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In this study we focus on PT and adopt the definition presented by Brayet al. (2014) that regard PT as referring to: (1) Supplementary tutoring insubjects taught in regular schooling that occurs beyond the standard dutiesof the schools; (2) the supplementary tutoring is provided in exchange for afee, and (3) the supplementary tutoring is focusing on core academic subjects,as languages, mathematics, science or other subjects that are featuredin school examinations (Bray & Lykins, 2012; Bray et al., 2014; Lee, Park,& Lee, 2009). Currently, PT cannot be ignored by researchers, educatorsand policy makers as it has become a worldwide phenomenon that occursin East, West and Central Asia, in Europe, in North America, and in Africa(Baker, Akiba, LeTendre, & Wiseman, 2001; Bray, 1999, 2010, 2011), andcharacterizes both developed (as US, Canada, France, and Japan) anddeveloping countries (such as Kenia or Togo and Tanzania) (Barrow &Lochan, 2012; Lee et al., 2009). While at first glance, PT is a parent’s personaldecision that is related to their individual characteristics such as backgroundvariables or their children’s academic achievements or motivation(Bray, 2010; de Castro & de Guzman, 2010; Song, Park, & Sang, 2013), itwas found to be incorporated into the social structure of society (Bakeret al., 2001). Using Mills’s concept of sociological imagination (Mills,1959), PT dianggap sebagai masalah sosial yang melampaui individu keprihatinandan tuntutan dari kami untuk melihat ke luas sosial, politik, budaya ataufaktor-faktor organisasi, sebagai dipelajari oleh beberapa peneliti (misalnya Bray, Mazawi,& Sultana, 2013).
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