This is a part of a larger study that set out to investigate information on head teacher-parent collaboration for the improvement of inclusive education in regular public primary schools in Meru County. The study examined leadership and its structure in enhancing head teacher-parent collaboration for the improvement of inclusive education in regular public primary schools in Meru County, Kenya. The objective of the study was to examine leadership and its structure in enhancing head teacher-parent collaboration for the improvement of inclusive education. The study was to inform education policy makers, who were expected to use the study results to evaluate the current policies on inclusive education and formulate appropriate policies for promoting head teacher-parent collaboration for the improvement of inclusive education. The study employed qualitative research design. The target population was 97 head teachers, 136 teachers and 2040 parents. Twenty four participants were selected to participate in the study. Purposeful sampling was used, to select the respondents from the target population. The study used interview schedules and focus group discussion guides. The study employed qualitative methods and techniques of collecting and analyzing the data. The findings of the study were presented using narratives and themes. It was found that leadership influenced head teacher-parent collaboration for the improvement of inclusive education. Leadership and its structure enhanced school harmony, a situation that improved head teacher-parent collaboration for the improvement of inclusive education. It was recommended that, the government should appoint head teachers who are positive about inclusive education and with the ability to work together with all parents for the improvement of schooling for all learners in regular classes.
Universally, institutions of learning are charged with the task of producing quality human resource which can adapt to the ever-changing global environments. Secondary schools provide the youth with opportunities to acquire human capital that enable them to pursue higher education and also improve their knowledge and skills. The purpose of this study was to examine the effects of home - based parental involvement practices in promoting quality of education in public day secondary schools in Igembe Central Sub County, Meru County- Kenya. Convergent design was used. This study comprised 28 principals, 266 teachers, 6912 students and 144 parents’ representatives. This made a total target population of 7312 subjects from the public day secondary schools of Igembe Central Sub County. Out of this target population, a sample of 8 principals, 48 teachers, 32 parents and 352 students, making a total of 440 subjects, was drawn using both probability and non-probability sampling procedures. The researcher collected both qualitative and quantitative data using interview schedules for principals, questionnaires for teachers’ and students’, parents’ focus group discussions and document analysis guide. The results obtained led to the conclusion that improving home based involvement of the parents can lead to improvement in children’s school attendance, homework completion, improved learning behaviors and even better learner’s discipline. This indicates that parents’ involvement in education of their children at home is a powerful force in enhancing the quality of education offered in public day secondary schools. The study recommends that parents be enlightened on the home-based activities that either directly or indirectly affect the quality of education that their children receive so that they may know how to invest their energies and resources to improve education in their children’s schools. It was also recommended that parents should monitor their children’s security in addition to the improvement of home- school relationships.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.