By Mieder Van Loggerenberg
In today’s educational landscape, especially in private schools, we often see a shift in focus. Instead of education being at the heart of what these institutions do, the drive for financial success begins to take center stage. But what happens when the primary goal of a school becomes profit, and students and parents are treated as customers? Let’s explore the effects of this business-like approach on education, teachers, administrators, and, most importantly, students.
What Happens When Schools Focus on Money?
Imagine you’re a teacher in a private school, and rather than being evaluated on your students’ progress or the depth of their learning, the main feedback you get is whether or not they’re happy. Suddenly, your lessons are less about fostering curiosity and more about keeping the customers (parents and students) satisfied. That’s the reality many teachers face in profit-driven schools.
When schools focus on making money, they sometimes prioritize things like high enrollment numbers, tuition fees, and student retention. Educational decisions start being shaped by the preferences of the students and parents who pay for the service, rather than by what’s best for the students’ long-term learning and development. Research shows that when education becomes a market-driven service, academic rigor can be compromised (Ball & Youdell, 2007). Teachers, in turn, may feel forced to lower their standards to avoid friction, ultimately hurting the students they are trying to help.
Students and Parents as Customers: The Consequences
When students and parents are treated as customers, it sounds like a good idea at first—who doesn’t want happy parents and engaged students? But this customer-service mindset comes with significant drawbacks. Think of a classroom where students can get away with poor behavior because they know that the administration will side with them. Imagine a student saying, “If you don’t give me the grade I want, I’ll tell my parents, and they’ll complain.” It creates an environment where the teacher’s authority is undermined, and students feel entitled to dictate how the classroom operates.
According to research, this sense of entitlement can grow in environments where students are treated like customers (Levin, 2018). Students begin to see the school as a place where they can negotiate grades or discipline. Meanwhile, parents, believing they are the paying customers, demand special treatment for their children. While parents want the best for their kids, this can sometimes translate into over-involvement, pressuring schools to cater to their preferences even when it’s not in the students' best educational interest.
Impact on Student Well-Being and Mental Health
Focusing solely on student satisfaction can have hidden consequences on student well-being. In environments where students know they can get away with behavior that pleases them in the short term, they may miss out on learning essential life skills like discipline, resilience, and accountability. Moreover, the pressure to maintain perfect scores or constantly meet high expectations from their parents can lead to significant stress and anxiety (Suldo, Shaunessy, & Hardesty, 2008). Private schools, in their rush to keep students and parents happy, may unintentionally neglect the emotional and psychological well-being of their students, which should be a central part of their growth.
Long-Term Educational Outcomes
This customer-oriented approach might provide immediate satisfaction, but it often leads to poorer long-term educational outcomes. When students are constantly shielded from failure or given easy routes to success, they may fail to develop critical thinking and problem-solving skills. Research shows that market-driven schools tend to prioritize superficial academic metrics, like test scores, over genuine learning (Nichols & Berliner, 2007). Over time, students in these environments may struggle in higher education or the workforce, where perseverance, adaptability, and deep understanding are crucial.
The Role of Technology in Profit-Driven Schools
Many private schools also invest heavily in technology, hoping to impress parents with state-of-the-art classrooms, digital platforms, and flashy gadgets. While technology can be a powerful educational tool, if not used thoughtfully, it can become more of a marketing device than an asset to learning. For instance, schools might emphasize iPads in every classroom, but if those tools aren't integrated into a meaningful curriculum, they can end up distracting students rather than enhancing their learning. As Selwyn (2016) points out, technology can sometimes be more about the optics than substance, especially in schools focused on pleasing parents.
How Administrators View Education in Profit-Driven Schools
In many cases, administrators in these schools view education through a financial lens. They’re tasked with ensuring the school’s financial stability, and that often means putting emphasis on things that look good to parents—like modern facilities, extracurricular activities, and high test scores. But what happens when making money and keeping students enrolled becomes more important than genuine learning?
Some administrators may unintentionally push teachers to prioritize keeping students and parents happy over maintaining educational standards. A teacher who enforces strict discipline or gives a student a low grade for not meeting expectations might be seen as a risk—if the student or parent is unhappy, they could leave, which means a loss of revenue for the school. Research shows that in such environments, administrators might emphasize short-term success, such as enrollment numbers or student satisfaction surveys, at the expense of deeper educational goals (Anderson, 2009).
Teachers’ Perspective: Navigating a Profit-Driven System
Teachers often feel caught in the middle. On one hand, they’re responsible for educating their students; on the other, they must manage the expectations of students and parents who act like customers. This can lead to internal conflict. Do I stand firm and hold students accountable, even if it means complaints and possibly losing my job? Or do I give in to keep the peace, knowing that it’s not the best thing for the student in the long run?
Many teachers in these environments report feeling unsupported and frustrated. They see their authority eroded and their professional judgment questioned, which can lead to burnout. Ingersoll (2003) found that teachers in market-driven schools often experience higher turnover rates due to dissatisfaction and a lack of autonomy.
Parental Expectations and the ‘Consumer’ Mentality
Parents in private schools, especially when treated as customers, may demand special treatment for their children. The belief that “the customer is always right” can complicate teacher-parent interactions. Parents may become more involved in the day-to-day classroom affairs, sometimes to the detriment of the child’s educational experience. Epstein’s (2001) research on parental involvement demonstrates that while engaged parents are beneficial, too much interference based on a customer-service mindset can disrupt the teacher’s ability to maintain a structured and disciplined learning environment.
Ethical Implications of Profit-Driven Education
Beyond practical concerns, there are ethical considerations when schools operate primarily as businesses. Should education be treated as a commodity? What happens to equity and fairness when wealthier parents can exert more influence? These questions probe deeper into the moral underpinnings of treating students as customers. Lubienski (2013) argues that market-driven models can exacerbate educational inequalities, as schools focus on profitability over access and inclusion.
Staff Turnover and Recruitment
The pressure in these environments also contributes to high staff turnover. Teachers may feel unsupported and frustrated, leading to burnout or a desire to leave the profession. A revolving door of teachers can create instability for students, and recruiting new teachers under such conditions can be difficult. Research by Guarino et al. (2006) highlights how high teacher turnover can negatively impact student learning outcomes.
Finding a Balance Between Profit and Education
Is it possible for private schools to strike a balance between making money and providing quality education? The answer is yes—but it requires a conscious effort from both administrators and teachers.
Suggestions for Administrators
1. Invest in Teacher Support:
Teachers are the backbone of any educational institution. Administrators should offer ongoing professional development opportunities, such as workshops on classroom management, conflict resolution, and other relevant skills. Providing teachers with a voice in policy decisions is also crucial, as it fosters a sense of ownership and respect. When teachers feel valued, they are more likely to stay motivated and produce better educational outcomes for students (Hattie, 2012). In addition, pairing new teachers with experienced mentors can provide the support they need to succeed in challenging environments (Hargreaves, 2000).
2. Create Clear Expectations:
Establishing clear policies that outline behavioral expectations for students, parents, and teachers can prevent issues related to entitlement from escalating. These expectations should align with the school's educational mission and ensure that everyone understands the importance of maintaining respectful relationships. Firm and transparent boundaries help prevent misunderstandings and set a tone of mutual respect from the beginning.
3. Support Teacher Authority:
In environments where students and parents are seen as customers, teachers may feel disempowered when enforcing classroom rules. Administrators must ensure that teachers have the authority to manage their classrooms without fear of reprisal. Publicly and privately supporting teachers, particularly in disciplinary matters, helps build trust within the school community and signals to students that education, not mere satisfaction, is the priority.
4. Engage in Open Dialogue with Parents:
Regular, transparent communication between the school and parents is essential. Administrators should facilitate ongoing conversations with parents, explaining the school's educational goals and the importance of teacher authority in the classroom. This open dialogue can help shift parents' perspectives from viewing their children as customers to seeing them as partners in the learning process. Educating parents on the long-term benefits of discipline, resilience, and real-world skills may ultimately enhance student success.
5. Balance Financial Pressures with Educational Integrity:
While financial stability is a necessary concern for private schools, it should not come at the expense of educational standards. Administrators must strike a balance between meeting revenue goals and upholding educational excellence. Schools that prioritize student growth, well-being, and learning tend to build a strong reputation over time, which naturally attracts more families and ensures long-term financial success (Hattie, 2012).
6. Recognize Teacher Contributions:
Teachers often go above and beyond for their students, and it's essential for administrators to recognize their efforts. Regularly acknowledging teachers through verbal recognition, incentives, or special events can improve morale and reduce burnout. When teachers feel appreciated, they are more likely to remain engaged, which has a positive impact on the school as a whole.
7. Foster a Collaborative Environment:
Schools function best when there is a spirit of collaboration between teachers, students, and administrators. Encouraging teamwork not only enhances the educational experience but also fosters a community-based culture where all stakeholders feel involved. Rather than a purely transactional, customer-oriented model, administrators should strive to create an environment that values cooperation and shared responsibility.
8. Monitor and Evaluate School Climate Regularly:
To maintain a healthy school environment, administrators should consistently gather feedback from all stakeholders—teachers, students, and parents. Regular surveys, meetings, and suggestion boxes can provide valuable insights into the school climate and highlight areas for improvement. By understanding how people feel about the school's culture, administrators can address problems early and maintain a balance between financial viability and educational quality (Ingersoll, 2003).
9. Provide Mentorship for New Teachers:
Many new teachers struggle to adapt to the demands of a profit-driven school model. Administrators can ease this transition by providing mentorship programs where new teachers are paired with experienced colleagues. Mentorship not only offers professional guidance but also provides emotional support, which is critical in high-stress environments (Hargreaves, 2000).
10. Reinforce Educational Goals with Students:
Administrators should regularly communicate with students to remind them of the school's core educational mission. By encouraging students to see themselves as active participants in their education, administrators can mitigate feelings of entitlement. Celebrating academic achievements alongside customer satisfaction can help shift the focus back to learning and ensure that students are growing as individuals, not just customers (Epstein, 2001).
By implementing these strategies, administrators can create a school environment where both financial stability and educational excellence coexist. When teachers are supported, and students understand their role in the educational process, schools can maintain high academic standards without compromising their business model.
Suggestions for Teachers
1. Build Strong Relationships with Students:
Developing positive relationships with students is fundamental. Teachers should take the time to learn about their students’ interests, strengths, and backgrounds. Engaging in informal conversations can create a comfortable classroom atmosphere, where students feel valued and understood. This rapport can help diffuse tensions and foster a more respectful environment, allowing teachers to manage unruly behavior more effectively (Hamre & Pianta, 2001).
2. Set Clear Expectations:
At the beginning of the school year, teachers should establish clear and consistent behavioral expectations for their classrooms. By outlining these expectations and the consequences for not meeting them, teachers create a framework that helps students understand what is acceptable behavior. Consistency in enforcing these rules is key to building a respectful classroom culture (Emmer & Evertson, 2013).
3. Foster a Growth Mindset:
Encourage students to embrace challenges and view mistakes as opportunities for growth. By promoting a growth mindset, teachers can help students understand that effort and perseverance lead to success. This approach can be particularly effective in helping entitled students develop resilience and a better attitude towards learning (Dweck, 2006).
4. Engage Students in the Learning Process:
Actively involve students in their own learning by incorporating their interests and experiences into lessons. When students see the relevance of their education, they are more likely to engage positively in class. Interactive activities, group projects, and discussions can enhance student participation and ownership of their learning, making them less likely to act out (Freire, 1970).
5. Communicate with Parents:
Maintain open lines of communication with parents to keep them informed about their child's progress and behavior. Regularly sharing positive feedback alongside constructive criticism can help parents feel involved in their child's education. When parents see that teachers are invested in their child's success, they may be more willing to support classroom management efforts (Epstein, 2001).
6. Utilize Classroom Management Strategies:
Implement effective classroom management techniques that promote a positive learning environment. Strategies such as positive reinforcement, structured routines, and proactive behavior management can help teachers maintain order and create a safe space for learning. Research suggests that well-managed classrooms lead to better student behavior and academic achievement (Simonsen et al., 2008).
7. Reflect on Personal Practices:
Teachers should regularly reflect on their own practices and attitudes in the classroom. Seeking feedback from colleagues or mentors can provide valuable insights into areas for improvement. This reflection not only promotes personal growth but also helps teachers identify any unintentional biases or behaviors that may affect their relationships with students.
8. Collaborate with Colleagues:
Building a support network with fellow teachers can provide both emotional and professional support. Collaborating on lesson plans, sharing classroom management techniques, and discussing challenges can foster a sense of community among teachers. This collaboration helps to mitigate feelings of isolation and allows teachers to share successful strategies for dealing with difficult situations (Hargreaves, 2000).
9. Seek Professional Development:
Taking part in professional development opportunities can equip teachers with new tools and strategies for managing challenging student behavior. Workshops focused on conflict resolution, culturally responsive teaching, and trauma-informed practices can enhance a teacher’s ability to connect with students and foster a positive learning environment (Zins & Elias, 2006).
10. Maintain a Positive Attitude:
Lastly, teachers should strive to maintain a positive and optimistic attitude, even in challenging situations. Positivity can be contagious; when students see their teachers engaged and enthusiastic about learning, they are more likely to mirror that attitude. Cultivating an optimistic classroom environment helps reduce feelings of entitlement and promotes a culture of respect and cooperation (Fredrickson, 2001).
By implementing these strategies, teachers can create a more positive classroom environment, ultimately leading to better student behavior and learning outcomes. When students feel supported and valued, they are more likely to engage positively with their education, paving the way for a successful and harmonious classroom experience.
Conclusion
When education becomes a business, it brings with it many challenges. Teachers feel pressured to keep students and parents happy at the expense of maintaining academic standards. Administrators prioritize financial stability, often making decisions that place profit over learning. However, with thoughtful policies, open communication, and a commitment to educational excellence, it is possible to find a balance. Schools that focus on student growth, professional development for teachers, and clear communication with parents will thrive both as educational institutions and businesses.
By acknowledging these dynamics and striving for balance, schools can ensure that students are not just happy customers, but well-rounded individuals prepared for the challenges of the future.
References
Anderson, G. (2009). Advocacy leadership: Toward a post-reform agenda in education. Routledge.
Ball, S. J., & Youdell, D. (2007). Hidden privatisation in public education. Institute of Education, University of London.
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Emmer, E. T., & Evertson, C. M. (2013). Classroom management for middle and high school teachers. Pearson Higher Ed.
Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and improving schools. Westview Press.
Freire, P. (1970). Pedagogy of the oppressed. Continuum.
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226.
Guarino, C. M., Santibañez, L., & Daley, G. A. (2006). Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research, 76(2), 173–208.
Hargreaves, A. (2000). Mixed emotions: Teachers' perceptions of their interactions with students. Teaching and Teacher Education, 16(8), 811–826.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.
Hamre, B. K., & Pianta, R. C. (2001). Early teacher–student relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72(2), 625–638.
Ingersoll, R. M. (2003). Who controls teachers' work? Power and accountability in America's schools. Harvard University Press.
Levin, H. M. (2018). The economics of education: The theoretical perspective. Theory and Research in Education, 16(2), 137–157.
Lubienski, C. (2013). Privatizing form or function? Equity, outcomes, and influence in American charter schools. Comparative Education, 49(2), 214–227.
Nichols, S. L., & Berliner, D. C. (2007). Collateral damage: How high-stakes testing corrupts America's schools. Harvard Education Press.
Selwyn, N. (2016). Is technology good for education? Polity Press.
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for training and staff development. Education and Treatment of Children, 31(3), 351–380.
Suldo, S. M., Shaunessy, E., & Hardesty, R. (2008). Relationships among stress, coping, and mental health in high‐achieving high school students. Psychology in the Schools, 45(4), 273–290.
Zins, J. E., & Elias, M. J. (2006). Social and emotional learning: Promoting the development of all students. Journal of Educational and Psychological Consultation, 17(2), 233–255.
Comments