THE EFFECT OF MARKETING MIX COMPONENTS ON SCHOOL IMAGE AT TENGHILAN ADVENTIST ELEMENTARY SCHOOL, SABAH

i THE EFFECT OF MARKETING MIX COMPONENTS ON SCHOOL IMAGE AT TENGHILAN ADVENTIST ELEMENTARY SCHOOL, SABAH By JASMINE JOHNNY An Independent Research Project Submitted in Partial Fulfillment of the Requirements For the Degree of Master of Business Administration (Management Emphasis), Faculty of Business Administration Asia-Pacific International University May 2023

ii DECLARATION I declare that this submission is my own work. It contains neither material previously published or written by another person, nor any material previously submitted for an award of any other degree or diploma at Asia-Pacific International University, except where due acknowledgment has been made in the Independent Study. Also, I declare that the intellectual content of this independent study is the result of my own work, except where attributed and acknowledged in this research. …………………………… Jasmine Johnny 15 March 2023

iii Research Project Title: The Effect of Marketing Mix on School Image in Tenghilan Adventist Elementary School. Author: Jasmine Johnny Research Advisor: Asst. Prof. Dr. Damrong Satayawaksakoon Research Advisor: Master of Business Administration Academic Year: 2023

iv ABSTRACT This project analyzed the Effect of the Marketing Mix on the School Image at Tenghilan Adventist Elementary School. The research problem in this study focused on how the current marketing mix strategies (7 Ps: product, place, price, promotion, people, physical evidence, and parent-teacher communication (PTC)) influence the school image of Tenghilan Adventist Elementary School. Data were obtained from 209 respondents (teachers, students of TAES, church members, and the community) who answered the questionnaire developed for this research. It was analyzed using descriptive statistics, T-test, and One-Way ANOVA. A Scheffe post hoc test was conducted to determine where the difference is specifically. Pearson’s correlation and regression analysis were calculated for the relationship between the 7P marketing mix and the school image. The results revealed that both hypotheses are partly supported. For the first hypothesis, there is a significant difference in the school image of Tenghilan Adventist Elementary School perceived by stakeholders with a difference in roles and religions. However, there is no significant difference in the school image of Tenghilan Adventist Elementary School perceived by stakeholders with differences in gender and years of service/affiliation. For the second hypothesis, three Marketing mix (place, people, and parent-teacher communication) is positively related to the school image of Tenghilan Adventist Elementary School. However, the other four Marketing mix (product, price, promotion, and physical evidence) is not positively related to the school image of Tenghilan Adventist Elementary School. These studies discovered that parents have an impact on the image of the school since the majority of parents are Seventh-day Adventists, which makes them more comfortable being at their school that is managed by their own religion and also shows their support for the school.

v Seventh-Day Adventists perceived the school image as high level and differently because they know about this school compared to other believers. The research findings that the place mix is crucial because the school's good location and also people mix have a link with the school image since all teachers who serve this school share one belief, the Seventh-day Adventist members. The study also found that parent-teacher communication has a link with school image because parents who trust the instructor are more inclined to put effort into school. The research suggests that school administrators and school boards focus mainly on the following variables: perception of the place, people, and parent-teacher communication mix.

vi ACKNOWLEDGMENTS I would like to express my thanks to all those who have been instrumental in ensuring that my independent study research was of the highest quality. First and foremost, I would like to thank my Lord God Almighty, Whose Providence has brought me to this level of my academic career. I would like to express my deep and profound appreciation to my primary supervisor and advisor, Assistant Professor Dr. Damrong Satayavaksakoon Vice President for Financial Administration and Principal Lecturer at Asia-Pacific International University. His guidance and support during my Master’s program have been superb. I express my thanks for mentoring and encouraging me from my very first semester as a master’s student and guiding my development as an educator and a scholar. Particularly, I owe a great deal for Dr. Damrong’s input and guidance during the process of completing my independent study, and I have been enriched through my association with him. Words cannot express my gratitude towards Asia-Pacific International University’s MBA instructors: Assistant Professor Dr. Wayne Hamra, Dr. Henry Foster, and Dr. Noah Balraj. Their guidance and support during my master’s program have been outstanding. Thank you for being so supportive of my dreams and aspirations. They have been consistently tough yet fair, challenging and encouraging me throughout my program of study. I would like to take this opportunity to thank them for their patience and being outstanding mentors for the last 4 years. My sincere thanks also go to my family for always being there. I thank my wife, Ealseilly Mambang and son, Jesse Elvan for their never-ending love, support, and encouragement. I dedicate this Master’s degree to both my family; without them I would not be the person that I am today. I also want to thank my parent who have been there for me throughout the years. Without their

vii patience, support, strength, and love, I would not have been able to successfully get through this program. Jasmine Johnny

viii TABLE OF CONTENTS ABSTRACT................................................................................................................................................. iv ACKNOWLEDGMENTS ........................................................................................................................... vi TABLE OF CONTENTS........................................................................................................................... viii LIST OF TABLES........................................................................................................................................ x LIST OF FIGURES ...................................................................................................................................... x CHAPTER 1: INTRODUCTION .................................................................................................................1 1.1 Background.........................................................................................................................................1 1.2 Research Objectives............................................................................................................................5 1.3 Research Questions.............................................................................................................................5 1.4 Proposed Hypotheses..........................................................................................................................5 1.5 Significance of the Research...............................................................................................................6 1.6 Definitions of Key Concepts...............................................................................................................6 1.7 Summary.............................................................................................................................................7 CHAPTER 2: LITERATURE REVIEW ......................................................................................................8 2.1 Introduction.........................................................................................................................................8 2.2 Traditional Marketing Mix .................................................................................................................8 2.3 Modern Marketing Mix in the Commercial Context ........................................................................11 2.4 Marketing Mix in Educational Context ............................................................................................12 2.5 Importance of Marketing Mix...........................................................................................................16 2.6 School Image ....................................................................................................................................17 2.7 The Relationship between Marketing Mix and School Image..........................................................18 2.8 Tenghilan Adventist Elementary School. .........................................................................................19 2.9 Proposed Hypothesis.........................................................................................................................24 2.10 Conceptual Framework...................................................................................................................24 2.11 Summary.........................................................................................................................................25 CHAPTER 3: METHODOLOGY ..............................................................................................................26 3.1 Introduction.......................................................................................................................................26 3.2 Research Design................................................................................................................................26 3.3 Determining Population and Sample Size ........................................................................................26

ix 3.3.1 Population ..................................................................................................................................26 3.3.2 Sample Size................................................................................................................................27 3.3.3 Sample Technique......................................................................................................................27 3.4 Instrumentation .................................................................................................................................29 3.4 The Quality of Instrument.................................................................................................................30 3.5 Data Collection .................................................................................................................................30 3.6 Analysis.............................................................................................................................................31 3.7 Ethical Considerations......................................................................................................................31 3.8 Summary...........................................................................................................................................32 CHAPTER 4: RESULTS............................................................................................................................33 4.1 Introduction.......................................................................................................................................33 4.2 Descriptive Analysis.........................................................................................................................33 4.2.1 Demographic Information..........................................................................................................33 4.2.2 Level Marketing Mix and School Image in Tenghilan Adventist Elementary School................35 4.2.3 School Image in Tenghilan Adventist Elementary School and Demographic Characteristics (Hypothesis 1).....................................................................................................................................37 4.2.3.1 School Image in Tenghilan Adventist Elementary School Compared by Gender...................37 4.2.3.2 School Image in Tenghilan Adventist Elementary School Compared by Role........................38 4.2.3.3 School Image in Tenghilan Adventist Elementary School Compared by Religion .................38 4.2.3.4 School Image in Tenghilan Adventist Elementary School Compared by Years of Service/Affiliation ...............................................................................................................................39 4.2.4 Marketing Mix and School Image in Tenghilan Adventist Elementary School (Hypothesis 2) .40 Summary.................................................................................................................................................41 CHAPTER 5: DISCUSSION AND CONCLUSION .................................................................................42 5.1 Introduction.......................................................................................................................................42 5.2 Summary of Findings and Discussion ..............................................................................................42 CHAPTER 6: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS........................................47 6.1 Introduction.......................................................................................................................................47 6.2 Summary and Conclusion of the Study.............................................................................................47 6.3 Theoretical and Managerial Implications .........................................................................................48 6.4 Practical Suggestions for Improving School Image..........................................................................48 References...................................................................................................................................................51

x Appendix A.................................................................................................................................................56 Appendix B.................................................................................................................................................59 Appendix C.................................................................................................................................................64 Appendix E .................................................................................................................................................68 LIST OF TABLES Table 1 Grade Level Enrolment (5 Years)..................................................................................................22 Table 2 Teachers Information.....................................................................................................................23 Table 3 Monthly Tuition Charge for Each Grade(Malaysian Ringgit RM)................................................23 Table 4 Quota Sampling .............................................................................................................................28 Table 5 Demographic Information (N = 208) ............................................................................................34 Table 6 Mean and Standard Deviation of Distinctive Competencies (N=208) ..........................................35 Table 7 School Image in Tenghilan Adventist Elementary School Compared by Gender..........................37 Table 8 School Image in Tenghilan Adventist Elementary School Compared by Role ..............................38 Table 9 Post hoc Comparisons of Role.......................................................................................................38 Table 10 School Image in Tenghilan Adventist Elementary School Compared by Religion ......................39 Table 11 Post hoc Comparisons of Religion...............................................................................................39 Table 12 School Image in Tenghilan Adventist Elementary School Compared by Role ............................39 Table 13 Correlation matrix for Student Satisfaction and related variables..............................................40 Table 14 Regression results of school image of Tenghilan Adventist Elementary School .........................40 LIST OF FIGURES Figure 1 Factors That Influence School Image...........................................................................................24

1 CHAPTER 1: INTRODUCTION 1.1 Background Corporate Image Amidst an atmosphere of intense competition and rapid change, organizations face constant challenges from the world around them. Many organizations are beginning to realize that capitalizing on one of their most important assets, their corporate image, may help them to achieve their long-term growth objectives not only more quickly, but also more profitably. Such organizations now regard their products and services as more than just a product that a customer buys. All this clearly makes sense because corporate image stands for public perception of what the organization is, what it does, and not just what an organization sells. This image is a summary of what the organization stands for, as well as how it is positioned in the marketplace. This means that the future of many organizations lies in their cooperate image (Urde, 1994). Effective management of an organization’s image is one of the most critical ingredients in the successful development of a company’s brand (Khan, 2009). The main factors that sculpt corporate image are the organization's actions, such as developing innovative products and services, following ethical business practices, actually operating by its own values, providing tremendous customer service, treating employees with dignity and respect, and initiating a strong marketing mix. This business concept and trend has become more important to educational organizations as well. A school’s image influences public perception about what good education looks like, and how to determine if a school is a good school (Eger et al., 2018).

2 Education The primary thing that strikes our minds when we think about education is that it involves gaining knowledge. Education may be any apparatus that gives individuals information, aptitudes, procedures, or data, and empowers them to know their rights and obligations toward their family, society, and country. It extends vision and provides new viewpoints to see the world. It creates the capabilities to fight against evil, viciousness, debasement, and numerous other awful components within society. Education gives us information about the world around us. It creates a point of view in us for looking at life. It is the foremost critical component in national development. Without education, most people will not investigate or follow up many of their thoughts. It will become much more difficult to change the world, since without ideas, there's no inventiveness, and without imagination, there's no improvement of the country. Education provides many critical viewpoints that play a gigantic part in the advanced, industrialized world. Individuals need a great education to be able to live and thrive in this competitive world. Cuttingedge changes are initiated by individuals who strive to reach lofty goals and have knowledge that permits them to make superior arrangements to resolve their issues. Education is important because it encompasses the elements in all areas that ultimately give everything a very definite direction and purpose. Marketing Mix The marketing mix is one of the main factors behind a school’s image (Eger et al. 2018). School marketing efforts involve seven elements: product, place, price, promotion, people, physical evidence, and parent-teacher communication (Ivy, 2008). School promotion is an effort to introduce and market a school. Marketing efforts are a social and managerial process by which

3 individuals and groups get what they need and want by creating, offering, and exchanging products of value with other parties. Based on this definition, the concept of marketing rests on needs, wants, demands, products (goods, services, and ideas), values, costs, satisfaction, exchanges and transactions, relationships, networks, and markets, along with marketers and prospects. The key marketing concept in achieving organizational goals is to be more effective than competitors in understanding and satisfying the needs and wants of the target market. The four pillars of the marketing concept are namely the target market, customer needs, integrated marketing, and profitability. These marketing pillars are strengthened and enhanced by marketing mix activities. Each marketing mix tool has its own characteristics and costs, and schools must have an understanding of these characteristics. Advertising is one way of general promotion. Advertising has a widespread expression that is both powerful and impersonal. Advertising can done be through TV, print media, social media, brochures, and banners. Sales promotions take advantage of communication, incentives, and solicitation. The attractiveness of public relations and publicity is based on high credibility, the ability to catch unsuspecting buyers, and dramatization. Personal selling is the most effective tool in the buying process, especially in building buyers' preferences, beliefs, and actions. The three benefits of personal selling are personal confrontation, strengthening, and giving a response. Direct marketing takes many forms such as via email, over the phone, and electronic marketing.

4 Tenghilan Adventist Primary School Tenghilan Adventist Primary School is a private school under the supervision of a religious-based organization, the Seventh-day Adventist Church. The school is located in the Tenghilan region and is about an hour by car from the capital city of Kota Kinabalu, Sabah, Malaysia. The school was established to provide educational facilities to all communities, especially members of the Seventh-day Adventist Church. The school operates financially through income from fees charged to students seeking education at this school. This school offers education for everyone from primary one to six. They have good facilities such as a hall, canteen, beautiful campus, and playground for the students; there is also a good fence for security purposes and a strong entrance gate. They have six classrooms for the students, a library, administrative building, teachers' room, and one house for the headmaster. The school campus is fortunately located near a small town. Advent Tenghilan Primary School currently has 43 students (2021) with six (6) classes divided into three (3) classrooms for Level One (1) students and three (3) classrooms for Level Two (2) students. So if calculated by comparing room capacity with the number of students, the number is 43 students divided by 6 rooms = 7.16 or 7 students per room, while the capacity per room is 15 to 25 students. So that the capacity of Tenghilan Adventist Elementary school’s rooms can be categorized as still lacking students. Appendix A shows photographs of the physical features of the school. This shortage of students may have been caused by several factors, including less commitment from local church members on the grounds that school fees are too expensive. Second, almost every village adjacent to this school has a government school that offers financial

5 assistance and has complete and free facilities. The third reason why this school has a problem and lacks students is that the location of this school is very far and requires high transportation costs, which results in additional expenses that must be borne by parents. 1.2 Research Objectives Now the school has grown, but the problem is that it has always lacked pupils. So one of the strategies employed by the school to overcome this is by carrying out marketing mix activities. Thus, the main objective of this study is to investigate the effects of marketing mix strategies (7 Ps: product, place, price, promotion, people, physical evidence, and parent-teacher communication (PTC)) on the school image of the Tenghilan Adventist Elementary School. 1.3 Research Questions The main research question of this study is “How do the current marketing mix strategies (7 Ps: product, place, price, promotion, people, physical evidence, and parent-teacher communication (PTC)) influence the school image of Tenghilan Adventist Elementary School?” Specifically, this research study seeks answers to the following questions: 1. What level of perceived school image do stakeholders of Tenghilan Adventist Elementary School have regardless of role, gender, years of service/affiliation, and religion? 2. What are the relationships between the marketing mix (7 Ps: product, place, price, promotion, people, physical evidence, and parent-teacher communication (PTC)) and the school image of Tenghilan Adventist Elementary School? 1.4 Proposed Hypotheses The following are the working hypotheses and major premise for this research study.

6 H1: There are significant differences in the school image of Tenghilan Adventist Elementary School perceived by stakeholders with different demographic characteristics (H1a: role; H1b: gender; H1c religion; and H1d: years of service/affiliation). H2: Marketing mix (7 Ps: product, place, price, promotion, people, physical evidence, and parent-teacher communication (PTC)) is positively related to the school image of Tenghilan Adventist Elementary School. 1.5 Significance of the Research Many private institutions find that they need to use strong marketing tactics to thrive in an increasingly competitive market. This means more schools than ever have developed marketing plans to guide them, and for schools that don’t yet have a strong strategy, it’s essential to start. This research is significant because the marketing mix has the effect of improving the school’s image and helping the community to see it as an option for getting a good education. Private school marketing may truly aid in the consolidation of all organizational efforts and streamlining of the way forward (Bennett, 2021). Client gratification marketing in education focuses on the creation of an optimum blend of education services in order for educational institutions to endure and grow in an appropriate environmental perspective (Chawla, 2013) 1.6 Definitions of Key Concepts 1.6.1 Marketing Mix: Marketing mix is the set of marketing tools that a business uses to sell products or services to its target customers. 1.6.2 School Image: School image can be defined as the overall impression and mosaic synthesized from numerous impressions of individuals in school publics (pupils/students, teachers and deputies of school management, parents, and other stakeholders).

7 1.7 Summary In this chapter, some background information has been provided about the marketing problems that were recently experienced by Tenghilan Adventist Elementary School, the need for marketing strategies, and the effects of the marketing mix and school image. The purpose of this study is to examine if the current marketing mix of the school has accelerated structural change in the school image. Finally, the key concepts used in the study have been defined and discussed.

8 CHAPTER 2: LITERATURE REVIEW 2.1 Introduction This chapter reviews the literature regarding the marketing mix and school image and the relationship between the two constructs in the educational context. First, it looks at past literature that defines the marketing mix and its components. Secondly, it seeks to define school image and its importance to school management. Next, it examines relationships between the marketing mix and school image from the literature. Finally, it proposes the conceptual framework and hypotheses. 2.2 Traditional Marketing Mix The marketing mix is the most basic element of marketing. It refers to the set of marketing tools that a company uses for creating a desired response in the targeted market (Riaz & Tanveer, 2011). The combination of these marketing tools or elements is also referred to and known as the Four P's, which are marketing mix elements i.e., product (P-1), price (P-2), place of distribution (P-3), and promotion (P-4) (Khan, 2014). The development of marketing mix has a long history. McCarthy (1960) was the first to simplify and popularize the four Ps. Borden (1964) is considered the first to have used the term “marketing mix”. Although he did not define the concept, nevertheless, he explained the elements that make up the marketing mix. Later, McCarthy and Perreault (1987) defined the marketing mix as the controllable variables that a business can employ to satisfy its target market. Traditionally and originally, there were four P's, particularly in the commercial context.

9 (1) Product According to Khan (2014), the product is offered to fulfill customer wishes. A product often refers to the actual product itself, quality, design, features, name brands, and packaging that can provide core benefits to customers. Kotler and Fox (1995) proposed seven marketing aspects for educational institutions; one of them is the product, but they called it a program. They also said that the program is the most fundamental choice made by an educational institution because it creates the institution's identity, lets learners view it in relation to other educational institutions, and affects how learners will respond (Kotler & Fox, 1995). (2) Price Price is one of the most significant marketing mix factors, and many scientists regard it as one of the most crucial market aspects, increasing not just profits but also market share. However, pricing is not only one of the most important aspects in a competitive situation, affecting the company's sales and profitability indicators, but it is also one of the most adaptable marketing mix elements, capable of swiftly adapting to environmental changes. As a result, pricing is seen as the sole part of the marketing mix that generates money and is the most significant component in consumer happiness and loyalty (Išoraitė, 2016). Virvilaite et al. (2009) point out that the most significant element affecting consumer happiness is pricing; when customers consider the worth of service, they frequently consider the price (Virvilaite et al., 2009).

10 (3) Place According to Riaz and Tanveer (2011), place relates to the product's availability to the intended clients. Goi (2009) points out that place strategy relates to how a business will distribute the product or service they are delivering to the end consumer (Goi, 2009). Singh (2012) states that place comprises distribution routes, warehouse facilities, modes of transportation, and inventory control management, making it a system for moving products and services from the service provider and producer to the customer. If the product is a business product, a business team is necessary to engage with various clients and assure the product's availability for them (Singh, 2012). The place is the location where clients pay for service, and so it must be acceptable and handy. In the case of language institutions, the location aspect of the marketing mix relates to the program delivery system: that is, the availability and accessibility of education in terms of time and physical-geographical distribution of teaching and learning (Ivy & Al-Fattal, 2010). (4) Promotion Khan (2014) stated that promotion is crucial because it gives information, offers recommendations, and persuades the target market. It directs and instructs the client on how to respond at a certain moment, and how to utilize the product to obtain the best results. Individual salespeople, television, radio, the Internet, magazines, newspapers, and other forms of media may all offer product advertisements. Sales promotion, advertising, sales force, public relations, and direct marketing can all be part of an organization's promotional plan (Khan, 2014). Promotions must catch the student's attention, be appealing, deliver a consistent message, and most importantly, give the learner a reason to pick the institute over another (Kotler & Armstrong, 2008).

11 2.3 Modern Marketing Mix in the Commercial Context More recently, the 4Ps marketing mix of McCarthy (1960) has been evaluated in different marketing contexts. As a result, there have been several modifications to the concept. For example, Borden (1965) suggested 12 elements of the marketing mix: product planning, pricing, branding, channels of distribution, personal selling, advertising, promotion, packaging, display, service, physical handling, and fact-finding and analysis. Kotler (1976) extended the elements of the marketing mix to 7 elements: product, price, place, promotion, participation, physical evidence, and process. Booms and Bitner (1981) modified and added three more elements to the original 4Ps for service businesses: participants, physical evidence, and processes. Later, participants were renamed as people. It is currently acceptable that traditional 4Ps are used with tangible products and 7Ps are used for the services sector (Ivy, 2008). These are the additional three elements. (1) Physical Physical evidence pertains to the setting in which the service is provided. It also comprises physical things that aid in communication and service delivery (Goi, 2005). Grădinaru, et al. (2016) found that the idea of physical evidence refers to the setting in which a service is given and in which the vendor and consumer interact. This is one important aspect that a firm may use to assist a client in determining the quality of its services by giving as much proof (tangibles) as feasible. As a result, the buyer can assess the services without having to depend just on gut instinct. A firm that focuses on creating a wonderful service environment by cleverly setting out concrete hints may quickly improve the customer's impression, adding to a pleasant experience (Grădinaru, et al., 2016). Jain points out that the environment and facilities required by businesses to deliver services to their consumers are referred to as physical assets (Jain, 2013).

12 (2) Process A process should be created for the customer's convenience and from his or her point of view, concentrating it on each client’s unique demands. When a firm bases its activities on developing and revamping processes with efficiency in mind, it not only has happy clients, but also staff, generally frontline employees. This may take place by lowering variability via the careful design of customer service processes (Wirtz & Lovelock, 2016). (3) People The aspect of people in the marketing mix is, of course, not only the users but all the human resources involved, including workers or business forces. It is very important to note that everyone has different tendencies in the business world. Paying good attention to the people involved in your business is an excellent first step. Hiransomboon (2012) contended that within the people component, the most essential feature of service employees is the excellent manner with a welcoming attitude since it suggests service-minded performance (Hiransomboon, 2012). Customers, staff, management, and everyone else engaged are referred to as "people." It is critical for everyone to understand that the reputation of the brand with which you are associated is in the hands of the people (Lin, 2011). 2.4 Marketing Mix in Educational Context A marketing mix is a controllable tool that firms employ to get the right response from their target markets. Similar to the service sector, educational institutions need an appropriate element of the marketing mix. Several investigations have attempted to introduce a new model of the marketing mix for educational institutions. For example, Kotler (1976) extended the elements of the marketing mix to seven elements: product, price, place, promotion, participation, physical

13 evidence, and process. Gray (1991), added one more element to be the five Ps: product, price, place, promotion, and people. Chung-Kai and Chia-Hung (2008) introduced the five Ps model: people, promotion, price (tuition), place, and product for primary schools. Alipour et al. (2012) examined six Ps of the marketing mix for schools: price, promotion, product, parent-teacher communication, professor, and privilege. Ivy (2008) presented a marketing mix model that includes seven elements: product, place, price, promotion, people, physical evidence, and parentteacher communication (PTC). This section explains in more detail Ivy's (2008) seven elements model of the marketing mix. (1) Product According to Ogunnaike et al. (2014), a product can be either a tangible good or an intangible service. Cell phones, televisions, and other physical things are examples of tangible products. Health care provided by a doctor or legal counsel provided by a lawyer are examples of intangible items or services. As a result, educational services, such as a teacher teaching pupils, are an intangible product.

14 (2) Place Evans (1995) states that “place” has a relationship to how a product is delivered and will even be available to customers at an appropriate place and time. The place is assessed in terms of the program/accessibility, service's acceptability, and convenience. This refers to the distance between the institute and the home of the targeted pupils (Mahajan, 2017). Location is an important aspect of marketing strategy and it affects schools as well. Sometimes rural schools find it difficult to attract students because parents do not have the confidence to send their children to low-income neighborhood schools (Bagley et al., 1996). (3) Price Price is the most important element in the private sector of education, as students pay tuition rates that vary not just across programs, but also between competing schools (Ivy & AlFattal, 2010). Ogunnaike et al. (2014) “stated that price stimulates an important component of the marketing mix, enticing customers while also giving money to institutions. The value or quantity of money that a buyer exchanges for a product or service offered by the organization is referred to as the price”. All of the resources (financial expenses, time, and social costs) that a consumer must spend in order to get the goods are included in the price (Mihai, 2013). The worth of joining an educational institution is assessed by prospective students, weighing the advantages against the expenditures, according to school marketing. The foundation of an institution's long-term success is providing the best value for the money to its consumers (Lindgreen et al., 2012). Losike-Sedimo (2011) suggests that the most important factor to consider when deciding on school fees is whether or not they are affordable to kids and parents (Losike-Sedimo, 2011). Because students of all levels and backgrounds place a high value when making pricing decisions on the cost of education,

15 college and university officials must consider price elasticity of demand (Washburn & Petroshius, 2004). (4) Promotion Advertising is the process of gaining potential consumers' attention by the placement of promotional messages in media such as newspapers, magazines, television, and the Internet. Silk (2006) found that indeed, advertising has traditionally been the most popular method of promoting schools (Silk, 2006). However, advertising may be costly, and public trust in the accuracy of commercials is dwindling. As a result, the usage of sales promotions has grown substantially in recent years, owing mostly to their ability to target a specific demographic (Ho, 2014). Evans (1995) points out that some schools utilize last-minute promotions and price cuts to recruit students. Furthermore, inviting students to visit the campus is a very effective marketing strategy, especially when students are undecided about which school they want to attend (Washburn & Petroshius, 2004). (5) People A vast pool of human resources has the ability to raise educational standards. Various actions are carried out in order to increase the quality of large-scale human resource management by optimizing outcomes and capabilities. The principal gives teachers the flexibility to develop themselves to optimize their achievements and abilities. Hung (2012) expressed that improving teacher working conditions, developing efficient communication channels, and providing educational training to promote teacher satisfaction and effectiveness can all help to improve school effectiveness (Hung, 2012). Oplatka (2007) pointed out that in the creation of school marketing, principals must create a good, dedicated, and creative school image.

16 (6) Physical Evidence Physical evidence is critical in supporting an educational institution's marketing of educational services. The school's physical environment will serve as a vehicle for communicating the school's image. The design of school buildings exemplifies specific images, such as eliciting pleasant responses through the interplay of several complex stimuli (Wijaya, 2012). The wall or the fence leading to the school building becomes a crucial location for displaying the school's achievements, including students, instructors, and school principals. To attract educational service consumers, schools distinguish educational offerings and make physical facilities as appealing as feasible. As in Alipour's research (2012), the new marketing for private schools is focused on parental opinions. (7) Parent-teacher Communication (PTC) Every public school now supports marketing through presentations, communication with students, parents, and instructors, as well as communication over the Internet (Shivani et al., 2014). Kotler and Armstrong (2010) describe public relations as an attempt to build positive relationships with diverse groups around a corporation in order to get favorable press, develop a positive "corporate image," and handle or mitigate rumors, tales, and negative occurrences. 2.5 Importance of Marketing Mix Throughout the 80s and 90s, educational marketing in many western countries has been introduced into the field of compulsory education (Oplatka & Hemsley-Brown, 2004). Gajić (2012) pointed out that the major purpose of marketing in higher education institutions is to design a market-oriented quality education system, whereby the institution's primary role and function, which is to deliver a certain type of general societal benefit service in accordance with its needs,

17 cannot be overlooked. However, Gajic (2012) added that marketing strategies and activities of business marketing in the educational system are much more limited than in other service and production industries, owing to the direct influence of state regulations defining the educational system, with established control mechanisms of accreditation bodies, prescribing the evaluation and quality control system. Eger et al. (2018) describe a new marketing strategy, Customeroriented Marketing, that focuses on the school's consumers and stakeholders. A marketing mix is a useful tool for school management and leadership. Not only are the four Ps (product, price, place, and promotion) important, but so is another P: people. 2.6 School Image School image is described in terms of corporate image or business image because nowadays, much like a corporation, a school must advertise itself in order to attract clients (students and their parents). The term "corporate image" refers to the public's overall perception of a company. It has to do with the firm's name, architecture, product or service variety, tradition, ideology, and even the image of quality sent by each individual engaging with the firm's clientele (Tu et al., 2012). Likewise, the total impression that a school leaves on the community is referred to as its image. Alternatively, public opinion regarding a school might be defined as the school's image. And those associated with the school's history, present, and future make up its population (Ali et al., 2013). "Images of schools through metaphor -actual" (ISMA) and "Images of schools through metaphor - ideal" (ISMI) are two basic, low-cost surveys that school administrators and researchers can use to examine teachers' perceptions of their school (Grady et al., 1996). The thoughts and beliefs about the school and its educational program that exist in the minds of the school public are what school image refers to, not what the headteachers consider it to be (Eger et al., 2018).

18 Liu & Cheng (2018) and Liu et al. (2016) found that school innovation management has a good impact on service quality and school image, and both have a beneficial impact on school-selection intentions. The indirect impact through school image is stronger than the direct effect on student retention (Liu & Cheng, 2018) According to Eger et al. (2018) that today, because of the curriculum reform, which focuses on higher study process outputs, quality evaluations, and accountability, establishing and sustaining a school image is even more vital. Eger et al. (2018) added that customer perception of the school and its quality is reflected in the school's image. 2.7 The Relationship between Marketing Mix and School Image Marketing mix strategy has been introduced into the education sector since the 1980s and 1990s (Chung-Kai & Chia-Hung, 2008). Recently, the educational market has become dynamic and complex (Chen, 2008). The competition between schools is increasing because of marketing forces and lower birth rates around the globe. This phenomenon will continue because of decreasing birth rates and the increasing number of new schools established. The survival of many schools is dependent on their capacity to retain or increase student recruitment (Li & Hung, 2009). In particular, the marketing mix strategy would be the key factor for school survival and can change the school’s competitive position (Grönroos, 1994). There have been several research discussions on this topic. Some studies investigated the effectiveness of marketing mix in the school setting (e.g. Ho, 2014; Pettinga et al., 2015; Tukur et al., 2019). Other studies have tried to develop a new marketing mix for a school setting (e.g. Alipour et al., 2012; Ivy, 2008). Later investigations are based on the relationship between the antecedents of the marketing mix and its consequences. These consequences are such as students’ motivation, students’ decisions to study in the school, parents’ loyalty, school service qualities, innovation management, and student retention. However, there have been a few investigations of the relationship between marketing

19 mix and school image. Among this limited literature, Chung-Kai and Chia-Hung (2008) adopted the 5Ps marketing mix model to investigate the relationship between marketing mix and brand image among the parents of schoolchildren studying in 60 elementary schools in Taiwan. The results showed that product, people, price, place, and promotion significantly and meaningfully predicted the perception of school image; however, promotional tactics were the most effective strategy. Chung-Kai and Chia-Hung (2008) further added that positive perception among the public built the image of the school. School management who lack knowledge of marketing mixed strategies will face problems in marketing. Marketing problems have always been an obstacle to school growth. Many various elements can contribute to the creation of a school's image, which is the result of a cumulative process that includes experience through time, diversified information, and the school's marketing initiatives (Chung-Kai & Chia-Hung, 2008). According to Malik et al. (2015), the current company climate is growing more competitive day by day as clients have certain choices available in the market. Different marketing strategies are being utilized by the administration of private schools to make consumers loyal. Businesses exploit the goodwill and image of a company to earn the trust of potential consumers and to make them dedicated and loyal. In addition, Arifin et al. (2020) adopted the 7Ps marketing mix model to investigate the causal relationship between marketing mix with brand image among Master program students in Indonesia. The results showed that not all the 7Ps but products, promotions, people, and physical evidence significantly influenced the brand image. 2.8 Tenghilan Adventist Elementary School. Tenghilan Advent Elementary school is located in the town of Tenghilan. Before World War II the school was started as a literacy center. During the war, it was closed and restarted again

20 by Pr. Leopold Peter as a one-man operation in 1947. This one-teacher school was attended by young and old alike. Tenghilan is a small town and mukim (a group of villages) under the administration of the Tamparuli minor district office. It is located in the Tuaran District of the West Coast Division of Sabah, Malaysia. The Tenghilan area is centered around a small town of the same name located near the road that connects Kota Kinabalu and Kota Belud. In 2010, its population was estimated at 203 inhabitants, mostly of Kadazan-Dusun origin. The town, which covers about 400 hectares of land, is located about 17 km northeast of Tuaran, and 25 km southwest of Kota Belud. Prior to World War II, evangelical centers existed in the district of Tenghilan, located in the village of Tenghilan. Around 1930, the first spiritual meeting was started in the area with an initial membership of about 21 by the late LS Sibarani. At that time, one of the members had dedicated his house as a place of worship and at the same time as a place for members and locals to study and read (school). Among his students were the late Lumpisang, the late Pansai, the late Kamud, and the late R. Batak Golotoh. On March 3, 1948, a kindergarten through sixth-grade program was launched by Pastor Ginduk Laung which has since been recognized as a primary school by the Department of Education of Malaysia, Registration No. XICG007 with No. N 68 (3-3-1948) and XDB 8424 under the school code. It is now known as Tenghilan Adventist Primary School under the supervision of the Sabah Seventh-day Adventist Mission. Year after year, the teaching staff who have served in this school have changed and produced many successful students in their careers, especially in education, medicine, and business. From the 1950s to the present, some pastors and teachers have taken turns to strengthen

21 the school. Among them are Pastor LS Sibarani, Pastor Mandatang Gaban, Pastor Ginduk Laung, Pastor Tommy Golotoh, Ms. Tiorian Siagian, Mr. Edwin Siagian, Mr. Pedro Bingku, Ms. Joyce Siagi, Ms. Mr. Nolin Siagian, the late Bugie Galadang, Mr. Selimin Scissors, Jison un, Jaibie Mun, Judith Knockout, and more. Tenghilan Advent Primary School, or its short name SRA Tenghilan, is a private school located in Tenghilan District, Sabah Malaysia. In this Tenghilan district, there are 24 villages close to the town of Tenghilan. The location of this school has been in the town area just next to a row of shops only. Behind this school is a Chinese school called Chung Hwa Primary School. The school is located by the river, and on the other side of the river, there is a Seventh-day Adventist church and a Kindergarten school. In 2021, Tenghilan Advent Primary School has 18 male students and 21 female students, bringing the total number of students to 39. The teaching staff at this school is 8 people, 6 women, and 2 men. The school has 6 classes covering year 1, year 2, year 3, year 4, year 5, and year 6 classes, where they have their respective classes. For year 1 the age is 7 years old, year 2 the age is 8 years old, year 3 age is 9 years old. Year 4 the age is 10 years old, year 5 age is 11 years old. The year 6 class age is 12 years old. The current headmaster of this school is Mrs. Martha Gilau; she is from the Gayaratu Tamparuli village and she served in the school for 30 years. Most of the teaching staff here are bachelor's degree graduates from several local universities and overseas. The headmaster is a graduate from Asia-Pacific International University (AIU) in Thailand from the Faculty of Education.

22 The students of this school come from different villages. Some villages are far away from schools, and some are close. The distance between this village and the school is from 900 meters to 15 kilometers. The farthest student in the school is from outside this district and lives about 26 KM from the school. He usually takes between 20 to 50 minutes to reach the school, depending on the traffic conditions, because his route to this school will be along a busy route. The nearest student lives 900 meters from the school grounds. Appendix A shows the physical features of the school. The number of enrollments in this school can be seen in table 1. This information was collected for the past 5 years starting from 2017 until 2021. Table 1 Grade Level Enrolment (5 Years) Grade Level 2017 2018 2019 2020 2021 Grade 1 12 6 6 7 10 Grade 2 9 14 6 5 8 Grade 3 7 8 7 5 5 Grade 4 6 6 4 9 8 Grade 5 6 4 7 2 5 Grade 6 6 4 7 2 5 Total 46 42 37 30 41 Table 2 shows complete information about the teachers who teach at TAES.

23 Table 2 Teacher Information Teachers Name Highest Degree Years of Teaching Experience Years of Service in TAES Current Position 1.Martha Gilau BA.Education 41 years 28 years Principal 2.Lenly Misik LCCT Certificate & English. Level 1 10 years 10 years School Treasurer Teacher 3.Cerollyina Jamlun BA.Creative Technology (Industrial Design) 3 years 3 years Teacher 4.Pollen Marcus BA.Education & Counseling 3 years 3 years Vice Principal (Academic), Teacher 5.Sherlyne Tatim Diploma in Physiotherapy 2 years 2 years Teacher 6.Jewinanitha Jhoas BA.English Communication 2 1/2 years 2 ½ years Vice Principal (Co-curiculum) Part time Teacher 7.Ernest Beardly Pani BA. Education Mathematic 6 Months 6 Months Part time Teacher 8.Jvan De Jvender Johwas BA.Sport Science 10 Months 10 Months Contract Teacher While Table 3 shows the monthly fees of this school which have been updated for the year 2022. Table 3 Monthly Student Tuition Charge for Each Grade (Malaysian Ringgit RM) Grade Level Adventist Non Adventist Grade 1 45.00 55.00 Grade 2 45.00 55.00 Grade 3 45.00 55.00 Grade 4 55.00 65.00 Grade 5 55.00 65.00 Grade 6 55.00 65.00 The transportation used by all the pupils in this school is by using private vehicles owned by their parents or their relatives, no pupils use public transportation nor rented transportation.

24 2.9 Proposed Hypothesis The following are the working hypotheses and major premise for this research study. H1: There is a significant difference in the school image of Tenghilan Adventist Elementary School perceived by stakeholders with different demographic characteristics (H1a: role; H1b: gender; H1c: religion; and H1d: years of service/affiliation). H2: Marketing mix (7 Ps: product, place, price, promotion, people, physical evidence, and parentteacher communication (PTC)) is positively related to the school image of Tenghilan Adventist Elementary School. 2.10 Conceptual Framework Below is the conceptual framework for this research study. Figure 1 Factors That Influence School Image Demographic Characteristics Role Gender Religion Years of service/affiliation Marketing mix Product Place Price Promotion People Physical evidence Parent Teacher Communication School Image

25 2.11 Summary In this chapter, a review of the literature was completed that covered the Marketing Mix (7 Ps: product, place, price, promotion, people, physical evidence, and parent-teacher communication (PTC)), school image, and marketing strategies at Tenghilan Adventist Elementary School. Then, hypotheses were presented. Finally, a conceptual framework was presented to enable visualization of the connection among the different concepts.

26 CHAPTER 3: METHODOLOGY 3.1 Introduction This chapter explains the choice of methods used. It presents the research design and methodology, the population and sample, the operationalization, the research instrument used in the study, the resultant validity and reliability of the instrument, data collection, and the statistical analysis of the data. 3.2 Research Design A quantitative, correlational and comparative research design was used to examine the relationships between the marketing mix and the school image of Tenghilan Adventist Elementary School. In order to achieve the research objectives, a school image survey provides data on the perceptions of Tenghilan Adventist Elementary School’s image, and a survey on marketing mix strategies provides data on the perceptions of marketing mix strategies implemented by Tenghilan Adventist Elementary School. 3.3 Determining Population and Sample Size 3.3.1 Population The survey population in this study refers to current actively serving administrators, teachers, staff, students, parents, and members of constituent churches that support Tenghilan Adventist Elementary School. A total of 8 individuals were working, and 39 parents of children attended Tenghilan Adventist Elementary School in the year 2021. The number of district church members is about 1,650 people in the year 2021. Thus, the population for this study is 1,698 people.

27 3.3.2 Sample Size The sample size for respondents was calculated based on Yamane’s formula (Yamane, 1967). where, n = the sample size N = the size of population e = the error of 5 percentage points By using Yamane’s formula of sample size with an error 5% and with a confidence coefficient of 95% (Yamane, 1967), the calculation from the district church member population of 1,700 (previous population approximation) resulted in 324 samples. Thus, the sample size of 324 participants will be selected from the total district church member population. Since the samples are from several groups, quota sampling will be used to distribute 350 survey questionaries’ among the school workers, parents, and church members. This includes 8 workers from the school workers, 39 parents, and 273 samples from district church members and other people in the community. 3.3.3 Sample Technique Since the population of the school is small and young children will not be able to provide thoughtful feedback, all parents and school workers were included and a quota sampling technique was adopted for this study. The number sample of 324 is about 20% of the 1,700 population. Exclude the samples from the parent and workers of the school, thus, 16% was used to determine

28 the number of samples from each category. The number of samples was slightly different from the 16% of the population for some churches because of the duplication of parents or workers. Table 1 describes the sample data plan. Table 4 Quota Sampling Population Category No. of Children Attending TAES Distance from TAES (KM) Population Sample School Workers 8 8 Parents 39 39 Total Population Survey 48 48 Church members Pekan Tenghilan Church 5 0.5 300 50 Rani Church 0 3.5 250 42 Kayangat Church 0 5.6 200 32 Monggis Church 2 8.5 150 24 Sulaman Church 1 5.5 100 18 Tinuhan Church 1 4.5 150 25 Tomboilik Church 3 6.5 50 8 Puhus Church 1 7.6 50 8 Pandan Church 3 2.5 50 8 Saradan Church 2 4.1 200 32 Bulongking Branch Sabbath School 1 6 60 10 Lapai Branch Sabbath School 1 3 40 8 Dundung Branch Sabbath School 0 4.5 30 6 Puncak Kituho Gumoron Branch Sabbath School 0 7 20 5 Total Sample Survey 1,650 276 Grand Total Sample 1,698 324

29 3.4 Instrumentation The questionnaire is split into three sections. The first section deals with demographic factors, the second section is related to 36 scale items of the 7-P marketing mix, and the third section is related to eight scale items about the school image. The measurement items were measured on a five-point Likert-type scale: strongly disagree; disagree; neutral; agree; strongly agree. The questionnaire was developed from previous studies found in the literature in marketing and education literature. The 7-P marketing mix measurement items were adapted from ChungKai and Chia-Hung (2008). The school image scale items were adapted from Keller and Aaker (1992), Martinez and Pina, (2005), Pina and Martinez (2006), and Weiss et al. (1999). The perception of the respondents was examined rather than the actual marketing mix. As Yoo et al. (2000) suggested, perceived marketing strategies have a stronger meaning and hence explain consumer behaviors more effectively than actual marketing strategies. 3.3.1 Rating Variables The scoring of the variables in the research instrument was according to a five-point Likert scale. Each range of opinion levels was interpreted by finding the average scores. The cut-off points can be calculated from the Class Interval formula as follows: Class Interval = Highest Value – Lowest Value Number of Classes = (5-1) 5 = 0.80 The highest value is 5, the lowest value is 1, and there are 5 classes; therefore, the class interval is 0.80. The cut-off points and their interpretations are as follows.

30 An average score of 4.21 – 5.00 implies a Strongly Agree / Very High Level An average score of 3.41 – 4.20 implies Agree / High Level An average score of 2.61 – 3.40 implies Neutral / Average Level An average score of 1.81 – 2.60 implies Disagree / Low Level An average score of 1.00 – 1.80 implies a Strongly Disagree / Very Low Level 3.4 The Quality of Instrument Before the final version of the survey questionnaire, the Index of Item Objective Congruence (IOC) was used to find the content validity. In this process, the questionnaire was checked by three experts: one of them was a principal of another school, and two of them were the church members who send their children to another schools other than the study school. Four items received the IOC index of 0.67. The rest of the items received the IOC index of 1.00. This means the question items are validity. Appendix D reveals the results of internally consistent analysis from the 44 question items. The reliability of the questionnaire was determined to ensure that the responses collected through the instrument are reliable and consistent. The questionnaire was tested with 30 people who are not in the sample group. The reliability value was calculated by using Cronbach’s alpha to ensure whether there is internal consistency within the items. All 44 items received the Cronbach’s alpha score of 0.979 or higher, more than 0.70, which means that they can be used for this study. Appendix E shows the Cronbach’s alpha scores for each item. 3.5 Data Collection The researcher created the online questionnaire through the Google platform and distributed it to the Tenghilan Adventist Elementary School in April 2022. Then, the same survey link was distributed to the church pastors (listed in Table 4) for the church members and branch

31 Sabbath School members to respond. However, there were less than 150 responses at the end of July 2022. The researcher then printed out the questionnaires and distribute them to some churches. As a result, there were 209 respondents. However, one of them was not usable because of some missing information. Thus, there were 208 usable responses for this study. 3.6 Analysis Descriptive statistics were analyzed in this study. The means and standard deviations for the variables as well as for individual survey items were derived from the observed data. The means for each demographic group were statistically compared with each other by a t-test and One-Way ANOVA. For differences involving ANOVA, a Scheffe Post-Hoc test was conducted to determine where the difference is specifically. Pearson’s correlation and regression analysis were calculated for the relationship between the 7P marketing mix and the school image. 3.7 Ethical Considerations Research designing and conducting studies using human data need to consider the values and principles of ethical conduct. The research questionnaire did not collect personal data which would enable a person’s identity to be determined. This observation was consistent with the recommendations of AIU’s Institutional Review Board and the MBA Research Committee. The MBA committee examined the survey questions and data collection method proposed for the Independent Study research project and approved it. To gather this wanted data, the researcher ensured that study participants would not be subjected to harm, their dignity would be respected, their privacy protected, and an acceptable degree of confidentiality of the data would be maintained. In addition, no deception or exaggeration was used to pursue information or recruit participants for the study.

32 3.8 Summary In this chapter explanations of the research methodology, population, sample size, and instrument were included. A justification of the quality of the research instrument was also provided and broken down. The different 7P marketing mix and school image measures were explained before the data collection, and the details of statistical treatment were given. Finally, the ethical considerations taken during the research were explained.

33 CHAPTER 4: RESULTS 4.1 Introduction This chapter will present the results of the data analysis to examine the effects of marketing mix on the School Image of Tenghilan Adventist Elementary School. The chapter includes descriptive analysis summarizing the gathered sample information (frequency and percentages of the study participants, means and standard deviations of the predictor and criterion variables), and data analysis used to answer the research questions and hypotheses. The data analysis section includes a t-test, One-Way ANOVA, Pearson Correlation, and Multiple Regression. Finally, a summary of hypothesis testing is provided. 4.2 Descriptive Analysis In this section, data of the study participants were analyzed and described and summarized by frequency and percentage. The predictor and criterion variables were analyzed by means and standard deviations to show and summarize data points in a constructive way. 4.2.1 Demographic Information The personal information from the sample comprises 208 individuals who were administrators, teachers, staff, students, parents, and members of constituent churches that support Tenghilan Adventist Elementary School, regarding their gender, role, religion, years of service/affiliation/knowing the school, number of children in the family, and school where their primary-aged children are currently studying. This information is shown in Table 5.

34 Table 5 Demographic Information (N = 208) Table 5 shows that a majority of participants were female (56.2%), church members and community members (40.4% and 28.4% respectively), Seventh-day Adventists (63.5%), number Demographic Frequency Percentage Gender Male 91 43.8 Female 117 56.2 Role/Status Teacher and staff of TAES 16 7.7 Student of TAES 8 3.8 Parent of TAES 19 9.1 Church member 84 40.4 Community member 59 28.4 Others 22 10.6 Religion Seventh-day Adventist (SDA) 132 63.5 Other Christian 58 27.9 Muslim 8 3.8 Other (Hindu, Buddhist, etc) 10 4.8 Years of service/affiliation/knowing school Less than 1 year 26 12.5 2 years 16 7.7 3 years 16 7.7 4 Years or more 150 72.1 Number of children in your family No children 88 42.3 Less than 7 yearsold 14 6.7 7 to 12 yearsold 36 17.3 13 to 18 yearsold 25 12.0 More than 18 yearsold 45 21.6 School where your primary-aged children are currently studying Tenghilan Adventist Elementary School 52 25.0 Government school 40 19.2 Other private school 6 2.9 No children in school 110 52.9

35 of years of service/affiliation/knowing school of 4 years or more (72.1%), do not have children (42.3%), and do not send children to school (52.9%). 4.2.2 Level Marketing Mix and School Image in Tenghilan Adventist Elementary School The mean and standard deviation values were adopted to assess the level Marketing Mix and School Image in Tenghilan Adventist Elementary School. Table 6 shows the descriptive analysis of the level of these factors and their measurement factors. Table 6 Mean and Standard Deviation of Distinctive Competencies (N=208) Variable Mean SD Level Product Mix There are sufficient facilities such as computer equipment, recreational equipment, books, etc. 2.66 .95 Average The school environment is safe. 3.56 .95 High There are sufficient professional classrooms such as computer classrooms, music classrooms, science laboratories, etc. 2.52 1.01 Low There is sufficient space for activities such as a playground, activity center, etc. 3.12 1.06 Average Total Average Product Mix 2.96 .80 Average People Mix Teachers are qualified and have professional knowledge of what they teach. 3.54 .91 High Teachers are enthusiastic about education and are devoted to it. 3.71 .86 High Teachers are able to learn new knowledge from workshops or seminars to improve their teaching skills. 3.69 .89 High Teachers can express themselves clearly. 3.68 .91 High Teachers can adopt appropriate teaching techniques when teaching. 3.64 .94 High Teachers are behaving properly. 3.90 .87 High Teachers are energetic. 3.78 .91 High Teachers genuinely care for their students. 3.91 .89 High Total Average People Mix 3.73 .81 High Price Mix The school provides free or partially free tuition to poor students or SDA students. 2.60 .97 Average The school can offer students lunches at a competitive price. 2.74 1.03 Average Parents know clearly the details and usage of paid fees. 3.50 .93 High The tuition and miscellaneous fees of the school are reasonable. 3.51 .94 High All the fees collected by the school are standard fees regulated by the government. 3.44 .96 High Total Average Price Mix 3.16 .78 Average

36 Place Mix There is sufficient parking space for vehicles. 3.25 1.07 Average The school plans routes for students who come to school, and there are guide people to assist them. 3.34 1.04 Average The school plans areas for parents to pick up their children. 3.28 1.11 Average Good condition of school premises. 3.46 1.00 High Total Average Place Mix 3.33 .92 Average Promotion Mix The school prints magazines or papers to report or convey its ideals. 2.95 1.03 Average The latest news is broadcast by the school at any time. 3.17 1.05 Average The school broadcasts the achievements of students after they participated in activities or competitions. 3.30 1.02 Average The school holds a teaching demonstration day or PTA for parents to attend so as to achieve mutual communication with them. 3.38 1.02 Average The school holds exhibitions or performances of students and invites parents or people living in the neighborhood to join. 3.25 1.03 Average The school uses mass media such as newspapers or television or holds activities such as graduation ceremonies or sports meets to let others know more about the school. 3.27 1.06 Average Total Average Promotion Mix 3.22 .91 Average Physical Evidence The school building is well arranged. 3.20 1.07 Average The school has a beautiful environment. 3.44 1.01 High The school has a large playground. 2.72 1.12 Average The school has a strong fence wall for safety. 3.49 1.06 High The school has a walkway for comfortable pupils. 3.49 .98 High Total Average Physical Evidence 3.27 .89 Average Parent-Teacher Communication Parents and teachers have good communication. 3.70 .86 High Parents always attend activities organized by parents and teacher's associations. 3.50 .84 High Parents and teachers always work together to solve any problems. 3.63 .88 High Parents and teachers are open to the development of students in relation to lessons and discipline. 3.65 .89 High Total Average Parent-Teacher Communication 3.62 .81 High School Image The school is a reputed school in the district. 3.01 1.03 Average Teachers' instructions are very professional. 3.46 .87 High The school principal entrusts you to the provision of quality education. 3.53 .87 High The operation of the school is trustworthy. 3.67 .90 High The school cares much about pupil's growth. 3.80 .88 High I am proud of having children educated here. 3.62 1.04 High The school is run with success. 3.61 .91 High Overall, the school gives a good impression on you. 3.76 .97 High Total Average School Image 3.56 .81 High

37 The analysis results show that only two out of seven marketing mixes of Tenghilan Adventist Elementary School were perceived at a High level (3.41 – 4.20 on a 5-point Likert scale). Thosewere the People Mmix (Mean = 3.73) and Parent-Teacher Communication (Mean = 3.62). None were perceived at a Very High level. The other five marketing mixes of Tenghilan Adventist Elementary School were perceived at an Average level (Mean level from 2.61 to 3.40), with scores ranging from 2.96 to 3.33. Product Mix received the lowest score (Mean = 2.96), and People Mix received the highest score (Mean = 3.73). The overall School Image of Tenghilan Adventist Elementary School was perceived at a high level (Mean = 3.56). 4.2.3 School Image in Tenghilan Adventist Elementary School and Demographic Characteristics (Hypothesis 1) This section is the result of the analysis of differences in the School Image levels of Tenghilan Adventist Elementary School as perceived by stakeholders with different demographic characteristics (role, gender, religion, and years of service/affiliation). 4.2.3.1 School Image in Tenghilan Adventist Elementary School Compared by Gender The results of the independent sample t-test showed no statistically significant difference in the school image in Tenghilan Adventist Elementary School compared by different gender (p > 0.05), as shown in Table 7. Table 7 School Image of Tenghilan Adventist Elementary School Compared by Gender Effect Male Female t p Mean SD Mean SD School Image 3.57 .81 3.55 .83 .25 .81 Note: p .05

38 4.2.3.2 School Image in Tenghilan Adventist Elementary School Compared by Role The results of ANOVA showed a statistically significant difference in the School Image at Tenghilan Adventist Elementary School compared by role (p < 0.05) as shown in Table 8. Table 8 School Image of Tenghilan Adventist Elementary School Compared by Role Effect SS df MS F p Between Groups 13.92 5 2.78 4.56 .00 Within Groups 123.34 202 .61 Total 137.28 207 Note: p .05 The School Image was further tested with Scheffe’s method (see Table 9) to determine which mean scores for roles were significantly different from the others. Statistically significant differences were found for parents and community members. Parents scored School Image in Tenghilan Adventist Elementary School higher than community members. Table 9 Post-hoc Comparisons of Roles Note: * p .05 4.2.3.3 School Image in Tenghilan Adventist Elementary School Compared by Religion The results of ANOVA showed a statistically significant difference in the School Image of Tenghilan Adventist Elementary School compared to religion (p < 0.05) as shown in Table 10. Role Mean 1 2 3 4 5 6 3.82 3.30 4.10 3.66 3.27 3.38 1. Teacher and staff of TAES 3.82 0.52 -0.28 0.16 0.56 0.45 2. Student of TAES 3.30 -0.80 -0.37 0.03 -0.08 3. Parent of TAES 4.10 0.44 0.84* 0.72 4. Church member 3.66 0.40 0.29 5. Community member 3.27 -0.11 6. Others 3.38

39 Table 10 School Image of Tenghilan Adventist Elementary School Compared by Religion Effect SS df MS F p Between Groups 16.43 3 5.48 9.25 .00 Within Groups 120.84 204 .59 Total 137.28 207 Note: p .05 The School Image was further tested with Scheffe’s method (see Table 11) to determine which mean scores for the religion were significantly different from the others. Statistically significant differences were found for Seventh-day Adventists, other Christian denominations, and other religions. Seventh-day Adventist people scored School Image of Tenghilan Adventist Elementary School higher than other Christian denominations and other religions. Table 11 Post-hoc Comparisons of Religion Role Mean 1 2 3 4 3.82 3.30 4.10 3.66 1. Seventh-day Adventist (SDA) 3.76 0.47* 0.68 0.91* 2. Other Christian 3.29 0.21 0.44 3. Muslim 3.08 0.23 4. Other (Hindu, Buddhist, etc.) 2.85 Note: * p .05 4.2.3.4 School Image in Tenghilan Adventist Elementary School Compared by Years of Service/Affiliation The results of ANOVA showed no statistically significant difference in the School Image of Tenghilan Adventist Elementary School compared to years of service/affiliation (p > 0.05) as shown in Table 12. Table 12 School Image in Tenghilan Adventist Elementary School Compared by Role Effect SS df MS F p Between Groups 2.20 3 .73 1.11 .35 Within Groups 135.07 204 .66 Total 137.28 207 Note: p .05