INTERNAL FACTORS OF THE SCHOOL ENVIRONMENT AND THEIR IMPACT ON PARENTAL SATISFACTION AND STUDENT ACHIEVEMENT (USING THE REPUBLIC OF BASHKORTOSTAN AS AN EXAMPLE)

Abstract

The article presents the results of the analysis of the influence of internal factors of the school environment (staffing, teacher burnout, academic workload, territorial accessibility) on parental satisfaction and academic performance of students in the Republic of Bashkortostan. Based on a survey of 20,308 parents (April 2025) and the application of Bronfenbrenner's ecological model, hypotheses related to the school microsystem are analyzed. The critical role of staffing and teacher burnout in reducing academic performance and satisfaction is confirmed. It is established that staffing shortages and teacher burnout significantly reduce the academic performance of schoolchildren throughout the region. The hypothesis about the leading role of academic workload in parental dissatisfaction is partially confirmed. The hypothesis about the low quality of suburban schools as a reason for choosing Ufa schools is refuted, the assessment of which revealed that the lack of schools within walking distance is a structural barrier to obtaining an education. Practical conclusions emphasize the need to strengthen the human resources (advanced training, diagnostics and prevention of professional burnout) and address the issue of territorial accessibility of schools in the suburbs of Ufa. The study contributes to the verification of theories of human capital and social inequality in the regional context.