What drives parents to co-create value in public schools: examining the role of ideological orientation

This study extends self-determination theory and research on value co-creation (VCC) in public services by providing fresh insights into the motives influencing parental VCC in public schools. Moving beyond prior work focused on institutional and resource-based enablers, we introduce ideological orientation as a novel moderator shaping how intrinsic and extrinsic motives translate into VCC. Drawing on survey data from 301 parents and employing SEM, we show that relationship and empowerment motives positively influence VCC, while status motives exhibit a comparatively weaker relationship. Parents’ left-wing orientation strengthens the impact of relationship and empowerment motives and weakens the role of status motives.