Teachers perception, beliefs, and self-efficacy about parental engagement and school family partnerships in Kenya.

Date
2011-05-30
Authors
Ajanga, Alice Jepnyago
Journal Title
Journal ISSN
Volume Title
Publisher
Texas Woman's University
Abstract

A descriptive research design, purposive sampling technique, and quantitative research methods were used to examine teacher perceptions and beliefs about parental engagement and their ability to influence children's school success. Teachers of children in baby class (kindergarten) through class eight employed by two schools in Nairobi, Kenya voluntarily participated. Participants (N= 91) completed two on-line questionnaires: 1. School and Family Partnerships: Questionnaire for Teachers in Elementary and Middle School Grades (Epstein & Salinas 1993); and 2. The Teacher Self-Efficacy Scale (Bandura, 1986). Responses from questionnaires were entered into Pyschdata and translated into SPSS Statistical Software for analyses. Responses from The School and Family Partnerships: Questionnaire for Teachers in Elementary and Middle School Grades were analyzed to answer research question one. Responses from Teacher's Self-Efficacy Scale were vii analyzed to answer research question two. For research question three, Pearson Product Moment Correlation investigated correlations between subscales of the School Family Partnership Questionnaire and total scale mean scores of teacher self-efficacy Frequencies, percentages, mean scores, and standard deviations were reported in tables, bar graphs, and in-text. The results of the present study revealed teacher support for parental engagement and could be useful for informed decision-making. Pearson Product Moment Correlations reported statistically significant correlations. analyzed to answer research question two. For research question three, Pearson Product Moment Correlation investigated correlations between subscales of the School Family Partnership Questionnaire and total scale mean scores of teacher self-efficacy Frequencies, percentages, mean scores, and standard deviations were reported in tables, bar graphs, and in-text. The results of the present study revealed teacher support for parental engagement and could be useful for informed decision-making. Pearson Product Moment Correlations reported statistically significant correlations.

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Keywords
Education--Parent participation--Kenya--Nairobi, Parent-teacher relationships--Kenya--Nairobi
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