Predicting parent satisfaction in rural primary schools: The roles of teacher competence and learning facilities

Abstract

Parent satisfaction is a crucial stakeholder indicator of school service quality. However, prior research has largely examined school-family collaboration, teacher competence, and learning environments in isolated analytical streams. This study investigates the simultaneous and relative contributions of teachers' pedagogical competence, professional competence, and learning facilities to parent satisfaction within an underserved rural primary school context in Indonesia. A cross-sectional correlational survey was conducted in March 2026 using a census of 142 parents or guardians at a public primary school in Central Kalimantan. Data were collected using four-point Likert questionnaires and analyzed via multiple linear regression. The model was significant, F (3, 138) = 75.540, p < .001, and explained 62.2% of the variance in parent satisfaction (R² = .622; adjusted R² = .613). Pedagogical competence was the strongest predictor (β = .556, p < .001), followed by learning facilities (β = .208, p = .001) and professional competence (β = .207, p = .001). These findings highlight that even in resource-limited settings, parents prioritize the observable instructional practices of teachers alongside the physical adequacy of the school. The study contributes an integrated, parent-centered model to the literature, offering practical implications for school leaders to prioritize pedagogical coaching and targeted infrastructure improvements to enhance stakeholder satisfaction.