Perceived Fathers’ Parenting Behaviours and Adolescent Children’s Academic Performance In Kenya Primary Schools

Abstract

The study explored the correlation of children’s perceptions of their fathers’ parenting behaviors and the pupils’ academic performance in Kenya. Survey method involving self report measures was used to gather data on perceptions of fathers’ support, monitoring, availability and involvement in school activities while official academic records provided mean scores for English, maths, and science. The research was guided by Urie Bronfenbrennerecological theory and Baumrind (1968) parenting model. The respondents comprised of class 7 pupils selected by simple random sampling-of one district, 5 schoolswere were selectedand class in each stream, which led to 166 female and 198 male pupils in the study.Pearson and Spearman correlation coefficient techniques were used to analyze data. Findings revealed that fathers’ high monitoring, availability and provision of basic needs are linked to pupils’ higher academic performance at p< .001. However, fathers’ involvement in school activities was not linked to their children’s academic performance at p< .001. This research has both theoretical and practical implication; Parents and teachers can gain insight as to how fathers’ behaviors relate with the academic outcome of children. The findingsaddedusefulknowledge towards enhancing fathers’ child care activities and improving academic performance. The findings can be used to train fathers on involvement in raising their children and to enhance family-school ecological environment for children’s’ learning.