INFLUENCE OF PARENTAL ENGAGEMENT ON STUDENTS SATISFACTION IN PUBLIC BOARDING SECONDARY SCHOOLS IN MAARA SUB-COUNTY, KENYA

Abstract

ABSTRACT
Boarding schools present unique social and academic experiences, making parental engagement vital for enhancing students’ satisfaction. This study sought to establish the influence of parental engagement on students’
satisfaction in public boarding secondary schools in Maara Sub-County, Tharaka Nithi County, Kenya. A descriptive survey research design was adopted, involving 439 respondents: 357 Form Three students, 38 class
teachers, 38 boarding HODs, and six principals from 38 purposively selected public boarding secondary
schools. Students were selected using simple random sampling, while principals, class teachers, and boarding
HODs were chosen purposively or through census methods. Data were collected using questionnaires and interview schedules. Content and face validity were confirmed by experts from Chuka University, and reliability
was tested through a pilot study in Meru-South Sub-County. Quantitative data were analyzed using descriptive
statistics with SPSS version 28, while qualitative data were thematically analyzed. The study revealed a significant influence of parental engagement on students’ satisfaction. Most parents provided adequate pocket money and shopping, attended school meetings, and adequately prepared their children before joining school.
However, parental academic support at home, teacher-parent communication, and welfare follow-ups were
found to be limited. Students whose parents actively monitored academic progress, communicated with teachers, and participated in school activities reported greater satisfaction, motivation, and emotional well-being.
Barriers such as socio-economic constraints, distance, and parents’ work commitments hindered consistent
engagement. The study concludes that parental engagement is a critical determinant of students’ satisfaction in
boarding schools. It recommends strengthening parent–teacher communication, encouraging regular school
visits, and sensitizing parents on the importance of academic and emotional support at home. The Ministry of
Education should institutionalize parental involvement through policies that promote school–community partnerships. Further research should examine socio-economic and cultural factors shaping parental engagement in
diverse educational contexts.