Educational Quality as Everyday Experience: A Servqual Approach in Public Primary Schools in Hanoi

In the context of public primary schools in urban areas increasingly moving toward a high-quality orientation, educational quality is no longer assessed only through learning outcomes, but also through the educational service experience of parents and pupils. This study examines the current state of educational service quality in three high-quality-oriented public primary schools in Hanoi through the SERVQUAL model. Data were collected from 372 parents using a questionnaire survey and were processed through quantitative techniques, including Cronbach’s Alpha, EFA, descriptive statistics, Pearson correlation, and multiple linear regression. The findings show that parents evaluated the schools’ educational service quality relatively positively, especially in teachers’ service competence and the stability of teaching activities. Yet support for pupils’ individual needs remained the component receiving lower evaluations than the others. Regression analysis indicates that service competence and responsiveness exerted the strongest influence on parental satisfaction. The study shows that educational quality in high-quality-oriented public schools is increasingly formed through everyday interactions between schools and parents, rather than through material conditions or learning outcomes alone.