Parental Involvement And School-Related Factors As Predictors Of Academic Performance In Preschools Of Kebena Woreda, Gurage Zone.

Abstract

The objective of this study was to investigate parental involvement and school-related factors as predictors of academic performance in preschools of Kebena woreda, Gurage zone. Correlational design was employed with mixed research approaches. Simple random sampling and Census method techniques were applied to select 17 sample preschools, 303 parents, 30 teachers, 15 principals, 13 PTA, and 5 supervisors. Questionnaire, interviews, and document analyses were used to collect data. Descriptive and inferential statistics such as mean, frequency, standard deviation, correlation, and regression analysis were employed to analyze the data. There was a significant positive relationship between academic performance and parental involvement, (r = 0.487, p < 0.05) whereas, a school-related factor has a significant positive relationship with the academic performance of preschool children, (r = 0.638, p-value < 0.05), and these variables could account for 51% the variance on academic performance. Lack of time, lack of awareness, lack of economy, low levels of literacy, parents’ cultural values and norms, weak communication skills of parents, and lack of knowledge were the challenges of parental involvement. Recommendations were forwarded to school administration and leadership raise awareness and provide short-term training for school parents to improve and enhance parental involvement in their children's education. On the other hands, the school community should participate in fundraising programs for preschools to reduce school related factors by fulfilling school facilities.