Parents’ Education as a Moderator of International School Choice in Saudi Arabia: A Theory of Planned Behavior Perspective

Abstract

This study examines the factors influencing parents’ intention in Saudi Arabia to enroll their children in international schools offering foreign-language (English) instruction and curricula, drawing on the Theory of Planned Behavior (TPB). Specifically, the study investigates the effects of attitude, subjective norms, and perceived behavioral control on parents’ intention to enroll their children in international schools and examines the moderating role of parents’ educational attainment. Data were collected from 323 parents in Saudi Arabia using a structured, closed-ended questionnaire administered online through Google Forms and distributed via WhatsApp groups. The data were analyzed using Partial Least Squares Structural Equation Modelling (PLS-SEM) in SmartPLS. The findings indicate that all three TPB constructs—attitude, subjective norms, and perceived behavioral control—have a significant positive influence on parents’ intention to enroll their children in international schools. Collectively, these factors explain 75.2% of the variance in parents’ intention. However, parents’ educational attainment does not significantly moderate the relationships between the TPB constructs and their intention to enroll their children in international schools. The findings provide empirical support for the applicability of the TPB in explaining parental school-choice intentions in the Saudi Arabian context and offer insights for international schools and education policymakers seeking to understand the factors shaping parental demand for international education.

Keywords: International Schools, Theory of Planned Behavior, Saudi Arabia

DOI: 10.7176/JEP/17-10-03

Publication date: October 30th 2026