Parental engagement for quality pre-primary education: the case of Gambella Regional State, Ethiopia

Abstract

ABSTRACT Pre-primary education is crucial for children’s cognitive, social, and emotional development, setting the foundation for academic success. Parental engagement is a critical factor that positively impacts the quality of service provision in pre-primary schools. This study examined the influence of parental engagement on the provision of quality services in pre-primary schools within the context of Gambella Regional State, Ethiopia. A convergent mixed-methods research design was employed, incorporating both quantitative and qualitative data collection methods, including questionnaires, observations, focus group discussions, and interviews. The sample size consisted of 95 principals and 190 pre-primary school teachers, as well as purposely selected participants such as 5 from the Regional education bureau, 3 from the Zonal education department, 28 from the Woreda education office, and 8 Parent-Teacher Association leaders. The findings revealed a significant and positive influence of parental engagement on the quality of services provided in pre-primary schools. The results indicated that increased parental engagement leads to improved service quality, contributing to the development of reading skills, alphabet recognition, student performance, and retention rates. Therefore, policymakers, educators, and parents need to collaborate to create an environment that encourages and supports parental engagement in pre-primary schools.