Exploring Parental Involvement in Evaluating Educational Service Quality in Indonesian Junior High Schools: A Participatory Framework
Keywords:
Educational Service Quality, Participatory Total Quality Management (TQM), Servqual DimensionsAbstract
This study investigates the relationship between perceived educational service quality and parental satisfaction in junior high schools in South Kalimantan, Indonesia, using a participatory evaluation framework grounded in Total Quality Management (TQM). Employing a correlational survey design, data were collected from 250 parents using a culturally adapted Servqual-based instrument. The five service quality dimensions tangibles, reliability, responsiveness, assurance, and empathy were analyzed as predictors of satisfaction through Partial Least Squares Structural Equation Modeling (PLS-SEM). All dimensions showed positive and significant effects, with reliability emerging as the strongest predictor (β = 0.41), followed by empathy (β = 0.36) and responsiveness (β = 0.30). Parental involvement demonstrated both a direct effect (β = 0.19) and a moderating role, particularly enhancing the influence of empathy on satisfaction (β = 0.12). These findings suggest that participatory mechanisms are most effective in relational domains, reinforcing the importance of stakeholder engagement in school evaluation. The model explained 68% of the variance in parental satisfaction (R² = 0.68) and showed strong predictive relevance (Q² = 0.52). The study concludes that parental satisfaction is shaped by both structural and relational factors, and that schools benefit from fostering trust, consistency, and co-ownership through inclusive evaluation practices. These insights offer practical implications for school leaders and policymakers seeking to strengthen service quality through participatory TQM approaches.
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