outline of a school objectives. (2018) (The
Conversation Media Group. Retrieved from https://theconversation.com/school-
vision-and-mission-statements-should-not-be-dismissed-as-empty-words-97375)
Mission Statement. It indicates how the school aims to achieve that vision. (2018)
(The Conversation Media Group. Retrieved from
https://theconversation.com/school-vision-and-mission-statements-should-not-be-
dismissed-as-empty-words-97375)
School Leadership. It refers to the capacity of school leaders to lead and guide the
overall organization.
Chapter 2
Method
Research Design
This chapter deals with the research methods and encompasses the four main
topics namely: research design, research locale, selection of participants,
instrumentation and statistical treatment.
The study about understanding how parents choose private elementary schools
in Pinagbuhatan, Pasig City employed descriptive survey research design. The

method of research which concerns itself with the present phenomena in terms of
conditions, practices beliefs, processes, relationships or trends invariably. Salaria
(2012) quoted Dr. Y.P. Aggarwal (2008) descriptive research is devoted to the
gathering of information about prevailing conditions or situations for the purpose
of description and interpretation. This type of research method is not simply
amassing and tabulating facts but includes proper analyses, interpretation,
comparisons, identification of trends and relationships. (Salaria, 2012,).
The descriptive-survey research is used to gather data about varying subjects.
These data aim to know the extent to which different conditions can be obtained
among these subjects. Creswell (2008:388) explained that survey research designs
are procedures in quantitative research in which investigators administer a survey
to a sample or to the entire population of people to describe the attitude, opinions,
behaviors, or characteristics of population.
This study relied primarily on survey questionnaires in gathering the data. This
research design is appropriate for the present study in collecting and analyzing the
essential data. The first part of the survey questionnaire is the demographic profile
of the respondents including parent’s age, gender, marital status, employment
status and monthly income of the family. Second part of the survey questionnaire
indicate the six determinants of school choice namely: school academic
performance, parents’ socio-economic status, location and safety, school moral and
spiritual ground, vison and mission of the school, and school leadership, its
influence to parents’ school choice in private elementary schools in Pinagbuhatan,
Pasig City.
Research Locale/Setting
The study was conducted from four (4) private elementary schools in
Pinagbuhatan, Pasig City namely: St. Joseph’s Children’s Centre of the Ursuline
Missionaries of the Sacred Heart, Puso ni Jesus School, Escuela Catolica de San
Sebastian and King Solomon Wisdom School of Pasig.
Participants/Sampling
The target population of this study from which the sample was drawn are the
kinder 1 and grade 1 parents whose children were currently enrolled in the
following schools: St. Joseph’s Children’s Centre of the Ursuline Missionaries of
the Sacred Heart, Puso ni Jesus School, Escuela Catolica de San Sebastian and
King Solomon Wisdom School of Pasig. The total population from four (4)
schools was 155 parents. By using the Slovins formula, we were able to get the
target sample size of 112 parents who all answered the google survey
questionnaire.
The researcher used the Slovins formula to find the sample size of the study as
shown below:
N
The formula: n=
1+ N e 2
Whereas: N = Target population (155)
n = Total sample size

e = Desired margin error (0.05)
155
n=
1+155(0.0025)
155
n=
1.385
n = 112
The table below shows the sample size of the study and its equivalent percentage.
Nam Samp Percenta

e of le ge
Scho Size
ol
Scho 14 12.5
ol A
32 28.57
Scho 9 8.04
ol B
6 5.35
Scho 9 8.04
ol C
10 8.93
Scho 17 15.18
ol D
15 13.39
Total 112 100.00
Measures/Instruments
The researcher used a self-administered questionnaire for the parents to
examine the determinants of school choice in private elementary schools in
Pinagbuhatan, Pasig City. Closed-ended survey questionnaire used consisted a list
of questions answered by the participants on a 4-point Likert Scale (Likert, 1932).
The questionnaire was divided into two parts. The first part focused on the
demographic profile of the respondents while the second part contained six (6)
factors such as school’s academic performance, parents’ socio-economic status,
location and safety, school moral values and religious ground, vison and mission
of the school, and school leadership and management, which were considered
determinants that influence parents in choosing private elementary schools for
their children. Specific indicators were also identified which gave the respondents
better understanding and grasp of these factors. A 4-point rating scale was used to
measure or assess the responses for each question. Below is the table which served
as guide for the researchers in interpreting the responses on the items included in
the second part of the questionnaire.
Likert Scale Interpretation Guide

Scale Range of Interpretation
Values
4 3.26 - 4.0 Strongly Agree
3 2.51 - 3.25 Agree
2 1.76 - 2.50 Disagree
1 1.0 - 1.75 Strongly
Disagree
The last part of the questionnaire was an open-ended question to enumerate
other factors and/or indicators which may have not been included in the
questionnaire.
Moreover, the researcher conducted an interview with some of the respondents
to validate the results of the study. Furthermore, validation was also done among
the principals of the four schools who were considered key informants on how and
why parents choose their schools.
Procedure/Statistical Treatment
The questionnaire was presented first to the adviser for content substantiation
and validation, then to the thesis statistician for approval and for review. The
comments and suggestions led to the refinement of the research instrument, which
eventually was finalized and created through google forms before it was
administered for pilot testing.
The survey questionnaire was pilot tested in Pasig Catholic College Grade
School Department. Sixteen (16) parents from one (1) section in Kinder and
twenty (20) parents from one (1) section from Grade 1 participated in the pilot
testing.
After the google form responses were retrieved, the researcher with the help of
the statistician tabulated the responses and subjected them for Cronbach Alpha. To
test the internal consistency reliability of the Likert scale instrument on factors that
influence parents’ school choice Cronbach’s alpha was used.
Reliability Statistics
Cronbach’s Cronbach’s Alpha No. of

Alpha Based on Items
Standardized Items
.949 .956 30
The table above shows that the Cronbach’s alpha is 0.949 which means that
there is an excellent reliability of the instrument used. It can also be said that all
the items in the instrument measured the same concept or construct, hence, it is
connected to the interrelatedness of the items within the test.
New normal trends work through technology as effects of global health crisis.
In this study, technology was utilized. The researcher called up the eight school
heads of private elementary schools in Pinagbuhatan, Pasig City to ask permission
to conduct a research study. It was followed by emailed letter (Appendix B)
pertaining the permission and personal appearance. Four schools participated in
the study while two schools declined and the other two did not respond.
The google survey questionnaire (Appendix C) was validated by Mr. Mardy B.
Bedaña, Grade School Student Affairs and Services Coordinator, Mr. Virgilio B.
Terrenal, Technical and Vocational Skills Coordinator and Mrs. Rizza Cuevas,
HRM Director. This was then followed by pilot testing in a private school. After
validation, parents were given permission letter (Appendix D) through the teachers
before the google survey was emailed to kinder 1 and grade 1 parents. The
researcher sent the web URL to the school heads, kinder 1 and grade 1 teachers of
four schools. Then, the teachers sent the link to the parents.
It was not hard to collect and monitor the data and less error occurred.
However, it took time to gather all the responses because of some reasons: low
internet connection of the parents, busy schedule, or delayed responses.
The researcher used the weighted mean to measure the central tendency of the
data and percentage to represent the value of the distribution and derived insights
into each statistical result.
The formula for percentage is:
P= --------- x 100
Where:
P = percentage
F = frequency sample
N = total number of samples
100 = constant
The formula for weighted mean is:
M = ∑wf
----------
∑f
Where:
M = mean
∑wf = summation of weighted mean
∑f = summation of frequency
Chapter 3
Results
This chapter covers the presentation and analysis of data gathered substantial
in understanding how parents choose private elementary schools in Pinagbuhatan,
Pasig City for academic year 2020-2021.
Data Analysis
The data collected from the respondents are presented and discussed in the
sequence of the research problem.
Table 1.
Profile of the Respondents According to the School Where Their Child is
Currently Enrolled
Name of Level Frequency Percentage

School
Kinder 1
School A 14 12.5
School B 9 8.04
School C 9 8.04
School D 17 15.18
Subtotal 49 43.76
Grade 1
School A 32 28.57
School B 6 5.35
School C 10 8.93
School D 15 13.39
Subtotal 63 56.24
TOTAL 112 100
Table 1 presents the four (4) schools in Pinagbuhatan which took part in the
completion of this study. From the data gathered, it can be clearly seen that School
A has the greatest number of participants with a total of forty-six (46) or 41.07%
respondents, fourteen (14) or 12.5% came from kinder level while thirty-two (32)
or 28.57% were from grade 1. This is followed by School D (32) or 28.57%

respondents, seventeen (17) or 15.18% were from the kinder level while fifteen
(15) or 13.39% were from grade 1. School C has a total of nineteen (19) or 16.96%
respondents. Nine (9) or 8.04% were from kinder while ten (10) or 8.93% were
from grade 1 level. Fifteen (15) or 13.39% of the respondents were from School B
where nine (9) or 8.04% were from the kinder level while the other six (6) or
5.35% were from grade 1.
Table 2.
Profile of the Respondents According to Age
Age Frequency Percentage
25-30 years old 22 19.64

31-36 years old 41 36.61
37-42 years old 28 25
43-48 years old 21 18.75
TOTAL 112 100
Table 2 shows the age group categories of the one hundred twelve (112)
parents who took part in the completion of the questionnaire. Forty-one (41) or
36.61% of the total population belongs to 31-36 years old, twenty-eight (28) or
25% belongs to 37-42 years old, twenty-two (22) or 19.64% belongs to 25-30
years old and twenty-one (21) or 18.75% belongs to 43-48 years old.
Table 3.
Profile of the Respondents According to Gender
Gender Frequency Percentage

Male 16 14.29
Female 96 85.71
TOTAL 112 100
Table 3 presents the distribution of respondents’ gender. The greatest number
of respondents were female with a total of ninety-six (96) or 85.715 while sixteen
(16) or 14.29% were male.
Table 4.
Profile of the Respondents According to Marital Status
Marital Frequency Percentage

Status
Married 79 70.54
Single Parent 15 13.39
Separated 1 0.89
Widowed 2 1.79
Living Together 15 13.39
TOTAL 112 100
Table 4 shows the marital status of the respondents. It can be seen that seventy-
nine (79) or 70.54% are married, fifteen (15) or 13.39% are single parents, another
fifteen (15) or 13.39% are living together with their partners, two (2) or 1.79% are
widowed and one (1) or 0.89% is separated.
Table 5.
Profile of the Respondents According to Employment Status
Employment Frequency Percentage

Status
Private 47 41.96
Public 7 6.25
Self-Employed 33 29.46
Unemployed 25 22.32
TOTAL 112 100
Table 5 shows the employment status of the respondents. Forty-seven (47) or
41.96% are currently working in private companies while seven (7) or 6.25% are
working in public or government agencies. Thirty-three (33) or 29.46% are self-
employed while twenty-five (25) or 22.32% are unemployed.
Table 6.
Profile of the Respondents According to Monthly Income
Monthly Income Frequenc Percentage

y
Below Php 5,000.00 0 0
Php 5,000.00 - Php 10,000.00 16 14.29
Php 10,001.00 - Php 15,000.00 14 12.5
Php 15,001.00 - Php 20,000.00 15 13.39
Php 20,001.00 - Php 25,000.00 21 18.75
Above Php 25,000.00 46 41.07
TOTAL 112 100
Table 6 shows the distribution of the respondents’ monthly income. Forty-six
(46) or 41.07% are earning above Php 25,000.00 monthly, twenty-one (21) or
18.75% are earning between Php 20,0001-Php 25,000.00 a month. Sixteen (16) or
14.29% earns between Php 5,000.00 - Php 10,000.00, fifteen (15) or 13.39%
between Php 15,001.00 - Php 20,000.00 and fourteen (14) or 12.5% are earning
Php 10,001.00 - Php 15,000.00 a month. No one is earning below Php 5,000.00.
Table 7.
Summary of the Responses on the Determinants of School Choice from Kinder 1
Parents
Determinants of School Weighte Verbal

Choice d Mean Interpretation
Location and Safety 3.86 Strongly Agree

Vision and Mission of the School 3.43 Strongly Agree
School Moral and Spiritual Ground 3.42 Strongly Agree
School Leadership 3.42 Strongly Agree
School Academic Performance 3.30 Strongly Agree
Parents’ Socio-Economic Status 3.21 Agree
OVER-ALL WEIGHTED MEAN 3.44 Strongly Agree
Table 7 shows the summary of responses from kinder 1 parents on the
determinants of their school choice (Appendix E). Location and safety have the
highest weighted mean of 3.86 with the verbal interpretation of strongly agree
while parents’ socio-economic status has the lowest weighted mean of 3.21 with
verbal interpretation of agree. The over-all weighted mean of the six determinants
is 3.44 with verbal interpretation of strongly agree. This means that these are some
of the factors that kinder 1 parents considered when choosing school
Table 8.
Summary of the Responses on the Determinants of School Choice from Grade 1
Parents


Table 8 shows the summary of responses from grade 1 parents on the
determinants of their school choice (Appendix F). School academic has the highest
weighted mean of 3.65 with the verbal interpretation of strongly agree while
parents’ socio-economic status has the lowest weighted mean of 3.22 with the
verbal interpretation of agree. Parents’ socio-economic status is not their top
priority but consider to be their determining factor. The results gained an over-all
weighted mean of 3.49 with verbal interpretation of strongly agree. This means
that these factors have positive influence on the parents when choosing school.
They choose a school based on their personal ideas which can provide a better
learning environment for their children.
Table 9.
Over-all summary of the Responses on the Determinants of School Choice from
Kinder 1 and Grade 1 Parents


Table 9 shows the over-all summary of the responses of kinder 1 and grade 1
parents on the determinants of their school choice (Appendix G). Location and
safety have the highest weighted mean of 3.62 with verbal interpretation of
strongly agree while parents’ socio-economic status has the lowest weighted mean
of 3.22 with verbal interpretation of agree.
Table 10.
Summary of the Table of Correlations Between the Demographic Profile and
Factors Influence Parents’ School Choice
Model Unstandardized Coefficients Standardized t Sig.
Coefficients p-value
B Std. Error Beta
(Constant) 4.115 .647 6.359 .000
age -.121 .100 -.119 -1.209 .229
gender -.263 .289 -.090 -.909 .366
1 marital status -.027 .096 -.027 -.284 .777
employment
.050 .085 .060 .590 .557
status
monthly income -.012 .070 -.017 -.165 .870
Table 10 summarizes the descriptive statistics and analysis results of the data.
Correlation and multiple regression analyses were conducted to examine the
relationship between the demographic profile of the respondents and factors that
influence parents school choice. The constant variable of the study is the profile of
the respondents which is presumed to influence the dependent variables. The

dependent variables of the study focus the six determinants: school academic
performance, parents’ socio-economic status, location and safety, school moral and
spiritual grounds, vision and mission of the school and school leadership. The age
of the respondents (b= -.121) is not significant (p = 0.05), and the coefficient is
negative which would mean that age doesn’t influence the determinants of parents’
school choice. The effect of gender (b = -.263, p = .366), and the coefficient is
negative, which would mean that the gender of the respondents doesn’t influence
the determinants of parents’ school choice. Next is the marital status (b = -.027, p
= .777), and the coefficient is negative which means, that the marital status does
not the influence the determinants of parents’ school choice. Employment status
(0.050, p = .557), and the coefficient is positive, which means that employment
status moderately correlates to the determinants of parents’ school choice. This
would mean that the parents enrolled in the private elementary schools in
Pinagbuhatan considered their employment status if they can sustain to support
their child in enrolling private schools no matter how much the monthly income
they earn. Lastly, the monthly income (b = -.012, p = .870), the coefficient has
negatively no significant relationship to the determinants of parents’ school choice.
Chapter 4
Discussions
This chapter presents the interpretation and implications based on the data
gathered and the discussion of the findings collected from the respondents.
Profile of the Respondents According to the School Where Their Child is

Currently Enrolled
The result showed that parents have individual preferences to the school they
want to send their children. These four schools have distinction from one another
which led parents to select their school. Aside from the credibility of these schools,
they offer good education. They also offer lower tuition which can be paid in
installment basis. The results on the interview revealed that school A has the
lowest tuition among the private elementary schools in Pinagbuhatan. In addition,
this school offers good instruction as manifested by the performance of their
children. Spiritual beliefs through day-to-day basis and school activities are
nurtured and developed. Meanwhile, school B has the lowest number of enrollees.
School B has bigger tuition compared to other participating schools. It also offers
good education and have air-conditioned classroom.
Demographic Profile of the Respondents
This study encompasses the demographic profile of the parents as part of the
research problem unlike other previous studies which focused only on the
determinants of parents’ school choice. Parents’ age, gender, marital status,
employment status and monthly income were collected as the researcher postulated
that these variables are important data in examining whether these factors
influence their school choice. As shown in the data, variance of age group was
observed which is not relevant factors of parents’ school choice. Similarly,
parents’ gender, marital status, employment and monthly income have no
significant influence on parents’ school choice.
Age of the Respondents

Parents’ age does not define their school choice as long as they will enroll their
child in their preferred school. Parents have the privilege to choose school which
they think suits the needs of their children. Their expectation is met and they are
satisfied to the services offered by the school.
Gender of the Respondents
The results of the survey revealed that female parents took greater
responsibilities when it comes to attending school matters for their children. Most
of the time even though they are working moms, they are the ones who assist,
monitor or follow-up the school needs of their child especially in academic
concerns. Moreover, most male parents are working to provide the needs of the
family.
Marital Status of the Respondents
Most of the parents who enrolled their children in these four schools are
married. Majority of the participating schools are Catholics. They practice catholic
norms and beliefs which they incorporate in school activities. Even out of wedlock
or living together, parents choose these schools which uphold the dignity and
competence of a person through transformative education.
Profile of the Respondents According to Employment Status
Majority of the parents who enrolled their children in these private schools are
privately employed. These parents trust the institution, that is, their children will
be taught properly and the teachers can handle to their academic needs.
Profile of the Respondents According to Monthly Income
Majority of the parents who took the survey has monthly income above Php
25, 000.00 while parents with monthly income ranging between Php 10,001.00 to
Php 15, 000.00 have the lowest percentage. This means that the participating
schools offer an affordable tuition favorable to those who are in the lower income
class (but not poor) and lower middle-income class. These schools also help
parents who have lowest income but want their children to be educated in a private
institution.
The previous studies were different as they focused on the determinants of
school choice rather than incorporating the demographic profile of the parents as
part of their research problem which the present study did as postulated to
contribute relevance to the study. However, the results showed no significant
influence on parents’ school choice
Location and Safety
In this study, parents highly and positively responded that location and safety
influenced their choice. This determinant is the top in ranking as how parents in
these participating schools perceived about the location and safety where their
child was currently enrolled. Parents expressed that the proximity of school is an
advantage for them especially kinder and grade 1 pupils are vulnerable at their age.
It is easy for them to respond if there is an emergency in school at the same time a
relief to think that the school is just situated nearby. In the literature, some parents
wanted their children to attend a school closer to home so that they could respond
quickly in case of emergency (Jessen, 2013) quoted by (Mawene & Bal, 2018).
In terms of safety environment, parents positively agreed that this is a
determining factor when choosing school which is observed in the current school
of their children. This was confirmed on my parents’ interview that safe and
healthy environment fosters a happy learning environment for their children.
However, for the study done by Kaoma (2016), location has no significant
influence on parents’ school choice for their children. But the present study made
this determinant as top priority of parents’ school choice in Pinagbuhatan since the
respondents were from kinder and grade 1 parents. As shown in the study, the
researcher claimed that the schools’ strength is their location and safety. Parents
enrolled their children in their preferred private school in Pinagbuhatan. Parents
claimed it is an advantage for them to choose their nearby preferred school rather
than going out from neighboring community.
The strong positive response of the parents about school proximity implies that
they preferred to choose school which is just nearby. Since children in kinder and
grade 1 are susceptible in terms of their emotional and psychological needs as they
learned to develop self-autonomy. Parents who need public transportation
confirmed that their preferred school is accessible for public transportation. In
terms of school safety environment, parents positively responded that their
preferred school has clean and safe environment which is their determining factor
for choosing school. The school is well-ventilated, spacious and has a big parking
space receives a high positive response from the parents. The results indicated that
the parents were satisfied on their preferred school in terms of location and safety.
School safety and conducive environment are one of the strengths of these
participating schools that enticed the parents to enroll their children. Parents
considered this as important factor as their child needs a conducive and friendly
environment considering their young age.
The results indicated that school maintains the consistency in implementing
and practicing school safety and conducive learning environment. As such, the
school must continue to alleviate their strategies in imposing their safety and
security. Knowing their school strength, they can make some programs or
activities to make it better than what was done before. Loyal parents noticed new
activities or program done by the school for school improvement.
The results of the study showed that school academic performance is one of the
determining factors on how parents choose private elementary school in
Pinagbuhatan. This is supported by Kaoma (2016), who claimed that school
academic was the most significant variable that influenced parents’ school choice.
However, the present study revealed that parents enrolled their children in private
elementary school in Pinagbuhatan placed school academic performances second
in rank among the six determinants. Though it has strongly agreed responses from
the parents but some parents indicated in the last part of the survey questionnaire
that quality of teaching is another determining factor on how they choose school
for their children. It is highlighted in the results that these schools have school
facilities i.e., science and computer laboratory used for teaching- learning
instruction which got the highest mean under this factor. However, it was found
out from parents’ interview that these schools have insufficient learning materials
when it comes to educational technology. This was confirmed by the school
principal, due to limited financial resources, sufficient educational learning
technologies were not furnished. Financial resources would be a barrier for
allocating educational technology resources for a small school like these
participating schools. Conversely, they can raise funds or can ask support from
their benefactors or alumni. Living towards digital world, school as catalyst of
change must provide the essential tools in preparing these students to be a
competent citizen.
Parents positively responded that the school offers quality of instruction.
Drawn from their personal experiences, parents commended that teachers in these
participating schools possess qualified teachers. This is another factor that
influenced their school choice which is very vital as teachers are the lead agent for
holistic development of the students. These schools can compete from bigger
schools nearby by giving different experiences to their teachers through seminars,
trainings and exposure to different areas that enhance teacher’s competence.
Competent teacher is one of the assets which school can market to the parents.
Private school is not free education by nature and parents would trade-off their
cost by giving quality education to their children. Good performance of the school
primarily in academic excellence will gain loyalty from parents and they will no
longer hop to bigger school.
National Achievement Test (NAT) is a standardized test administered by the
Department of Education given to public and private school to determine the
academic levels, strengths and weaknesses and their knowledge in the major
subject throughout the year. Aside from the different assessment given by the
teachers to measure the mastery and competence of the learner in particular areas.
Conversely, not all the participating school joined the National Achievement Test
which is their prerogative. However, this will serve as guide for the teachers and
principals in their respective courses of action. National Achievement Test also
helps to examine school achievement by years across school, division, regional or
national standing. This is key indicator whether the school can compete even to
those bigger schools. Teachers and principals can shift their paradigm to improve
students’ academic performance and develop their acquired skills. Students’
acquired knowledge and skills should also be exposed competing outside the
school to measure if the students in particular school are competent or not. There
are lot of opportunities for school development and improvement that give good
impression to the parents.
The results of the study showed that school moral and spiritual ground is
determining factor on how parents choose school for their children. Based on the
over-all ranking, school moral and spiritual ground is in the third rank among the
six determinants. In a democratic country, parents are the first persons to raise
their children with good manners and nurturing their spiritual beliefs. School is an
extension in rearing the children. Parents likely to enroll their children in private
school that is aligned to their spiritual, philosophical norms and beliefs. Parents are
very observant in the society as regards the difference between present and
previous generations on the way they behave. Grapevines about the difference of
behavior in local public schools’ students, parents desired to choose in a public
school where discipline positively reinforces and deepens one’s faith were
practiced. Ponio (2019) believes that knowing good moral values such as
kindness, humility, courage, and compassion at an early age build a child’s
character. People who have direct or indirect connection with these children will
reflect on how they will become in the future. These children will soon be the
leaders in our country. According to Jackson (2014), if students are to function as
globally competent citizens, they need to understand religion's profound impact on
history, politics, society, and culture. They should know basic religious facts and
principles and recognize the diversity that exists within each belief system across
time and place.
These challenges both private and public institutions on how to channel in
inculcating good moral and spiritual values which go beyond the four corners of
the classroom. Teaching theories is not enough but to recalibrate the mode of
instruction to make it more realistic that will instill their mind and heart until they
grow up. As shown in the responses of the parents, this is on their third list in
choosing school for their children. Parents perceived that the school of their
children imposed good discipline and conduct; spiritual values are developed
across all subjects. This leads the parents’ school choice where their children are
currently enrolled. All parents want their children to live morally upright. In local
scenario, parents can infer the difference of the students between private and
public school as influenced by the students’ family background, environment and
peers.
The results of the study showed that vision and mission are determining factors
on how parents choose school. This determinant gained positive results from the
responses of parents and fourth in over-all ranking. This means parents are aware
about the school’s vision and mission they are implemented.
Parents understand that school’s vision and mission are important in an
institution. Parents will be directed to the purpose of school programs and
activities and their cooperation plays important role to achieve the desired goals.
Schools can design various activities or programs with parents’ participation to
tone for a positive relation between school and parents. Higher parental
involvement will increase strong parental support from parents whenever there are
activities of the students at school. This is an important relation the school must
establish to the parents as their second consumer. If the school fails to establish
good rapport to the parents, complaints and objection will rise.

There is no study done about the school’s vision and mission as school
determinants. The present study postulated that school’s vision and mission
influenced parents’ school choice as positively perceived by the parents. For
private schools, they have their own vision and mission which make them unique
from other private and public schools. They have their own techniques and
strategies to carry their school’s vision and mission. Their school culture
influenced parents’ school choice that accords their personal ideas and preference.
School Leadership
The result showed that school leadership is one but not the only major
determining factor on how parents choose school. This was confirmed by the
parents, that school leaders or principal’s leadership does not strongly influence
their choice because the teachers have the direct contact to the students. However,
school leadership is one of the foundations to build a credited school. Silins and
Mulford (2015) findings revealed that leadership characteristics of a school are
important factors in promoting systems and structures that enable the school to
operate as a learning organization. The schools require good leaders to organize
the process of teaching and learning to ensure that the mission of the school is
achieved (Magulod, Jr, 2016). As perceived by the parents, these four schools
uphold good leadership as indicated in the result of the study. Parents considered
this as determinant of their school choice, therefore, school leaders will continue to
explore and learn new strategies which is to cater to the needs of the learners. In
the modern world, school leaders must keep abreast and must be flexible to change
of what is essential for school improvement.
The school leaders and managers are basically responsible in the overall
operation of the school and successful school heads’ leadership and management
can be developed and expanded over time (Cruz, Navarro, Belecina and Villena,
2016). Therefore, continuous learning through trainings, seminars/conferences and
workshops helps to develop leadership skills and strategies not only for having
enough skills and knowledge but being prepared from the unprecedented scenario
that may arise any time.
Literature review speaks about the importance of school leadership as
important person to guide in fulfilling school’s vision and mission. Considering
that this is another determining factor of the parents, school leaders must be
observant of the internal and external situation of the school. Parents may not
consider school leadership as major factor that influenced their school choice but
parents are aware that these are the responsible people they will reach if major
incidents arise. Moreover, if parents’ concerns were not properly addressed by the
teacher, school leaders need to interfere.
Parents are aware of the school policies and regulations and that they can infer
if it is still working effectively. As shown in the parents’ responses, existing school
policies and regulations are still working effectively. This means that the school
upholds good leadership as it directed positive impression from the parents.

Parents can also infer if the school principal is effective or not as it carries the
overall operation in the organization.
The result of the study showed that parents’ socio-economic status is one of the
determining factors on how parents choose private elementary in Pinagbuhatan.
This determinant is in the least of the ranking among six determinants. Relative
from the previous study of Yacoob et. Al., (2014) social background/status and
income level are the most influential determinants of parents for their school
choice. In this study, the researcher gave more emphasis on parents’ social
background the way they choose school. Parents’ decision was not totally
dependent on their child’s preference nor their relative’s choice rather it was based
on their personal preference. Their personal preference was influenced by their
income level as this private schools offer lower tuition with installment basis.
School tuition was not given emphasis on the given survey questionnaire but
parents verbalized in the last part of the survey questionnaire that the lower tuition
offered by their preferred school is advantageous for them to lessen their expenses.
Correlated to Kaoma (2016) findings that parents ‘socioeconomic status did not
come out as a significant determinant of school choice. Most respondents seemed
economical with information regarding their socio-economic status. In addition,

parents stated that budget wise, they preferred a school which is budget friendly
but has good quality of instruction. Results showed majority of the parents
enrolled their children in these small private schools in Pinagbuhatan which is
economically capable in supporting their children school needs.
There are lot of private schools in Pinagbuhatan from small to big schools. It
brings a lot of choices from the parents especially if they want to enroll their
children in private school but look for affordable one that fits their family income.
Compared to neighboring schools, these selected school offer budget friendly
tuition which they can market to many parents. Moreover, these schools can
compete to its neighboring schools when it comes to school quality. Parents also
wanted the best school for their children and surprisingly they preferred private
over public school.
The researcher inferred that parents faced a trade-off between school cost and
school quality since parents’ socio-economic status had been established to be a
factor though it is not the most significant factor as indicated in the result of the
survey. Parents perception on school quality and their income level had significant
influence for their school choice. Parents with good educational background are
also looking for the best private school for their children.
In a nutshell, these six factors; location and safety, school academic
performance, school moral and spiritual grounds, vision and mission of the school,
school leadership and parents’ socio-economic status, contributed to enhance
private education level in Pinagbuhatan. Moreover, promotes sustainable

development in private elementary schools in Pinagbuhatan. For some reasons, the
influence of school determinants is limited due to small number of participants and
small number of survey questionnaire. Additionally, these factors caused different
opinions as the respondents come from different backgrounds and different points
of view. However, education of sustainable development is not a hindrance.
Correlations Between the Demographic Profile and Factors Influence Parents
School Choice
The results of the data showed that the demographic profile of the parents did
not have significant influence of their school choice. This means that their decision
on how they choose school is not dependent on their age, gender, marital status,
employment status and monthly income. In the theoretical framework of the study,
rational theory states that individuals use rational calculations to make rational
choices and achieve outcomes that are aligned with their own personal objectives
(Ganti, 2020). Bosetti (2004) postulated that parents appeared to employ a mixture
of rationalities involving an element of the ‘fortuitous and haphazard’ decision-
making. To make decisions regarding their children’s education, parents would
rely on their personal values and subjective desired goals of education, as well as
others within their social and professional networks to collect information. In
addition, Bosetti (2004), quoting Fuller et al (1996) suggested that parents were
utility maximizers who made decisions from clear value preferences based on
calculations of the costs, benefits, and probabilities of success of various options;

that they were able to demand action effectively from local schools and teachers;
and that they could be relied upon to pursue the best interests of their children.
School choice of the parents was driven by their own personal choice after a
collective information gathered. Education is an investment to every parents. This
the counterpart of the service provided by the school. Thus, school must provide
and meet the needs of the learners as expected by the parents. The result of the
study showed how the parents choose private elementary school as indicated in
their responses in the collected data. It is drawn based on their personal
experiences and perceptions in the school where their children are enrolled.
Living in a modern world makes many parents anxious when it comes to their
children’s manner or behavior. Parents’ expectation and assumptions would not
always be as what it is. The growth and development of the child is influence by
its environment and the community where they belong which they considered in
choosing school for their children. That is why, parents have different point of
view on how they perceived the school system where their children were enrolled.
Chapter 5
Summary of Findings, Conclusions and Recommendations
This chapter presents the summary of findings, conclusions and recommendations
of the study.
Summary of Findings
The salient findings of the study are as follows:
1. Majority of the parents who participated in the survey belongs to 31-36 years
old, female, married, privately employed and has monthly income of above
Php 25, 000.00. These parents have favorable income to sustain their children’s
education in a private school.
2. Kinder 1 and Grade 1 parents ranked the six determinants in choosing a school
differently.
3. Based on the weighted mean of the six determinants in parents’ school choice,
the following were ranked from highest to lowest: location and safety, school
academic performance, school moral and spiritual grounds, vision and mission
of the school, school leadership and parents’ socio-economic status.

4. Kinder 1 and Grade 1 parents were selected because of the limited time and the
data gathered were limited due to small number of observations.
Conclusions
The following conclusions were drawn from the findings of the study:
1. Parents who have favorable and not so favorable income are able to enroll their
children in the private schools.
2. Parents have different priorities in choosing a school for their children.
3. The six determinants namely: location and safety, school academic
performance, school moral and spiritual grounds, vision and mission of the
school, school leadership and parents’ socio-economic status have significant
influence to the parents’ school choice in private elementary schools in
Pinagbuhatan, Pasig City.
4. The combined results on the determinants of school choice from kinder and
grade 1 parents show that parents strongly agree that the six indicators
influence their decision in choosing private elementary schools for their
children.
5. The six determinants would contribute in enhancing the private sector
education.
6. The demographic profile of the parents does not significantly influence how
they choose school for their children.
Recommendations
The following recommendations were drawn based from the findings and
conclusions:
1. The school should consider the six determinants of parents’ school choice in
their strategic plan.
2. The school principal and other administrators should consider the proposed
strategic plan for further school improvement. These are as follows:
a) School leaders and managers should lay down activities or strategies for
regular monitoring of their faculty and staff in carrying out the school’s
vision and mission.
b) The school should administer middle/year-end evaluation to monitor if the
school curriculum and activities are aligned with the school’s vision,
mission and core values.

c) Principals and teachers should engage in different seminars, trainings or
team building that promote personal and professional growth.
d) Private schools should provide additional learning resources and materials
which are essential in the 21st century learning mode.
3. School should offer scholarship for those consistent pupils with higher honor
or for the less fortunate but deserving pupils.
4. Future researchers should conduct the same study including pre-school to
grade six parents to identify the other determinants of parents’ school choice.
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_PLANNING_IN_SCHOOL_IS_IT_WORT H_FOR_TEACHERS
Appendix A
STRATEGIC PLAN FOR SCHOOL IMPROVEMENT
S.Y. 2021 – 2022
FACTOR OBJECTIVES ACTIVITIES TIME PERSON/S BUDGET SUCCESS

FRAME INVOLVED INDICATOR
School Pupils Classroom All year Pupils, Students
Academic Development Assessments round teachers master the
Performance basic skills
and
competencies
NAT Once a Pupils At least 80%
year of the students
pass the NAT
Faculty In service July, Teachers School Improve
Development training October, fund teachers’
2021 teaching skills
and strategies
Seminars/ Monthly Teachers School New skills
workshops fund and
Competencies
applied in
teaching
instruction
Regular Every Teachers, Competent
observation Quarter school teachers
(pop-in/ principal/
announced Administrator
observation)
School Enhance Purchase of May-July, School School Purchased
Facilities teaching- educational 2021 principals and fund educational
learning technologies administrator, technologies
process (tv with budgeting and
HDMI/ financial
electronic management
whiteboard,
internet in
computer lab,
additional
computer)
School For security, Student’s log- All year Pupils, School Eliminate
Safety accurate and in/out through round teachers, fund proxy
convenient the use of school attendance,
monitoring of biometric management increase
students’ school
attendance efficiency
Strengthening No ID, No All year stakeholders Safety and
school safety Entry School round security of
and security Policy human
personnel and
school
properties
Installation of June, School School Installed
CCTV camera 2021 administrator funds CCTV
Moral and Strengthening Reinforce All year Teachers, Students are
Spiritual the moral positive round pupils not afraid to

Ground values and discipline to acknowledge
deepening the students mistakes and
spiritual accept
beliefs of the specific
teachers and consequences
pupils to help them
learn
Prayer before All year Teachers, Learn and
every school round pupils share the
activity prayer
Monthly Once a Student, School Evangelizer of
Masses month faculty and fund Christ
staff
Regular All year Faculty Teacher
Morning round serves as role
Prayer of the model to the
Faculty students
School School Monitoring, Monthly Teachers, School
Vision and curriculum Evaluation school curriculum
Mission and activities principal/ and activities
must be administrator are aligned
aligned in the with the
vision and vision and
mission of the mission of the
school school
School Sharpen Seminars, All year School School Good
Leadership leadership trainings, round principal/ fund leadership and
skills and conferences administrator Management
developing Good school
areas of performance
interest
Appendix B
Permission Letter to the School Heads
Permission Letter to the School Head
Dear Sir and Ma’am,
Greetings of Peace!
I am writing to request permission to conduct a research study at your institution. I

am currently enrolled in Master of Arts in Education Major in Educational
Leadership and Management at Pasig Catholic College and I’m in the process of
writing my Master’s Degree Thesis. The study is entitled “Determinants of School
Choice: Understanding How Parents Choose in Private Elementary Schools in
Pinagbuhatan, Pasig City”.
I hope that the school administration will allow me to recruit the kinder 1 and
grade 1 parents from your school to answer the survey questionnaire. Parents who
volunteer to participate will also be given permission letter form to be signed and
returned to the primary researcher.
If approval is granted, parent participants would complete the survey at home

through email. The survey results will be pooled for the partial fulfillment of my
thesis and individual results of this study will remain absolutely confidential and
anonymous. Should this study be published, only pooled results will be
documented. No costs will be incurred by either your school/center or the
individual participants.
If you wish to know the results of the study please send me the return address. This
can help your institution to distinguish the strengths and weaknesses. Identifying
the determinants of parents’ school choice can help to lessen school enrollee’s
attrition rate and may attract more enrollees.
Your approval to conduct this study will be greatly appreciated. I will follow up
with a telephone call and would be happy to answer any questions or concerns that
you may have at that time. You may contact me at my email address:
joanleencempron27@gmail.com or through my mobile phone:
09507228514/09669267631.
If you agree, kindly sign below and return the signed form in the enclosed self-
addressed envelope or through my email account. Alternatively, kindly submit a
signed letter of permission on your institution’s letterhead acknowledging your
consent and permission for me to conduct this survey/study at your institution.
Sincerely,
Joan Leen H. Cempron
Researcher
Approved by:
Mr. Mardy Bedaña
Researcher Adviser
_____________________ ____________________ _________

Print your name and title here Signature Date
Appendix C
Survey Questionnaire Google Form
Link: https://forms.gle/xrFXHzEgzUpi9CxX9
Determinants of School Choice: Understanding How Parents Choose Private
Schools in Pinagbuhatan, Pasig City
Miss Joan Leen Hagutin Cempron,

Master of Arts in Education, Major in Educational Management
PART I: Demographic Profile of the Respondents

Read each item carefully the check the appropriate answer.
Name of school where your child is currently enrolled.

_____ St. Joseph's Children's Center of the Ursuline Missionaries of
the Sacred Heart
_____ Escuela Catolica de San Sebastian
_____ Puso ni Jesus School
_____ King Solomon Wisdom School of Pasig
Grade Level
_____ Kinder _____ Grade One
1. Age
_____ 25-30 _____ 31-36
_____ 37-42 _____ 43-48
2. Gender
_____ Male _____ Female
3. Marital Status
_____ Married _____ Single Parent
_____ Separated _____ Widowed
_____ Living Together
4. Employment Status
_____ Private _____ Public
_____ Self-Employed _____ Unemployed
5. Monthly Income of the Family

_____ Below Php 5,000.00
_____ Php 5,000.00 - Php 10,000.00
_____ Php 10,001.00 - Php 15,000.00
_____ Php 15,001.00 - Php 20,000.00
_____ Php 20,001.00 - Php 25,000.00
_____ Above Php 25,000.00
PART II: Below are statements regarding determinants of school choice, that is,
factors that are anticipated to influence parents in the selection of a private
elementary school for their children.
Please read each statement carefully and check one (1) appropriate number that
suits your answer. Use the four (4) point-point likert scale of the agreement and
disagreement with the statement
4 - Strongly Agree 3 – Agree 2 – Disagree 1 - Strongly Disagree
Determinants of School Choice

4 3 2 1

1. The school has a good academic
reputation as manifested in the
results achievement tests.
2. The school offers a good quality of
instruction.
3. The school complies with the
minimum learning competencies
required by the Department of
Education.
4. The school offers co and
extracurricular activities and other
specialized programs for pupils.
5. The school has facilities which
support instruction (e.g., Science Lab,
Computer Lab and others)

1. Our socio-economic status
determined my choice of private
elementary for my child.
2. Me and my spouse's choice
preference was a big factor in choosing
the school for my child.

3. My child's preference influenced my
choice.
4. My knowledge of the school gathered
through the social media, marketing and
promotion strategies and interactions
with friends and relatives influenced my
school choice.
5. Our school choice was mainly
because it is where me, my spouse, my
other children and relatives were
schooled.
Location and Safety

1. The school is near our place of
residence.
2. The school is accessible even through
public transport.
3. The school is located in a safe, clean
and sound environment.
4. The school is manned by security
personnel and students are well
supervised by teachers.
5. The school is well-ventilated,
spacious and has a big parking space.
School's Moral and Religious Ground

1. The school has strict rules related to
student discipline and conduct.
2. The school observes fairness and
justice in implementing discipline
policies and procedures.
3. The school has strong anti-bullying
and child protection policy.
4. The religious values upheld by the
school and our religious beliefs
influenced my choice of the school.
5. Moral and religious values are
developed across all subjects.

1. The school vision and mission focus
on students and their needs.

2. The school vision focuses on giving a
quality and transformative education.
3. The school vision and mission are
aligned with the curriculum.
4. The school activities are always
aligned in their mission statement.
5. The school encourages its
stakeholders to be part in carrying the
school mission.
School Leadership
1. The head of the school has a clear
vision for the school.
2. The head/s of the school is doing
his/her best to bring about the changes
in the school.
3. The school management is always
ready to listen and attend to my needs
and concerns,
4. The school management
communicates with parents on a regular
basis.
5. The existing school policies and
regulations are working effectively.
Are there still other factors which determine parents' choice of school? Enumerate.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
____________________________________
Appendix D
Permission Letter to the Parents
Permission Letter to the Parents
Dear Parent/s,
Greetings of Peace!
I am Joan Leen H. Cempron taking up Masters of Arts in Education Major in

Educational Leadership and Management in Pasig Catholic College. I am
conducting a study entitled, “Determinants of School Choice: Understanding How
Parents Choose in Private Elementary Schools in Pinagbuhatan, Pasig City”.
I humbly ask your precious time and effort to answer all the questions with all
honesty. May I also request not to leave questions unanswered so as not to affect
the results of the study.
Random parents will be selected for the interview.
Rest assured that all data gathered will kept in highest level of confidentiality.
Your positive response in this request will be valuable contribution for the success
of the study and will highly appreciated.
Thank you very much for your support and cooperation.
Respectfully yours,
Joan Leen H. Cempron

Researcher
Noted by:
Mr. Mardy Bedaña

Adviser
Appendix E
Summary of the Responses on the Determinants of School Choice from

Kinder Parents
Weighted Verbal
Determinants of School Choice Interpretation
Mean
1. The school has a good academic 3.34 Strongly
reputation as manifested in the results Agree
achievement tests.
2. The school offers a good quality of 3.31 Strongly Agree
instruction.
3. The school complies with the 3.37 Strongly Agree
Education.
4. The school offers co and extra- 3.40 Strongly Agree
curricular activities and other
5. The school has facilities which 3.09 Agree
support instruction (e.g., Science Lab,
3.30 Strongly Agree
Parents’ Socio-Economic Status
1. Our socio-economic status 3.40 Strongly Agree
2. Me and my spouse's choice 3.51 Strongly Agree
preference was a big factor in choosing
the school for my child.
3. My child's preference influenced my 3.14 Agree
choice.
4. My knowledge of the school gathered 3.29 Strongly Agree
through the social media, marketing and
promotion strategies and interactions
with friends and relatives influenced my
school choice.
5. Our school choice was mainly 2.69 Agree
schooled.
3.21 Agree
Location and Safety

1. The school is near our place of 4.69 Strongly Agree
residence.
2. The school is accessible even through 3.63 Strongly Agree
public transport.
3. The school is located in a safe, clean 3.51 Strongly Agree
and sound environment.
4. The school is manned by security 3.43 Strongly Agree
5. The school is well-ventilated, 4.03 Strongly Agree
3.86 Strongly Agree
1. The school has strict rules related to 3.49 Strongly Agree

2. The school observes fairness and 3.37 Strongly Agree
3. The school has strong anti-bullying 3.37 Strongly Agree
4. The religious values upheld by the 3.43 Strongly Agree
5. Moral and religious values are 3.46 Strongly Agree
3.42 Strongly Agree
1. The school vision and mission focus 3.43 Strongly Agree
2. The school vision focuses on giving a 3.46 Strongly Agree
quality and transformative education.
3. The school vision and mission is 3.49 Strongly Agree
4. The school activities are always 3.46 Strongly Agree
5. The school encourages its 3.34 Strongly Agree
school mission.
3.43 Strongly Agree
School Leadership
1. The head of the school has a clear 3.51 Strongly Agree
2. The head/s of the school is doing 3.46 Strongly Agree

in the school.
3. The school management is always 3.40 Strongly Agree
and concerns,
4. The school management 3.37 Strongly Agree
communicates with parents on a regular
basis.
5. The existing school policies and 3.34 Strongly Agree
3.42 Strongly Agree
Appendix F
Summary of the Responses on the Determinants of School Choice from
Grade 1 Parents
Determinants of School Choice Weighted Mean Verbal
Interpretation
1. The school has a good academic 3.48 Strongly Agree
reputation as manifested in the results
achievement tests.
2. The school offers a good quality of 3.51 Strongly Agree
instruction.
Education.
5. The school has facilities which 4.26 Strongly Agree
support instruction (e.g. Science Lab,
3.65 Strongly Agree
preference was a big factor in
choosing the school for my child.
3. My child's preference influenced 3.21 Agree
my choice.
4. My knowledge of the school 3.17 Agree
gathered through the social media,
marketing and promotion strategies
and interactions with friends and
relatives influenced my school choice.
schooled.
3.22 Agree
Location and Safety

residence.
2. The school is accessible even 3.49 Strongly Agree

through public transport.
3. The school is located in a safe, 3.70 Strongly Agree
clean and sound environment.
3.52 Strongly Agree
1. The school has strict rules related to 3.62 Strongly Agree
2. The school observes fairness and
justice in implementing discipline 3.49 Strongly Agree
3. The school has strong anti-bullying 3.49 Strongly Agree
3.55 Strongly Agree
1. The school vision and mission focus 3.56 Strongly Agree
2. The school vision focuses on giving 3.62 Strongly Agree
a quality and transformative
education.
3. The school vision and mission are 3.57 Strongly Agree
school mission.
3.54 Strongly Agree
School Leadership

in the school.
and concerns,
communicates with parents on a
regular basis.
3.48 Strongly Agree
Appendix G
Combined Summary of the Responses on the Determinants of School Choice
from Kinder and Grade 1 Parents
Determinants of School Weighted Verbal

Choice Mean Interpretation
1. The school has a good academic 3.44 Strongly Agree
reputation as manifested in the
results achievement tests.
2. The school offers a good quality 3.45 Strongly Agree
of instruction.
Education.
5. The school has facilities which 3.89 Strongly Agree
support instruction (e.g., Science
Lab, Computer Lab and others)
3.54 Strongly Agree
preference was a big factor in
choosing the school for my child.
3. My child's preference influenced 3.19 Agree
my choice.
4. My knowledge of the school 3.21 Agree
gathered through the social media,
marketing and promotion strategies
and interactions with friends and
relatives influenced my school
choice.
because it is where me, my spouse,
my other children and relatives were
schooled.
3.22 Agree
Location and Safety

residence.
2. The school is accessible even 3.54 Strongly Agree
through public transport.

3. The school is located in a safe, 3.64 Strongly Agree
clean and sound environment.
3.62 Strongly Agree
School Moral and Spiritual
Ground
1. The school has strict rules related
to student discipline and conduct. 3.58 Strongly Agree
2. The school observes fairness and 3.46 Strongly Agree
3. The school has strong anti- 3.46 Strongly Agree
bullying and child protection policy.
3.51 Strongly Agree
Vision- Mission of the School
1. The school vision and mission 3.52 Strongly Agree
focus on students and their needs.
2. The school vision focuses on 3.57 Strongly Agree
giving a quality and transformative
education.
3. The school vision and mission are 3.54 Strongly Agree
stakeholders to be part in carrying
the school mission.
3.50 Strongly Agree
School Leadership
his/her best to bring about the
changes in the school.

ready to listen and attend to my
needs and concerns,
communicates with parents on a
regular basis.
3.46 Strongly Agree
Curriculum Vitae
Name: Joan Leen H. Cempron

e-mail: joanleencempron27@gmail.com
Date of Birth: February 07, 1993
Place of Birth: Merryland, Buenavista, Bohol
Nationality: Filipino
Parents: + Jacinto A. Cempron
Policarpia H. Cempron
Siblings: Flordeliza C. Gitgano & Rosario H. Cempron
Education:
Elementary: 2004 - 2005
Dait Norte, Elementary, School
Salutatorian
Secondary: 2008 – 2009
Cangawa, Buenavista, Bohol
Tertiary: 2012 – 2013
Buenavista Community College
Degree: Bachelor in Elementary Education (BEED)
Teaching Experiences:
2013-present: St. Joseph’s Children’s Centre of the Ursuline Missionaries of
the Sacred Heart

Grade School Teacher
teaching (Math, Filipino, MAPEH, AP, Mother Tongue,
English) across grade level
BSP/GSP Coordinator
SPG Coordinator
Math Club Coordinator
Glee Club Coordinator
Christian Living Coordinator

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Pasig Catholic College

School of Graduate Studies

DETERMINANTS OF SCHOOL CHOICE 1

positive attitudes toward school and learning. In 21st century, institutional

organization is thriving to provide better quality education. As such, public and

issues in education, moreover, in Western country.

The Department of Education formulates policies that enhance the progress of

public-school sectors. As independent sector, private schools have leeway on how

DETERMINANTS OF SCHOOL CHOICE 2

these are considered to have direct influence to student academic performance.

parents’ socio-economic status and location of parents. Suppramaniam,

Kularajasingam, and Sharmin (2019) research findings revealed that parents in

schools offer good facilities, good teachers, higher qualification/characteristics,

better and supportive caring environment, modern style education, good

examination results, and greater fee concession and scholarships.

The positive assumptions of parents in private schools do not guarantee to have

an increase of enrollees in private schools yearly. Contrary, it is a perennial

DETERMINANTS OF SCHOOL CHOICE 3

enrollees especially if the reason of transferring to other school is not satisfied by

faculty meetings, regular observation and evaluation of the teachers, enhancement

of monitoring program, feedbacking of the parents either in the middle or at the

consistency of implementing this procedure to address the perennial problem will

students and parents is a helpful tool for school improvement.

As the number of private schools in Pinagbuhatan and its neighboring barangays

outgrow, it is important to identify these determinants to help these participating

expectations and the needs of their children. By identifying the determinants,

DETERMINANTS OF SCHOOL CHOICE 4

addressed, improved or developed by the school organization.

school. The consistency of a school in maintaining good reputation and credibility

Background of the Study

private entities whether it is parochial, religious, non-stock profit or nonsectarian

parents transfer their children to other school; financial constraint, transfer of

DETERMINANTS OF SCHOOL CHOICE 5

even there is economic downturn. Ramos (2020) reported, the Department of

enrolled their children in public school. Nevertheless, the decrease of enrollees in

private schools have been in existence even before the pandemic.

enrollment attrition in private schools. This issue in private schools in

Pinagbuhatan needs to be examined particularly how parents choose school for

administrators, leaders, admissions and enrollment positions can understand what

of reasons; school performance, quality of instruction, qualified teachers, learning

resources and materials, school environment, implementation of school policies

DETERMINANTS OF SCHOOL CHOICE 6

According to the Department of Education strategic management enables the

external environment and stakeholders. Krenek (2018) stated that strategic

The aforementioned scenario prompted the researcher to examine how parents

address each issue or inefficiency as perceived by the parents.

Review of Related Literature

This section encompasses the reviewed related literature of the study.

School Academic Performance

DETERMINANTS OF SCHOOL CHOICE 7

academic performance of the school. It takes a village to raise a child; it takes a

the parents for their school choice.

Academic performance can be expressed through assessment or evaluation in a

effectively and efficiently if not achieved remedial, review or reteaching is applied

(Narad and Abdullah, 2016). It is customary in teaching-learning process to give

and effectively as shown by the academic performance of the students. Failure to

the expected outcome of the students.

Lamas (2015), disagreed Narad and Abdullah (2016) that academic

intellectual level, personality, motivation, skills, interests, study habits, self-esteem

or the teacher-student relationship. School academic performance are not only

DETERMINANTS OF SCHOOL CHOICE 8

similarities. Gardner’s Theory of Multiple of Intelligence was developed to place