https://kerd.ku.ac.ke/handle/123456789/59 2026-10-01T23:54:39Z https://kerd.ku.ac.ke/handle/123456789/1344 Relationship between Parental Attitudes towards Early Childhood Education and Pre-Schoolers Access to Early Childhood Education in Kenya. Mainye, Momanyi Job; Benson, Odongo Charles; Benard, Mwebi Access and engagement to early childhood education worldwide helps prepare young children to succeed in school and become better citizens. The major challenge in Kenya was that Early Childhood Education (ECE) was left in the hands of the community and parents, resulting in a big variation in type and quality of ECE. Even with ECE being devolved to the county government, access to preschool education continue to be a challenge. Hence, the present study explored the relationship between parental attitudes towards early childhood education and pre-schoolers access to early childhood education in Kenya. The objective of the study was to find out the relationship between parental attitudes towards early childhood education and pre-schoolers access to early childhood education in Kenya. The study adopted concurrent triangulation research design and was informed by Bronfenbrenner’s Ecological Systems Theory (1979) and Emile Durkeim’s Functional Theory (1858-1916). The target population included 21 head teachers, 228 ECE lead teachers and 863 parents and a sub-county education officer. The sample sizes were 9 head teachers, 43 ECE lead teachers, 76 parents and a sub-county education officer. The instruments of data collection were: Questionnaires, interview schedule and document analysis. Validity of the instruments was enhanced through piloting and by experts. Reliability of the instruments was ensured by Test-Retest method. Quantitative data was analyzed using descriptive statistics and presented in form of tables, graphs and percentages. Qualitative data was coded and classified into major themes as they emerged. The findings revealed that most Parents’ had a negative attitude towards accessibility to preschool by the learners. It was concluded that mechanisms should be put in place to deal with this negative attitude and ensure that parents and guardians are very positive with their children’s accessibility to schools.It was recommended that policy makers and stakeholders come up with the course for adult literacy as a pre-requisite tool for good accessibility to preschools. The present study also recommends the government should support children whose parents have negative attitude towards education thus denying them education. The researcher recommends for a further research on preschool environmental factor as determinants of preschoolers’ access to early childhood education in Kenya. An article in the International Journal of Novel Research in Education and Learning 2018-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1246 Parental Variables Influencing Their Level of Involvement in Education of Learners in Public Pre-Schools in Kenya Chemagosi, Mary J. Educators have frequently pointed out the critical role of the home and family environment in determining school success of a child. While more studies that are related to Education of Pre-schoolers have been more focused on other factors such as lack of facilities, inadequate teachers, indiscipline, low intelligence, anxiety and learners motivation as potential factors affecting education of children, little attention has been given to parental variables that influence their level of involvement in learners’ education in Nandi. The purpose of this study was to find out the parental variables influencing their level of involvement in education of public preschool learner’s in Nandi Central Sub County, Kenya. The study’s objectives were: to determine the influence of parental marital status on level of involvement in education of public preschool learners, to establish the influence of parental level of education on involvement in education of public preschool learner, to find out how parenting style influence on level of parental involvement in the education of public preschool learners and to determine strategies of enhancing parental involvement on education of the pre-schools learners in Nandi. The study employed Concurrent Triangulation design and was informed by Epstein model of parental involvement. The study targeted a population of 3,566 comprising of 183 head teachers, 183 lead preschool teachers and 3200 parents of final class in Nandi Central Sub County. The study adopted purposive and simple random sampling techniques to sample respondents and informants. The ECDE parents were sampled using stratified random sampling technique. The total sample size for the study was 438 whose participants were 65 head teachers, 65 ECDE lead teachers and 308 ECDE parents. The instruments used were questionnaires and interview schedule. The pilot study was done in four schools that didn’t participate in the actual study and test re-test method was used to determine the instrument’s reliability to ascertain Cronbach alpha co-efficient of 0.804. Validity was ensured through expert judgment by university supervisors. Qualitative data were analyzed using thematic Analysis. Quantitative data was analyzed descriptively by use of percentages and frequency counts. Inferential statistics such as ANOVA and T-test were used to analyze quantitative data. The study reported that there was high parental involvement among the married couples than single parents. Literate parents were greatly involved in the preschool learner’s education than illiterate parents. Authoritative parents were likewise involved in the education of their children than permissive and authoritarian parents. Similarly, married parents were involved more in the education of their preschool children than single/divorced/ separated parents. In addition, parents who have put in place educational strategies on their preschool children’s education perform better. The study recommends that teachers and the administrators should try to create awareness in parents on the importance of their involvement in their children’s school work. The parents need to be informed that they can contribute to the education of their children through encouragement, provision of learning facilities and active assistance among others. The Kenya Institute of curriculum Development should come up with a curriculum that incorporates strategies of enhancing parental involvement to sensitize parents on the need of being involved in their children education. A PhD thesis submitted to Jaramogi Oginga Odinga University of Science and Technology (JOOUST) 2017-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1187 Parent-Teacher Partnerships for Enhancing Pre-School Children’s Education in Uasin Gishu District, Kenya Koech, Peter Kibet The Kenyan Government in her partnership policy intends to promote the relationship between parents, teachers and the community in enhancing children’s education. This will be possible if: First, parent-teacher partnerships were enhanced in Epstein’s six modes of involvement and partners’ roles were defined; second, varieties of techniques were employed; and finally, factors that relate to parent-teacher partnerships were appreciated and catered for. A parent-teacher partnership in Kenya was found to be low.Local researches in Kenya reveal minimum levels of parent-teacher partnership in primary and secondary schools. Studies show that the role of the community and parents was low and seemed to be restricted to the provision of finances and facilities. The purpose of this study was to explore parent-teacher partnerships and strategies used to promote these relationships in pre-schools. The study was done in Uasin Gishu District. Epstein’s Family, and Community Partnerships theory, Dunst, Johanson, Rounds, Trivet and Hamby’s Family Enabling Empowerment Model and Hoover-Dempsey and Sandler’s Model of Parental Involvement, guided it. This study used an Ex Post Facto design. The independent variables were rural-urban context, sex, type of school sponsorship, level of education, role definition and strategies used. The dependent variable was parent-teacher partnerships. The target populations were parents and teachers of preschool, pre-school and primary school Headteachers and Ministry of Education Officials. The sample size consisted of 135 parents, 60 teachers, 10 Headteachers, 5 Ministry of Education Officials at the district level and 4 at the national level. Questionnaires and interview schedules were used for data collection. Data was prepared for statistical analysis using Statistical Package for SocialSciences. Means, percentages formed part of the descriptive statistics. ANOVA and t-test of independent samples were used and null hypotheses were tested at alpha value 0.05. Findings revealed that the level of parent-teacher partnerships was low. There was a significant difference between parents’ level of education and parental level of involvement in parenting, learning at home, communications and decision-making modes. Parents in private and public schools were not found to be significantly different in their levels of involvement in all modes. Teachers in private and public schools differed significantly in their levels of involvement in decision-making and learning at home modes. Parents in private and public schools differed significantly in parenting mode of involvement. Parents and teachers parents’ role definition was found to be significantly different in volunteering and decision-making. Headteachers and Ministry of Education officials’ differed in parents’ role definition in volunteering mode of involvement. Parents and teachers’ role definition was significantly different in parenting and volunteering modes. Headteachers and Ministry of Education Officials’ differed in parents and Teachers’ role definitions in volunteering. The most frequent strategies used by the Headteachers and Ministry of Education Officials were sending letters, organizing workshops on transition, holding parents teachers meetings, holding closing term meetings and providing information about children’s progress. The strategies used included sending information to the teachers through DICECE officers, organizing for sensitisation meetings, organizing academic days, open visits by parents, and using class representatives. The roles of key stakeholders included volunteering in children’s activities, participation in school decision-making and school policies. It was concluded that parent-teacher partnership is weak. It was recommended that there is need to highlight the roles of stakeholders in the partnerships and appropriate strategies adopted to promote partnerships for harmonius working relationship. A PhD thesis submitted to Kenyatta University 2011-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1114 Paternal Involvement in Children's Education: An Implication of Children's Performance at Preschool in Gucha District Kenya. Mwoma, Teresa Bitengo Extensive research exists on the importance of parental involvement in children's education, yet relatively few studies have examined the individual contributions that mothers and fathers make to their children's schooling. There is a great deal of interest however, in the role of fathers in children's lives. This interest stems from the fact that traditionally in Africa fathers were the hidden parent. They were assumed to be the breadwinners of their families, but of limited importance in non-financial aspects of children's well-being and development. The purpose of this study was to establish the level of fathers' involvement in their children's education in relation to children's performance at preschool with a special focus on the factors that influence this involvement. The study was carried out in Gucha District because of its continued poor performance in the KCPE exams. Two divisions were purposively selected, one to represent the urban set up, and the other to represent a rural set up. Sixteen preschools were purposively selected from the two divisions to represent the public and private and the rural and urban pre schools. Ample size of 160 preschool children was purposively selected from the 16 preschool due to their performance level in their preschool activities according to their teachers' assessment. Further, a sample size of 160 fathers to the selected children from the two divisions was given the questionnaire to fill on their involvement in their children's education. The Statistical Package for Social Sciences (SPSS) was utilized to prepare and organize data for analysis to test the significance levels between variables at O.OS. Pearson Product Moment Correlation Co-efficient, ANOV A and Chi Square were utilized to establish whether there were any significant relationships or differences in means between variables. Findings revealed that fathers' involvement in their children's education was significantly related to children's performance at preschool where r=0.19 with a 'p' value of 0.029. There was a significant difference in means of father involvement between fathers of different academic levels where f=2S.149 at 2 degrees of freedom with a 'p' value of 0.000. There was a significant difference in means of father involvement between fathers of different occupations where 'f=6.291 at S degrees of freedom with a 'p' value of 0.000. Fathers' involvement in their children's education was also significantly related to the type of school the child attended where X2=2S.330 at 2 degrees of freedom and a 'p' value of 0.000. Sex of the child and fatPers' area of residence were not found to be significantly related to fathers' involvement in their children's education where X2=2.213 at 2 degrees of freedom with a 'p' value of 0.392 and X2=1.444 at 2 degrees of freedom with a 'p' value of 0.846 respectively. It was therefore concluded that, fathers' involvement in their children's education influence children's performance at preschool. Factors that were found to influence fathers' involvement included; fathers' academic level, their occupation and the type of preschool the child attended. It was recommended that there is need for school managers and administrators to find ways of introducing programmes to ensure that fathers closely monitor and participate in assisting their children with school work and attending school functions. A research thesis submited for the award of the Degree of Doctor of Philosophy (Early Childhood Studies) in the School of Education of Kenyatta University 2009-10-01T00:00:00Z