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

Abstract

Boarding schools present unique social and academic experiences, making parental engagement vital for en-hancing 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 de-scriptive 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 in-terview 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 signif-icant influence of parental engagement on students’ satisfaction. Most parents provided adequate pocket mon-ey 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 teach-ers, 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 part-nerships. Further research should examine socio-economic and cultural factors shaping parental engagement in diverse educational contexts.