ABSTRACT
Parental role in children’s learning is very important. The contribution of parents depends on how they perceive their roles in children’s’ education and the climate in schools. The purpose of the study was to establish the extent to which parents were involved in their children’s education in military sponsored preprimary schools in Nairobi County. The study also sought to find out the influence of school climate on parents’ involvement in children’s education as well as determine the strategies schools have put in place to promote parents’ involvement in children’s education. Ecological System and Social Exchange theories guided the study. The dependent variable was parents’ involvement in children’s education, while the independent variables were school climate in pre- primary schools and strategies put in place to enhance the involvement. The study was conducted in military sponsored pre-primary schools in Nairobi City County. The study targeted parents and teachers of pre-primary military sponsored schools in Nairobi City County. Purposive and random sampling techniques were used to select a sample for the study. Questionnaires for parents and interview schedules for pre-primary school teachers were used to collect data. Content validity was used to ensure validity of the instruments, while test-retest method was used to determine reliability of the instruments. The data was collected in two stages and analyzed using descriptive statistics and results presented using tables, figures and text. The results from data analysis revealed that majority of the parents were sometimes involved in children’s education. School climate was found not to be significantly related to parents’ involvement in children’s education and the most common strategies used by schools to encourage parents to be involved in their children’s education were: Building good relationships; requiring parents to attend school meetings; providing welcoming environment and asking parents to ensure that children do homework. The study recommended more parental involvement in children’s education and use of appropriate strategies to enhance more parental involvement in children’s education.
CHAPTER ONE INTRODUCTION AND CONTEXT OF THE STUDY
Introduction
This chapter presents background of the study, statement of the problem, purpose of the study, objectives of the study, significance and assumptions of the study. The limitations and delimitations of the study and the operational definitions of terms have also been presented in this chapter.
Background of the Study
Participation of parents’ in children’s school activities enhances achievement of learning outcomes (Catalano, 2014). Okeke (2014) affirms that children’s success in school depend on the nature of parental involvement. This is because parents who play active role in education of their children perform better (2015). It was therefore important to find out how parents were involved in school activities. According to Schuls (2005) parents’ involvement depends on how they perceive their roles and therefore the climate in schools was important. According to McKay and Stone (2000) a positive school climate improves the quality of teaching and learning.
According to Halpin and Croft (1963) school climate is the learning environment which provides learners different experiences depending on school management. Perkins (2006) states that school climate is the learning environment in school. It is also clear from research that positive school climate is correlated with learners’ performance in school and promotes cooperative learning (Grusec & Hastings,
2015; Welsh, 2000). School climate also influences stakeholders ‘involvement in children’s education (Sergiovanni & Starrat, 1988). School climate may be friendly, inviting or unwelcoming to parents (National School Climate Centre, 2007). This study therefore investigated how parents’ perceive the climate in military sponsored pre-primary schools.
Positive school climate influence children’s performance and development (Gilbert & Gay, 1985). Contrary, a negative school climate poses challenges that hinder children’s access to quality education. In addition to poor social relationships, lack of care and sensitivity and negligence of learners’ needs, prevent children from accessing quality education and care. Consequently, the bond between members of the school and the community stands a high chance to break leading to lack of school connectedness and the community.
Studies done globally and in Africa have shown that many factors influence parents’ engagement in children’ education. In Ghana, parents were less involved in school activities ( Chowa, Ansong, Osei & Akoto, 2012). In Rwanda, a study by Tuyisenge (2015) indicated that daily business engagements hindered parents’ participation school activities.
Studies conducted in Kenya have also shown similar results. In a study conducted by Koech (2009) in Uasin Gishu established that parents’ engagement in school activities was varied and influenced by parents’ level of education (Koech, 2009). Ondieki (2012) established that making phone calls, short visits to schools and writing notes were some of the strategies used by teachers to enhance parents’
engagement in school activities. This study was therefore to establish school climate in military sponsored schools and how it related parents’ involvement in school activities.
Statement of the Problem
Involvement of parents’ improves children’s academic performance, develops positive attitude towards school and good behavior. It depends on how they perceive their roles and the climate in schools of their children is very important. This is because a positive school climate encourages stakeholders’ involvement in children’s education, while a negative climate discourages stakeholders’ involvement.
The studies done in different countries appeared to have focused on other factors other than school climate. Most of the studies done in Kenya did not also focus on school climate and not done in military sponsored schools. There was therefore a need to conduct a study to establish school climate in military sponsored pre- primary schools and hence the current study.
Purpose of the Study
To explore parents’ involvement in children’s education in military sponsored preprimary schools. The study was also to find out the influence of school climate on parents’ involvement as well as determine the strategies schools have put in place to promote the involvement.
Objectives of the Study
- To establish parents’ involvement in children’s education in military sponsored pre-primary schools.
- To find out the relationship between school climate and parents’ involvement in children’s education in military sponsored pre-primary schools.
- To determine the strategies schools have put in place to promote parents’ involvement in children’s education.
Research Hypotheses
Ha1: There is a difference in involvement in children’s education in military sponsored pre-primary schools between male and female parents.
Ha2: There a relationship between school climate and parents’ involvement in children’s education in military sponsored pre-primary schools.
Significance of the Study
Results from this study may be useful to stakeholders in military sponsored pre- primary schools in understanding the influence of school climate on parents’ involvement in school activities and be used by management of military sponsored schools to put in place strategies to enhance parents’ active participation in school activities. The results may also be useful to management of schools to create a conducive environment to encourage to be more engaged in schools. The results may further influence education policies that promote appropriate parental involvement and conducive school climate for learning in military sponsored pre-primary schools.
Limitations and Delimitations of the Study
Limitations of the Study
Some respondents were skeptical to provide information that tended to profile them in terms of their level of involvement since most parents abide by military standing orders that guide matters pertaining to military installations including schools. Accessing the parents also challenging since the researcher lacked a formal gathering for them. To manage these limitations the researcher made prior arrangements with the respondents and also sought permission from the workplace so that there was adequate time to visit all the selected schools.
Delimitations of the Study
The research was done in military sponsored pre-primary schools in Nairobi City County. There could be many factors influencing parents’ engagement in school activities like parents’ demographic factors and location of schools. The current study was also delimited to school climate in military sponsored pre-primary schools.
