Satisfaction with school life: Capturing Malaysian pupils’ voice from a multiethnic perspective.
Main Article Content
Abstract
This qualitative study aimed at gaining an in-depth understanding of the aspects that shaped pupils’ satisfaction with school life in a multiethnic Malaysian context. The multiple case study design was employed to understand and elicit pupils’ experiences, feelings, beliefs, thoughts and perceptions of their satisfaction with school life in three different types of Malaysian primary schools, namely national primary school (Malay-dominated), national type Chinese primary school (Chinese-dominated) and national type Tamil primary school (Indian-dominated). A total of 18 pupils with six members from each type of Malaysian primary school participated in three focus group discussions. Four themes emerged from the thematic analysis of the interview data: (1) emotional contentment; (2) curricular achievement and co-curricular achievements; (3) safe, conducive and comfortable learning environment; and (4) development of 21st-century skills. These emerging four themes from the participants’ views and experiences provided a holistic perspective on satisfaction with school life in Malaysian primary schools. Practical implications that could be beneficial in leveraging life satisfying experiences of the pupils in the school were discussed. This study has contributed to the body of knowledge with regard to satisfaction with school life from a multiethnic perspective.
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