Social economic predictors of parental involvement in rural schools in Kenya: implications on teaching and learning

This study critically investigates the social economic predictors of parental involvement in rural schools in Kenya and its implications on teaching and learning. Education is a major foundation for socioeconomic growth and the provision of quality education. However, teaching and learning are affected by various socioeconomic factors that this study seeks to investigate. Among the social economic predictors, family size, household income level and parents' level of education were found to significantly influence teaching and learning outcomes in Kenya's rural schools. Large families with small household income face challenges in paying school-related levies; acquire learning and teaching materials, book for extra learning activities and support co-curricular activities for their children. The article also presents the policy implications of the study, particularly on issues related to family size and household income level in parents' level of education in rural school settings.