Parents’ and Teachers’ Perceptions of Factors Affecting Learning in Kenya

Introduction: Studies have shown that a child’s learning in school is affected by several factors, some related to the school environment, others to the home and community while others are as a result of the individual characteristics of the child. This study sought to explore parents’ and teachers’ perceptions of factors that affect learning of children in primary schools in a rural County in Kenya. Methods: This was a qualitative study that adopted the phenomenological approach. It was conducted with parents and teachers of 7 primary schools in rural and semi-rural areas of Kiambu County in Kenya. Using a researcher developed guide, data was collected using focus group discussion with parents and teachers. The discussions were conducted as follows: four were conducted in English language, two in Kiswahili language, and three were conducted in the local language and all were audio taped. Research assistants also took notes during the discussions. Results were transcribed verbatim and those that needed to be translated into English were translated. In analysis, MA, MM, and MT read the transcripts and coded the major themes. Results: Four themes perceived by both parents and teachers to affect a child’s learning emerged. These were school environment, home, community, and factors within the child. Conclusion: There is need for both teachers and parents to come together and discuss perceived factors that interfere with learning of the children. Those that form a consensus for both groups, means to address them be found for better academic success of the child. © 2019, Springer Nature Switzerland AG.