Parental and Teachers involvement and Academic Achievement-Kenya

ISBN-13: 9783659763984 / Angielski / Miękka / 2015 / 92 str.

Ababu Ingosi Duncan;Joseph Wamocha

Opis

A continued lackluster academic achievement in secondary schools in Teso South Sub-County, Busia County, Kenya was the heart of this study. The study was to investigate the implication of parental and teachers involvement on students academic achievement in public secondary schools in this region. The specific objectives zeroed on communication, consultation, support and supervision and their influence on students academic achievement. This study was guided by Ecological Systems Theory advanced by Bronfenbrenner. The study used a survey design strategy with target population comprising of PTA representatives, principals, teachers and form four students. The research instruments used were questionnaires and interview schedules. Data was analyzed qualitatively and quantitatively. The results of the analysis were presented using tables, graphs and narrations. In a nut shell the study results revealed that parental-teacher relationship was low in majority of secondary schools in the region under investigation. Recommendations were made.

O autorze

Graduated as a Primary School teacher. Has risen to administrative ranks through demonstrative diligence. Has headed senior primary schools for half a decade. Now holds a Bachelors degree in Education from the university of Nairobi and a Masters of Education in Management, Planning and Administration from Mount Kenya University.