Applying the Epstein model to investigate parent involvement in public primary schools in Kenya

Abstract

Parent involvement in Kenya has mainly been limited to making financial contributions and serving on mandated school-parent bodies. Given the dire need to improve the quality of education, it is important to understand the role of parents in the provision of education. A qualitative research design explored the implementation of this model in primary schools in the Embu West District in Kenya. The findings revealed that limited parent involvement was a result of Free Primary Education (FPE); the lack of a policy on parent involvement; the illiteracy of parents; parents’ work commitments; lack of confidence in some parents; time constraints; the gendered nature of parent involvement; and the lack of parenting skills.