The Influence of Parental Ownership Strategies on the Management of Academic Performance in Secondary Schools in Imenti South Sub-County, Meru County, Kenya

Anne Wanjiku Muiru

doi:10.47631/mejress.v3i1.423

Abstract

Purpose: The study examined the influence of parental ownership on the management of academic performance in Imenti South Sub County, Meru County, Kenya. Approach/Methodology/Design: The study adopted a mixed methodology approach and concurrent triangulation design. The target population of the study was a total of 17568 respondents consisting of 16800 students, 48 principals, and 720 teachers. The researcher used stratified sampling to get the 8 principals and purposive sampling to get 720 teachers and 64 students. The researcher used questionnaires and interview schedules to collect data from principals, teachers, and students. Piloting of the research instruments was done in10% of the sample size in the neighboring Igembe Sub-County. Validity was measured by face and content validity, while the reliability of research instruments was checked through test and retest method. The reliability coefficient was computed using the Pearson Product correlation coefficient where a coefficient of less than 0.07 was deemed dependable. Qualitative data was analyzed using themes and presented using narratives, while quantitative data was analyzed using SPSS version 21. Findings: The results indicate that students were not performing well in their academic performance is because many parents are not involved. The study, therefore, recommended that with increased parental engagement through volunteering, ownership, guidance and support, the learners would perform better. Originality/value: This study has significant value in the sense that if the parents own the schools where their children study, then the academic performance would improve, and at the same time, there would be greater discipline among the learners.

Highlights

Ensuring quality education is one of the six Education Goals agreed upon by over 160 governments during the Worlds Academic Forum, in Dakar 2000 (UNESCO 2012)
There is an issue regarding parental participation in the management of the schools that their children attend. It is in this regard that the findings of the study depart from the findings of earlier researchers into parental participation in schools and its implications for school effectiveness
Critical consideration of the findings of the study indicates that the parents are involved in supporting their children's school education in some ways, generally speaking, they are not involved in the management of these schools

Summary

Introduction

Ensuring quality education is one of the six Education Goals agreed upon by over 160 governments during the Worlds Academic Forum, in Dakar 2000 (UNESCO 2012). The Kenyan government seeks to offer students an education that equips knowledge, skills to enable students to participate in social, political, and economic development (UNESCO 2012). Become a major concern in the 21st century in every Continent in the World. The provision of education has been the responsibility of governments worldwide. For a country to attain equitable and high-quality standards, the stakeholders need to work together (Worlds Academic Forum, 2000). Parental involvement in schools has become a major education issue.

Methods

Results

Discussion

Conclusion