Investigating the impacts of core educational quality on the satisfaction and loyalty of parents of secondary school students: The mediating role of transformative quality

Figures & data

Figure 1. The conceptual framework

Table 1. Demographic background of the respondents

Characteristics	Frequency (%)
Gender
Male	33 (15.8)
Female	171 (81.8)
Prefer not to say	5 (2.4)
Age
35 years old and under	17 (8.1)
36 to 40 years old	59 (28.2)
41 to 45 years old	78 (37.3)
46 to 50 years old	39 (18.7)
50 years old and beyond	16 (7.7)
Type of work
Public sector	119 (56.9)
Private sector	64 (30.7)
Other	26 (12.4)
Residency
Hanoi or Ho Chi Minh City	164 (78.5)
Other	45 (21.5)
Level of education
Lower than undergraduate	17 (8.1)
Undergraduate	88 (42.1)
Postgraduate education	101 (48.3)
Other	3 (1.4)
The grade of the children
Lower secondary education	128 (61.2)
Upper secondary education	81 (38.7)
Total	209

Table 2. Results of factor loading for CFA

Items	Mean (S.D)	Factor loading
Attitude and behaviour: 7-point Likert scale (Teeroovengadum et al., 2016)
ATB1: Teachers understanding students’ needs	5.22 (1.61)	0.92
ATB2: Availability of teachers to guide and advise students	5.14 (1.70)	0.91
ATB3: Behaviours of teachers instilling trust in students	5.22 (1.59)	0.88
Curriculum: 7-point Likert scale (Teeroovengadum et al., 2016)
CUR1: Clearly defined course content and course objectives	4.96(1.54)	0.86
CUR2: Usefulness of module content and design to cater for the personal needs of students	4.43 (1.72)	0.96
CUR3: Challenging academic standards of programmes to ensure students’ overall development	4.39 (1.69)	0.87
Pedagogy: 7-point Likert scale (Teeroovengadum et al., 2016)
PED1: Use of multimedia in teaching (e.g., use of overhead projector, PowerPoint presentations)	5.12 (1.50)	0.90
PED2: Teachers encourage active participation of students in their learning process	5.22 (1.49)	0.95
PED3: Teachers DO NOT Provide regular feedback to students with respect to their academic performance	5.16 (1.63)	0.79
Competence: 7-point Likert scale (Teeroovengadum et al., 2016)
COM1: Theoretical knowledge, qualifications and practical knowledge of teachers	5.04 (1.33)	0.90
COM2: Communication skills of teachers	5.07 (1.34)	0.95
Transformative quality: 5-point Likert scale (Teeroovengadum et al., 2016)
TRQ1: Enabling students to be emotionally stable	5.22 (1.61)	0.84
TRQ2: Increase in self-confidence of students	5.14 (1.70)	0.90
TRQ3: Increase in knowledge, abilities and skills of students	5.22 (1.59)	0.84
Satisfaction: 5-point Likert scale (Teo & Soutar, 2012)
SAT1: I am satisfied with the decision to choose this school	5.14 (1.37)	0.94
SAT2: My choice of this school was a wise one	5.06 (1.32)	0.96
SAT3: This school has met my expectations	4.93 (1.43)	0.94
Loyalty: 5-point Likert scale (Li & Hung, 2009)
LOY1: If I have a child studying in secondary school, I will continue to let him/her attend the same school.	5.12 (1.58)	0.80
LOY2: When my child is entering secondary school, this school will be my first choice	5.18 (1.56)	0.80
LOY3: When my relatives or friends need information about secondary school, I will voluntarily recommend this school	5.19 (1.49)	0.87
LOY4: I will encourage my relatives or friends to let their children study in this school	4.82 (1.66)	0.87
LOY5: When talking about school with my relatives or friends, I will praise this school voluntarily.	5.07 (1.53)	0.90

Table 3. Results of multiple fit indices

Index	Result	Acceptable level
Absolute index
Chi-square	251.579	-
Degree of freedom	184	-
Chi-square/Degree of freedom	1.367	< 5
GFI	0.902	> 0.9
Parsimony index
AGFI	0.866	> 0.8
RMSEA	0.042	< 0.08
NFI	0.952	> 0.9
CFI	0.987	> 0.9

Table 4. Convergent and discriminant validity

Construct	CR	AVE	Factor correlation
			ATB	COM	TRQ	CUR	PED	SAT	LOY
ATB	0.928	0.811	0.901
COM	0.924	0.858	0.858	0.926
TRQ	0.896	0.743	0.711	0.721	0.862
CUR	0.910	0.772	0.799	0.727	0.683	0.879
PED	0.917	0.788	0.854	0.815	0.632	0.757	0.888
SAT	0.962	0.895	0.716	0.815	0.668	0.704	0.647	0.946
LOY	0.929	0.723	0.700	0.717	0.693	0.647	0.574	0.839	0.850
Attitude and behavior (ATB); Curriculum (CUR); Pedagogy (PED); Competence (COM); Transformative quality (TRQ); Satisfaction (SAT) and Loyalty (LOY). The bolded diagonal line pf values represent the square roots of the AVE for each construct, which were higher than the off-diagonal values, indicating that the construct has more variance with its measurement compared with other constructs. Therefore, the measures being used in this research all achieved discriminant validity (Fornell & Larcker, 1981)

Figure 2. A standardized solution of SEM

Table 5. Results of SEM

	β coefficient	p value	Hypothesis
Dependent variable: TRQ
ATB	0.236	0.136	H3a is not supported
PED	−0.091	0.461	H3c is not supported
CUR	0.244	0.009	H3b is supported
COM	0.418	0.001	H3d is supported
R2	57.3%
Dependent variable: SAT
ATB	−0.057	0.667	H2a is not supported
COM	0.728	***	H2d is supported
CUR	0.269	***	H2b is supported
PED	−0.171	0.098	H2c is not supported
TRQ	0.113	0.128	H3e is not supported
R2	70.4%
Dependent variable: LOY
TRQ	0.214	0.004	H3f is supported
SAT	0.691	***	H4 is supported
ATB	0.305	0.021	H1a is supported
PED	−0.153	0.14	H1c is not supported
CUR	−0.021	0.786	H1b is not supported
COM	−0.122	0.369	H1d is not supported
R2	75.2%
Chi-square = 251.579ʹ degree of freedom = 184; Cmin/df = 1.36; goodness of fit (GFI) = 0.902; adjusted goodness of fit (AGFI) = 0.866; normed fit index (NFI) = 0.952; root mean square error of approximation (RMSEA) = 0.042; The Tucker-Lewis coefficient (TLI) = 0.983 and Comparative fit index (CFI) = 0.987 Notes: * p < 0.05; ** p < 0.01; *** p < 0.001

Table 6. Direct, indirect, and total effects of curriculum, competence, attitude and behavior, transformative quality, and satisfaction

Antecedent	Direct effect route and magnitude	Indirect effect route and magnitude	Total effect
Curriculum	/	Curriculum—Transformative quality—loyalty: 0.244*0.214 = 0.052 Curriculum—satisfaction—loyalty: 0.269*0.691 = 0.186	0.238
Competence	/	Competence—Transformative quality—loyalty: 0.418*0.214 = 0.089 Competence—satisfaction—loyalty: 0.728*0.691 = 0.503	0.592
Attitude and behavior	Attitude and behavior—loyalty: 0.305	/	0.305
Transformative quality	Transformative quality—loyalty: 0.214	/	0.214
Satisfaction	Satisfaction—loyalty: 0.691	/	0.691

Table

English	Vietnamese
Attitude and behaviour: 7-points Likert scale (Teeroovengadum et al., 2016)
ATB1: Teachers understanding students’ needs	Giáo viên hiểu được nhu cầu của học sinh
ATB2: Availability of teachers to guide and advise students	Giáo viên luôn có thời gian để hướng dẫn và tư vấn cho học sinh
ATB3: Behaviours of teachers instilling trust in students	Hành vi của các giáo viên tạo ra sự tín nhiệm ở học sinh
Curriculum: 7-points Likert scale (Teeroovengadum et al., 2016)
CUR1: Clearly defined course content and course objectives	Nội dung và mục tiêu của chương trình học được xác định rõ ràng
CUR2: Usefulness of module content and design to cater for the personal needs of students	Nội dung và hình thức các phần chương trình được thiết kế hữu ích và phục vụ cho nhu cầu cá nhân của học sinh
CUR3: Challenging academic standards of programmes to ensure students’ overall development	Các chương trình học tập có các tiêu chuẩn học tập mang tính thách thức để đảm bảo sự phát triển toàn diện của học sinh
Pedagogy: 7-points Likert scale (Teeroovengadum et al., 2016)
PED1: Use of multimedia in teaching (e.g., use of overhead projector, PowerPoint presentations)	Giáo viên sử dụng đa phương tiện trong giảng dạy (ví dụ: sử dụng máy chiếu, bài giảng trên powerpoint)
PED2: Teachers encourage active participation of students in their learning process	Giáo viên khuyến khích học sinh tích cực tham gia trong các tiết học
PED3: Teachers DO NOT Provide regular feedback to students with respect to their academic performance*	Giáo viên KHÔNG thường xuyên cung cấp phản hồi cho học sinh về kết quả học tập.*
Competence: 7-points Likert scale (Teeroovengadum et al., 2016)
COM1: Theoretical knowledge, qualifications and practical knowledge of teachers	Giáo viên có năng lực tốt và có trình độ cao về kiến thức lý thuyết và kiến thức thực tiễn
COM2: Communication skills of teachers	Giáo viên có kỹ năng giao tiếp tốt
Transformative quality: 5-points Likert scale (Teeroovengadum et al., 2016)
TRQ1: Enabling students to be emotionally stable	Môi trường học đường giúp cho học sinh ổn định về mặt cảm xúc
TRQ2: Increase in self-confidence of students	Môi trường học đường làm gia tăng sự tự tin ở học sinh
TRQ3: Increase in knowledge, abilities and skills of students	Môi trường học đường làm tăng cường kiến thức, khả năng và kỹ năng của học sinh
Satisfaction: 5-points Likert scale (Teo & Soutar, 2012)
SAT1: I am satisfied with the decision to choose this school	Tôi hài lòng khi quyết định cho con theo học tại ngôi trường này
SAT2: My choice of this school was a wise one	Lựa chọn ngôi trường này cho con là một sự sáng suốt
SAT3: This school has met my expectations	Ngôi trường này đáp ứng được các kỳ vọng của tôi
Loyalty: 5-points Likert scale (Li & Hung, 2009)
LOY1: If I have a child studying in secondary school, I will continue to let him/her attend the same school.	Nếu tôi còn có con đang học cấp hai, tôi cũng sẽ tiếp tục cho nó theo học tại đây
LOY2: When my child is entering secondary school, this school will be my first choice	Nếu con tôi chuẩn bị vào bậc phổ thông, ngôi trường này sẽ là lựa chọn ưu tiên của tôi
LOY3: When my relatives or friends need information about secondary school, I will voluntarily recommend this school	Khi người thân hoặc bạn bè của tôi cần thông tin về trường học, tôi sẽ chủ động giới thiệu ngôi trường này
LOY4: I will encourage my relatives or friends to let their children study in this school	Tôi sẽ khuyến khích người thân hoặc bạn bè của tôi cho con cái họ học ở trường này
LOY5: When talking about school with my relatives or friends, I will praise this school voluntarily.	Khi nói về trường học với người thân hoặc bạn bè của tôi, tôi sẽ chủ động khen ngợi ngôi trường này.

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