Internal Publication
Parental engagement and role construction in the implementation of the competency-based education in selected public primary schools, in Nakuru County, Kenya
Driven by the need to equip learners with practical skills and nurture talent, Kenya introduced the Competency-Based Education (CBE) in 2018, aligning with Vision 2030 and SDG Goal 4. While global evidence highlights the critical role of parental engagement in curriculum success, Kenya's (CBE) faces challenges due to insufficient and inconsistent parental involvement. This creates skepticism and a significant gap between the participatory expectations of CBE and actual participation, especially in public primary schools, thereby undermining its intended outcomes. This study aimed to examine the influence of parental engagement and role construction on CBE implementation in selected public primary schools in Nakuru County, Kenya, providing empirical evidence for interventions and policies to boost involvement and improve CBE outcomes. Specifically, the study objectives were: to assess the effect of parental engagement in participatory decision-making on CBE implementation; to investigate the effect of parental engagement in resourcing, volunteering, and linkages on CBE implementation; to examine the effect of parental engagement in school-home-based learning and development process on CBE implementation; to analyze the mediating effect of parental role construction on the relationship between parental engagement and CBE implementation; and to explore teachers’ and parents’ perceptions and experiences regarding parental engagement and their roles in CBE implementation. Guided by Epstein’s Parent Involvement model and Hoover-Dempsey and Sandler’s Parent Involvement Model, the study employed a convergent mixed-methods design within a pragmatic paradigm. The research involved 688 parents, 86 teachers, and 86 PTA members. Using a multi-stage sampling strategy, 248 parents were selected through stratified random sampling, while 13 teachers and 10 PTA members were chosen via purposive and convenience sampling, respectively. Data collection methods included surveys, interviews, and focus group discussions. Quantitative results revealed a significant positive effect of parental engagement on CBE implementation across all dimensions measured: participatory decision-making (F (4, 210) = 8.918, p<0.05, β=.359), resourcing, volunteering, and linkage activities (F (4, 210) = 6.215, p<0.05, β=.299), and school-home-based learning and development (F (4, 210) = 8.768, p<0.05, β=.360). Additionally, the findings showed that parental role construction partially mediated the relationship between parental engagement and CBE implementation. Qualitative results indicated that, despite active support for home-based learning, parental engagement in decision-making, resource mobilization, and external partnerships remains moderate, often due to financial constraints and limited structured opportunities. The study concluded that parental role construction partially mediates the relationship between parental engagement and CBE implementation. This research makes a significant contribution by providing localized empirical evidence on parental involvement within Kenya's CBE framework, particularly emphasizing the mediating role of parental role construction. The findings offer a new perspective on how parents' understanding of their roles influences their engagement. The study recommends strengthening parental role construction through targeted policy interventions, such as integrating parental role sensitization into teacher training programs and developing school-led awareness campaigns through workshops and accessible informational materials, to enhance effective CBE implementation. Furthermore, it suggests exploring flexible resourcing models to overcome financial barriers that limit broader parental participation.
Uploaded by: Japheth NoelAuthor: Ranji, John Karanja
Institution: Moi University | Centre: East and South African-German Centre for Educational Research, Methodologies and Management (CERM-ESA)
Thesis Supervisor(s): Chumba, Sammy
Thesis Supervisor(s): Kurgat, Susan | von Moellendorff, Malve
Type: Theses | Doctoral | English
Subjects: Education
Date: 2025 | Pages: xv, 293
Copyright: The Author | License: Open Access
