Parents" Perceptions on Quality of Early Childhood Education Using the Analytic Hierarchy Process

Parents" Perceptions on Quality of Early Childhood Education Using the Analytic Hierarchy Process

The purpose of this study is to clarify the key factors which influence parents"school choice for their children. This study explored three things: (1) What components of quality in early childhood education parents identify as key factors and indicators of a good program, (2) how parents prioritize these factors and indicators, and (3)whether there is any difference between parents" perception and actual school choice. To identify the components of quality in early childhood education and to evaluate the relative importance among the components, the analytic hierarchy process (AHP)survey was conducted with 57 parents. The findings of this study indicate that the components of structural quality influence parents school choice for their children more significantly than the components of process quality. Among structural quality factors,parents placed group size (student:teacher ratio), physical environment, curriculum, and teacher quality in the order of relative priority. Among process quality factors, parents weighed children"s experiences more than teacher"s behaviors. The findings also show that there is a discrepancy between parents" perception and actual school choice. Limitations of the study and suggestions for future study are discussed.

The purpose of this study is to clarify the key factors which influence parents"school choice for their children. This study explored three things: (1) What components of quality in early childhood education parents identify as key factors and indicators of a good program, (2) how parents prioritize these factors and indicators, and (3)whether there is any difference between parents" perception and actual school choice. To identify the components of quality in early childhood education and to evaluate the relative importance among the components, the analytic hierarchy process (AHP)survey was conducted with 57 parents. The findings of this study indicate that the components of structural quality influence parents school choice for their children more significantly than the components of process quality. Among structural quality factors,parents placed group size (student:teacher ratio), physical environment, curriculum, and teacher quality in the order of relative priority. Among process quality factors, parents weighed children"s experiences more than teacher"s behaviors. The findings also show that there is a discrepancy between parents" perception and actual school choice. Limitations of the study and suggestions for future study are discussed.