Parental Perspectives on Private Tutoring in Qatar: Results from the 2019 Qatar Education Study
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Abstract
The present study sought to identify the factors likely to influence parental use of supplementary private tutoring in the State of Qatar. The study was guided by Hirschman’s concepts of exit, voice, and loyalty embedded in the theory of political science. Drawing on documented international research, a survey was developed to unpack the factors influencing parental use of private tutoring. The study involved 1.142 parents of students in grades 8, 9, 11 and 12 in both public and other (international, community, private Arabic) schools. Using binary probit regression analysis, results derived from this study disclosed five predictors of private tutoring usage among parents. These include the mother’s education level, the student’s school grade, the cost of education-related activities, the type of school a child attends, and the child’s absenteeism from school. The article discusses these results and raises issues that call for attention in local and international educational research. It offers important recommendations for policy and practice.
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Keywords
Private tutoringEducationProbit regression analysisQatar
References
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Barnes, J. K., Guin, A., Allen, K., & Jolly, C. (2016). Engaging parents in early childhood education: Perspectives of childcare providers. Family and Consumer Sciences Research Journal, 44(4), 360-374. https://doi.org/10.1111/fcsr.12164
Bhorkar, S., & Bray, M. (2018). The expansion and roles of private tutoring in India: From supplementation to supplantation. International Journal of Educational Development, 62, 148-156. https://doi.org/10.1016/j.ijedudev.2018.03.003
Bray, M. (2007). The shadow education system: Private tutoring and its implications for planners (2nd ed.). UNESCO, International Institute for Educational Planning.
https://www.researchgate.net/publication/44839572_The_Shadow_education_system_private_tutoring_and_its_implications_for_planners
–––. (2011). The challenge of shadow education: Private tutoring and its implications for policy makers in the European Union. European Commission. http://www.nesse.fr/nesse/activities/reports/activities/reports/the-challenge-of-shadow-education-1
–––. (2021). Shadow education in Europe: Growing prevalence, underlying forces, and policy implications. ECNU Review of Education, 4(3), 442-475. DOI: 10.1177/2096531119890142
Bray, M., & Hajar, A. (2022). Shadow education in the Middle East: Private supplementary tutoring and its policy implications. Taylor & Francis.
Brehm, W. C., & Silova, I. (2014). Hidden privatization of public education in Cambodia: Equity implications of private tutoring. Journal for Educational Research Online, 6(1), 94–116. https://www.researchgate.net/publication/264971897_Hidden_privatization_of_public_education_in_Cambodia_Equity_implications_of_private_tutoring
Chih-Hao, C. (2019). Effects of private tutoring on English performance: Evidence from senior high students in Taiwan. International Journal of Educational Development, 68, 80-87. https://doi.org/10.1016/j.ijedudev.2019.05.003
Choudhury, P. K. (2019). Parental choice for schools in the changing context of the state and market in India. In S. Babu (Ed.), Education and the public sphere (pp. 109-129). London: Routledge.
Entrich, S. R. (2020a). Gender-and SES-specific disparities in shadow education: Compensation for boys, status upgrade for girls? Evidence from the German Life Study. Orbis Scholae, 14(2), 13-38.
–––. (2020b). Worldwide shadow education and social inequality: Explaining differences in the socioeconomic gap in access to shadow education across 63 societies. International Journal of Comparative Sociology, 61(6), 441-475. https://doi.org/10.1177/00207152209878
Exley, S. (2020). Selective schooling and its relationship to private tutoring: The case of South Korea. Comparative Education, 56(2), 218-235. https://doi.org/10.1080/03050068.2019.1687230
Erickson, H. (2017). How do parents choose schools, and what schools do they choose? A literature review of private school choice programs in the United States. Journal of School Choice, 11(4), 491-506. DOI:10.1080/15582159.2017.1395618
Ghosh, P., & Bray, M. (2020). School systems as breeding grounds for shadow education: Factors contributing to private supplementary tutoring in West Bengal, India. European Journal of Education, 55(3), 342-360. https://doi.org/10.1111/ejed.12412
Golkowska, K. (2014). Arab women in the Gulf and the narrative of change: The case of Qatar. International Studies: Interdisciplinary Political and Cultural Journal (IS), 16(1), 51-64.
–––. (2017). Qatari women navigating gendered space. Social Sciences, 6(4), 123.
Guill, K., & Bos, W. (2014). Effectiveness of private tutoring in mathematics with regard to subjective and objective indicators of academic achievement. Evidence from a German secondary school sample. Journal for Educational Research Online, 6(1), 34–67. https://doi.org/10.25656/01:8840
Guill, K., & Lintorf, K. (2019). Private tutoring when stakes are high: Insights from the transition from primary to secondary school in Germany. International Journal of Educational Development, 65, 172-182. https://doi.org/10.1016/j.ijedudev.2018.08.001
Guill, K., Lüdtke, O., & Köller, O. (2020). Assessing the instructional quality of private tutoring and its effects on student outcomes: Analyses from the German National Educational Panel Study. British Journal of Educational Psychology, 90(2), 282-300. https://doi.org/10.1111/bjep.12281
Guill, K., Lüdtke, O., & Schwanenberg, J. (2020). A two‐level study of predictors of private tutoring attendance at the beginning of secondary schooling in Germany: The role of individual learning support in the classroom. British Educational Research Journal, 46(2), 437-457. https://doi.org/10.1002/berj.3586
Gupta, A. (2022). Social legitimacy of private tutoring: An investigation of institutional and affective educational practices in India. Discourse: Studies in the Cultural Politics of Education, 43(4), 571-584. https://doi.org/10.1080/01596306.2020.1868978
Hajar, A., & Abenova, S. (2021). The role of private tutoring in admission to higher education: Evidence from a highly selective university in Kazakhstan. Hungarian Educational Research Journal, 11(2), 124-142. https://doi.org/10.1556/063.2021.00001
Hefnawi, A., & Jeynes, W. (2022). Parental involvement in the UAE and in other moderate Arab states. In W. Jeynes (Ed.), Relational aspects of parental involvement to support educational outcomes: Parental communication, expectations, and participation for student success (pp. 139-158). New York: Routledge.
Hirschman, A. O. (1970). Exit, voice, and loyalty: Responses to decline in firms, organizations, and states. Harvard University Press.
Holloway, S. L., & Pimlott‐Wilson, H. (2020). Marketising private tuition: Representations of tutors’ competence, entrepreneurial opportunities and service legitimation in home tutoring business manuals. British Educational Research Journal, 46(1), 205-221. https://doi.org/10.1002/berj.3575
Holmes Erickson, H. (2017). How do parents choose schools, and what schools do they choose? A literature review of private school choice programs in the United States. Journal of School Choice, 11(4), 491–506. https://doi.org/10.1080/15582159.2017.1395618
Hultberg, P. T., Calonge, D. S., & Choi, T. (2021). Costs and benefits of private tutoring programs: The South Korean case. International Journal of Social Economics, 48(6), 862-877. https://doi.org/10.1108/IJSE-12-2019-0722
Kemerer, J. L. (2021). Parent Rights, School Choice, and Equality of Opportunity. In School Choice Tradeoffs (pp. 98-133). University of Texas Press.
Kim, Y. C., & Jung, J. H. (2019). Shadow education as worldwide curriculum studies. Cham, Switzerland: Springer.
Kirby, P. (2016). Shadow Schooling: Private tuition and social mobility in the UK. The Sutton Trust. https://www.suttontrust.com/our-research/shadowschooling-private-tuition-social-mobility/
Lambert, K., & Spinath, B. (2014). Do we need a special intervention program for children with mathematical learning disabilities or is private tutoring sufficient? Journal for Educational Research Online, 6(1), 68–93. https://www.pedocs.de/volltexte/2014/8841/pdf/JERO_2014_1_Lambert_Spinath_Do_we_need_a_special_intervention_program.pdf
Lee, S. S. (2021). A precarious balancing act: globalization, political legitimacy, and higher education expansion in Qatar and the UAE. Contemporary Arab Affairs, 14(1), 113-133.
Little, R. J., Carpenter, J. R., & Lee, K. J. (2022). A comparison of three popular methods for handling missing data: Complete-case analysis, inverse probability weighting, and multiple imputation. Sociological Methods & Research, 1-31. https://doi.org/10.1177/00491241221113873
Liu, J. (2019). A structural equation modeling analysis of parental factors underlying the demand for private supplementary tutoring in China. ECNU Review of Education, 2(1), 7-24. DOI:10.1177/2096531119840856
Liu, J., & Bray, M. (2020). Evolving micro-level processes of demand for private supplementary tutoring: Patterns and implications at primary and lower secondary levels in China. Educational Studies, 46(2), 170-187. https://doi.org/10.1080/03055698.2018.1555452
Marshall, J. H., & Fukao, T. (2019). Shadow education and inequality in lower secondary schooling in Cambodia: Understanding the dynamics of private tutoring participation and provision. Comparative Education Review, 63(1), 98-120.
McGann J.G. (2019) Qatar: An overview. In J. McGann (Eds.), Think tanks, foreign policy and the emerging powers (pp. 377-381). Palgrave Macmillan. https://doi.org/10.1007/978-3-319-60312-4_26
Mohamed, S. (2017, January 24). Ministry gets tough against private tutors: Common summer vacation for all schools. The Peninsula. https://www.thepeninsulaqatar.com/article/24/01/2017/Ministry-gets-tough-against-private-tutors-Common-summer-vacation-for-all-schools
Mousumi, M. A., & Kusakabe, T. (2017). The dilemmas of school choice: Do parents really ‘choose’ low-fee private schools in Delhi, India? Compare: A Journal of Comparative and International Education, 49(2), 230-248. https://doi.org/10.1080/03057925.2017.1401451
Otto, B., & Karbach, J. (2019). The effects of private tutoring on students’ perception of their parents’ academic involvement and the quality of their parent-child relationship. Educational Psychology, 39(7), 923-940. https://doi.org/10.1080/01443410.2019.1610725
Ristow, B. (2019). Mobilizing resistance against the shadow economies of global private tutoring. In Neoliberalism and Academic Repression (pp. 107-122). Brill. https://doi.org/10.1163/9789004415539_008
Rocha, V., & Hamed, D. S. (2018). Parents’ perspectives on paid private tutoring in the United Arab Emirates. Regional center for Educational Planning.
https://rcepunesco.ae/en/KnowledgeCorner/ReportsandStudies/ReportsandStudies/july-26-2018.pdf
Sellami, A. & Le Trung, K. (2020). Predictors of parental use of private tutoring in Qatar. International Journal of Humanities Education, 18(2), 17-36. DOI: 10.18848/2327-0063/CGP/v18i02/17-36
Seo, E. H. (2018). Private tutoring and academic achievement: Self-study as a mediator. Social Behavior and Personality: An international journal, 46(5), 823-830. https://doi.org/10.2224/sbp.6689
SESRI (the Social and Economic Survey Research Institute). (2016). Qatar Education Study 2015: Students’ motivation and parental participation. Qatar: SESRI, Qatar University.
http://sesri.qu.edu.qa/static_file/qu/research/SESRI/documents/Publications/16/Students'%20Motivation%20and%20Parental%20Participation%20Report%20AR.pdf
Shih, Y. P., & Yi, C. C. (2014). Cultivating the difference: Social class, parental values, cultural capital and children's after-school activities in Taiwan. Journal of Comparative Family Studies, 45(1), 55-75. https://doi.org/10.3138/jcfs.45.1.55
Sieverding, M., Krafft, C., & Elbadawy, A. (2019). An exploration of the drivers of private tutoring in Egypt. Comparative Education Review, 63(4), 562-590.
Sun, L., Shafiq, M. N., McClure, M., & Guo, S. (2020). Are there educational and psychological benefits from private supplementary tutoring in Mainland China? Evidence from the China Education Panel Survey, 2013–15. International Journal of Educational Development, 72, 102144. https://doi.org/10.1016/j.ijedudev.2019.102144
Tan, C. (2017). Private supplementary tutoring and parentocracy in Singapore. Interchange, 48(4), 315-329. https://doi.org/10.1007/s10780-017-9303-4
–––. (2022). Private tutoring and the subjective rationalities of parents: The experiences in South Korea and Singapore. Asian Education and Development Studies, 11(3), 464-474. https://doi.org/10.1108/AEDS-08-2020-0183
Urhahne, D. (2019). Teacher influences and parental involvement. Educational Psychology, 39(7), 859-861. https://doi.org/10.1080/01443410.2019.1642630
Yung, K. W. (2019). Exploring the L2 selves of senior secondary students in English private tutoring in Hong Kong. System, 80, 120-133. https://doi.org/10.1016/j.system.2018.11.003
Yung, K. W., & Bray, M. (2017). Shadow education: Features, expansion and implications. In T. K. C. Tse & M. Lee (Eds.), Making sense of education in post-handover Hong Kong: Achievements and challenges (pp. 95-111). Routledge. https://doi.org/10.4324/9781315694375
Zhang, W. (2020). Shadow education in the service of tiger parenting: Strategies used by middle‐class families in China. European Journal of Education, 55(3), 388-404.
Zhang, W., & Bray, M. (2017). Micro-neoliberalism in China: Public-private interactions at the confluence of mainstream and shadow education. Journal of Education Policy, 32(1), 63-81. https://doi.org/10.1080/02680939.2016.1219769
–––. (2018). Equalising schooling, unequalising private supplementary tutoring: Access and tracking through shadow education in China. Oxford Review of Education, 44(2), 221-238. https://doi.org/10.1080/03054985.2017.1389710
–––. (2020). Comparative research on shadow education: Achievements, challenges, and the agenda ahead. European Journal of Education, 55(3), 322-341. https://doi.org/10.1111/ejed.12413
Zhang, W., & Yamato, Y. (2018). Shadow education in East Asia: Entrenched but evolving private supplementary tutoring. In K.J. Kennedy & J.C. Lee (Eds.), Routledge international handbook of schools and schooling in Asia (pp. 323-332). London: Routledge.
Zhang, Y., Dang, Y., He, Y., Ma, X., & Wang, L. (2021). Is private supplementary tutoring effective? A longitudinally detailed analysis of private tutoring quality in China. Asia Pacific Education Review, 22, 239-259. https://doi.org/10.1007/s12564-021-09671-3
Barnes, J. K., Guin, A., Allen, K., & Jolly, C. (2016). Engaging parents in early childhood education: Perspectives of childcare providers. Family and Consumer Sciences Research Journal, 44(4), 360-374. https://doi.org/10.1111/fcsr.12164
Bhorkar, S., & Bray, M. (2018). The expansion and roles of private tutoring in India: From supplementation to supplantation. International Journal of Educational Development, 62, 148-156. https://doi.org/10.1016/j.ijedudev.2018.03.003
Bray, M. (2007). The shadow education system: Private tutoring and its implications for planners (2nd ed.). UNESCO, International Institute for Educational Planning.
https://www.researchgate.net/publication/44839572_The_Shadow_education_system_private_tutoring_and_its_implications_for_planners
–––. (2011). The challenge of shadow education: Private tutoring and its implications for policy makers in the European Union. European Commission. http://www.nesse.fr/nesse/activities/reports/activities/reports/the-challenge-of-shadow-education-1
–––. (2021). Shadow education in Europe: Growing prevalence, underlying forces, and policy implications. ECNU Review of Education, 4(3), 442-475. DOI: 10.1177/2096531119890142
Bray, M., & Hajar, A. (2022). Shadow education in the Middle East: Private supplementary tutoring and its policy implications. Taylor & Francis.
Brehm, W. C., & Silova, I. (2014). Hidden privatization of public education in Cambodia: Equity implications of private tutoring. Journal for Educational Research Online, 6(1), 94–116. https://www.researchgate.net/publication/264971897_Hidden_privatization_of_public_education_in_Cambodia_Equity_implications_of_private_tutoring
Chih-Hao, C. (2019). Effects of private tutoring on English performance: Evidence from senior high students in Taiwan. International Journal of Educational Development, 68, 80-87. https://doi.org/10.1016/j.ijedudev.2019.05.003
Choudhury, P. K. (2019). Parental choice for schools in the changing context of the state and market in India. In S. Babu (Ed.), Education and the public sphere (pp. 109-129). London: Routledge.
Entrich, S. R. (2020a). Gender-and SES-specific disparities in shadow education: Compensation for boys, status upgrade for girls? Evidence from the German Life Study. Orbis Scholae, 14(2), 13-38.
–––. (2020b). Worldwide shadow education and social inequality: Explaining differences in the socioeconomic gap in access to shadow education across 63 societies. International Journal of Comparative Sociology, 61(6), 441-475. https://doi.org/10.1177/00207152209878
Exley, S. (2020). Selective schooling and its relationship to private tutoring: The case of South Korea. Comparative Education, 56(2), 218-235. https://doi.org/10.1080/03050068.2019.1687230
Erickson, H. (2017). How do parents choose schools, and what schools do they choose? A literature review of private school choice programs in the United States. Journal of School Choice, 11(4), 491-506. DOI:10.1080/15582159.2017.1395618
Ghosh, P., & Bray, M. (2020). School systems as breeding grounds for shadow education: Factors contributing to private supplementary tutoring in West Bengal, India. European Journal of Education, 55(3), 342-360. https://doi.org/10.1111/ejed.12412
Golkowska, K. (2014). Arab women in the Gulf and the narrative of change: The case of Qatar. International Studies: Interdisciplinary Political and Cultural Journal (IS), 16(1), 51-64.
–––. (2017). Qatari women navigating gendered space. Social Sciences, 6(4), 123.
Guill, K., & Bos, W. (2014). Effectiveness of private tutoring in mathematics with regard to subjective and objective indicators of academic achievement. Evidence from a German secondary school sample. Journal for Educational Research Online, 6(1), 34–67. https://doi.org/10.25656/01:8840
Guill, K., & Lintorf, K. (2019). Private tutoring when stakes are high: Insights from the transition from primary to secondary school in Germany. International Journal of Educational Development, 65, 172-182. https://doi.org/10.1016/j.ijedudev.2018.08.001
Guill, K., Lüdtke, O., & Köller, O. (2020). Assessing the instructional quality of private tutoring and its effects on student outcomes: Analyses from the German National Educational Panel Study. British Journal of Educational Psychology, 90(2), 282-300. https://doi.org/10.1111/bjep.12281
Guill, K., Lüdtke, O., & Schwanenberg, J. (2020). A two‐level study of predictors of private tutoring attendance at the beginning of secondary schooling in Germany: The role of individual learning support in the classroom. British Educational Research Journal, 46(2), 437-457. https://doi.org/10.1002/berj.3586
Gupta, A. (2022). Social legitimacy of private tutoring: An investigation of institutional and affective educational practices in India. Discourse: Studies in the Cultural Politics of Education, 43(4), 571-584. https://doi.org/10.1080/01596306.2020.1868978
Hajar, A., & Abenova, S. (2021). The role of private tutoring in admission to higher education: Evidence from a highly selective university in Kazakhstan. Hungarian Educational Research Journal, 11(2), 124-142. https://doi.org/10.1556/063.2021.00001
Hefnawi, A., & Jeynes, W. (2022). Parental involvement in the UAE and in other moderate Arab states. In W. Jeynes (Ed.), Relational aspects of parental involvement to support educational outcomes: Parental communication, expectations, and participation for student success (pp. 139-158). New York: Routledge.
Hirschman, A. O. (1970). Exit, voice, and loyalty: Responses to decline in firms, organizations, and states. Harvard University Press.
Holloway, S. L., & Pimlott‐Wilson, H. (2020). Marketising private tuition: Representations of tutors’ competence, entrepreneurial opportunities and service legitimation in home tutoring business manuals. British Educational Research Journal, 46(1), 205-221. https://doi.org/10.1002/berj.3575
Holmes Erickson, H. (2017). How do parents choose schools, and what schools do they choose? A literature review of private school choice programs in the United States. Journal of School Choice, 11(4), 491–506. https://doi.org/10.1080/15582159.2017.1395618
Hultberg, P. T., Calonge, D. S., & Choi, T. (2021). Costs and benefits of private tutoring programs: The South Korean case. International Journal of Social Economics, 48(6), 862-877. https://doi.org/10.1108/IJSE-12-2019-0722
Kemerer, J. L. (2021). Parent Rights, School Choice, and Equality of Opportunity. In School Choice Tradeoffs (pp. 98-133). University of Texas Press.
Kim, Y. C., & Jung, J. H. (2019). Shadow education as worldwide curriculum studies. Cham, Switzerland: Springer.
Kirby, P. (2016). Shadow Schooling: Private tuition and social mobility in the UK. The Sutton Trust. https://www.suttontrust.com/our-research/shadowschooling-private-tuition-social-mobility/
Lambert, K., & Spinath, B. (2014). Do we need a special intervention program for children with mathematical learning disabilities or is private tutoring sufficient? Journal for Educational Research Online, 6(1), 68–93. https://www.pedocs.de/volltexte/2014/8841/pdf/JERO_2014_1_Lambert_Spinath_Do_we_need_a_special_intervention_program.pdf
Lee, S. S. (2021). A precarious balancing act: globalization, political legitimacy, and higher education expansion in Qatar and the UAE. Contemporary Arab Affairs, 14(1), 113-133.
Little, R. J., Carpenter, J. R., & Lee, K. J. (2022). A comparison of three popular methods for handling missing data: Complete-case analysis, inverse probability weighting, and multiple imputation. Sociological Methods & Research, 1-31. https://doi.org/10.1177/00491241221113873
Liu, J. (2019). A structural equation modeling analysis of parental factors underlying the demand for private supplementary tutoring in China. ECNU Review of Education, 2(1), 7-24. DOI:10.1177/2096531119840856
Liu, J., & Bray, M. (2020). Evolving micro-level processes of demand for private supplementary tutoring: Patterns and implications at primary and lower secondary levels in China. Educational Studies, 46(2), 170-187. https://doi.org/10.1080/03055698.2018.1555452
Marshall, J. H., & Fukao, T. (2019). Shadow education and inequality in lower secondary schooling in Cambodia: Understanding the dynamics of private tutoring participation and provision. Comparative Education Review, 63(1), 98-120.
McGann J.G. (2019) Qatar: An overview. In J. McGann (Eds.), Think tanks, foreign policy and the emerging powers (pp. 377-381). Palgrave Macmillan. https://doi.org/10.1007/978-3-319-60312-4_26
Mohamed, S. (2017, January 24). Ministry gets tough against private tutors: Common summer vacation for all schools. The Peninsula. https://www.thepeninsulaqatar.com/article/24/01/2017/Ministry-gets-tough-against-private-tutors-Common-summer-vacation-for-all-schools
Mousumi, M. A., & Kusakabe, T. (2017). The dilemmas of school choice: Do parents really ‘choose’ low-fee private schools in Delhi, India? Compare: A Journal of Comparative and International Education, 49(2), 230-248. https://doi.org/10.1080/03057925.2017.1401451
Otto, B., & Karbach, J. (2019). The effects of private tutoring on students’ perception of their parents’ academic involvement and the quality of their parent-child relationship. Educational Psychology, 39(7), 923-940. https://doi.org/10.1080/01443410.2019.1610725
Ristow, B. (2019). Mobilizing resistance against the shadow economies of global private tutoring. In Neoliberalism and Academic Repression (pp. 107-122). Brill. https://doi.org/10.1163/9789004415539_008
Rocha, V., & Hamed, D. S. (2018). Parents’ perspectives on paid private tutoring in the United Arab Emirates. Regional center for Educational Planning.
https://rcepunesco.ae/en/KnowledgeCorner/ReportsandStudies/ReportsandStudies/july-26-2018.pdf
Sellami, A. & Le Trung, K. (2020). Predictors of parental use of private tutoring in Qatar. International Journal of Humanities Education, 18(2), 17-36. DOI: 10.18848/2327-0063/CGP/v18i02/17-36
Seo, E. H. (2018). Private tutoring and academic achievement: Self-study as a mediator. Social Behavior and Personality: An international journal, 46(5), 823-830. https://doi.org/10.2224/sbp.6689
SESRI (the Social and Economic Survey Research Institute). (2016). Qatar Education Study 2015: Students’ motivation and parental participation. Qatar: SESRI, Qatar University.
http://sesri.qu.edu.qa/static_file/qu/research/SESRI/documents/Publications/16/Students'%20Motivation%20and%20Parental%20Participation%20Report%20AR.pdf
Shih, Y. P., & Yi, C. C. (2014). Cultivating the difference: Social class, parental values, cultural capital and children's after-school activities in Taiwan. Journal of Comparative Family Studies, 45(1), 55-75. https://doi.org/10.3138/jcfs.45.1.55
Sieverding, M., Krafft, C., & Elbadawy, A. (2019). An exploration of the drivers of private tutoring in Egypt. Comparative Education Review, 63(4), 562-590.
Sun, L., Shafiq, M. N., McClure, M., & Guo, S. (2020). Are there educational and psychological benefits from private supplementary tutoring in Mainland China? Evidence from the China Education Panel Survey, 2013–15. International Journal of Educational Development, 72, 102144. https://doi.org/10.1016/j.ijedudev.2019.102144
Tan, C. (2017). Private supplementary tutoring and parentocracy in Singapore. Interchange, 48(4), 315-329. https://doi.org/10.1007/s10780-017-9303-4
–––. (2022). Private tutoring and the subjective rationalities of parents: The experiences in South Korea and Singapore. Asian Education and Development Studies, 11(3), 464-474. https://doi.org/10.1108/AEDS-08-2020-0183
Urhahne, D. (2019). Teacher influences and parental involvement. Educational Psychology, 39(7), 859-861. https://doi.org/10.1080/01443410.2019.1642630
Yung, K. W. (2019). Exploring the L2 selves of senior secondary students in English private tutoring in Hong Kong. System, 80, 120-133. https://doi.org/10.1016/j.system.2018.11.003
Yung, K. W., & Bray, M. (2017). Shadow education: Features, expansion and implications. In T. K. C. Tse & M. Lee (Eds.), Making sense of education in post-handover Hong Kong: Achievements and challenges (pp. 95-111). Routledge. https://doi.org/10.4324/9781315694375
Zhang, W. (2020). Shadow education in the service of tiger parenting: Strategies used by middle‐class families in China. European Journal of Education, 55(3), 388-404.
Zhang, W., & Bray, M. (2017). Micro-neoliberalism in China: Public-private interactions at the confluence of mainstream and shadow education. Journal of Education Policy, 32(1), 63-81. https://doi.org/10.1080/02680939.2016.1219769
–––. (2018). Equalising schooling, unequalising private supplementary tutoring: Access and tracking through shadow education in China. Oxford Review of Education, 44(2), 221-238. https://doi.org/10.1080/03054985.2017.1389710
–––. (2020). Comparative research on shadow education: Achievements, challenges, and the agenda ahead. European Journal of Education, 55(3), 322-341. https://doi.org/10.1111/ejed.12413
Zhang, W., & Yamato, Y. (2018). Shadow education in East Asia: Entrenched but evolving private supplementary tutoring. In K.J. Kennedy & J.C. Lee (Eds.), Routledge international handbook of schools and schooling in Asia (pp. 323-332). London: Routledge.
Zhang, Y., Dang, Y., He, Y., Ma, X., & Wang, L. (2021). Is private supplementary tutoring effective? A longitudinally detailed analysis of private tutoring quality in China. Asia Pacific Education Review, 22, 239-259. https://doi.org/10.1007/s12564-021-09671-3
How to Cite
Al-Thani , Hessa, Abdellatif Sellami, and Brian Washington Mandikiana. 2025. “Parental Perspectives on Private Tutoring in Qatar: Results from the 2019 Qatar Education Study”. Journal of Educational Sciences – Qatar University 24 (3). https://doi.org/10.29117/jes.2024.0199.
Section
Articles in English