Level of Parental Involvement in Type 1-6 of Epstein Typologies in the Current School Practices

Dorcas Mukami Gitonga
University of Eastern Africa, Baraton, Kenya
Email: mukamigitonga1@gmail.com

Abstract: This descriptive-correlational study examined the level of parental involvement in type 1-6 of Epstein typologies and the level of parents’ education knowledge base in curriculum content extracted from the mandated national curriculum guide in Kenya and whether the parental involvement practices predicted the parents’ education knowledge base in curriculum content using data collected from selected Seventh – day Adventist primary schools in Central Kenya Conference. Questionnaires were used to collect data from 291 parents. Results showed that the level of parental involvement among the parents was average and parents were somehow knowledgeable in curriculum content. Additionally, there was a positive linear effect between the predictor variables and the level of parents’ education knowledge base in curriculum content in different grade groups. Learning at home typology was identified as the best predictor variable in most subjects followed by communications typology. On contrary, volunteering typology was not a significant predictor of any subject. It was recommended that schools, parents and community to work collaboratively to enhance effective partnership and empowered parent-teacher community for the success of the students.