THE PRACTICE OF PARENTAL INVOLVEMENT IN CHILDREN PRE-SCHOOL EDUCATION IN GONDAR CITY

Abstract

The study investigated the practice of parental involvement in the education of preschool children in Gondar City Administration. The methodology of research was concurrent triangulation mixed methods design to collect quantitative and qualitative data simultaneously. Four preschools from Gondar city were selected using purposive sampling from government and private preschools in their location. In the sampled preschool, 299 parents of preschool children were selected proportionally in all kindergartens levels and then taken randomly using random sampling to conduct the samples. On the other hand, 43 teachers and 21 management bodies were taken as samples from the four sample preschools using comprehensive sampling because their numbers were manageable. The researcher adapted and employed family involvement questionnaire (FIQ) items for measuring parent participants. A self-constructed structured questionnaire was used to collected data from teachers of preschool children. Interview items were constructed and employed for parents and teachers of preschool children. Besides, FGD was used for the study to collect data from preschool management bodies. Document analysis was used to review data related to the practice of parental involvement in preschools. The quantitative data were analyzed using one sample and independent samples t-tests. Besides, theme formation was used to analyze the qualitative data obtained by FGD, interviews, and document analysis. Parents were mainly involved in preschool meetings, financial and material provisions to the preschools; supporting the education of children in their homes, and communicating with teachers on the learning activities of children. One sample t-test resulted the level of parents’ involvement in the education of children in government preschool was lower than the expected mean value. However, the level of parents’ involvement in the education of children in private preschools were more than the expected mean value. The independent t-test; however, indicated that the level of parental involvement in government preschools was lower than in private preschools. The findings show that preschools failed to establish planned and continuous communication with parents. Besides, lack of awareness and understanding of parental involvement in children’s education, less motivation, and negligence, engagement in livelihood matters and social issues, and giving less time to their children were the factors that affected parents’ involvement. In conclusion, there was a medium level of parental involvement in the education of children in preschool. Parents of preschool children were mainly involved in preschool meetings, financial and material support, homes related activities, and communication with teachers. However, the level of parental involvement in government preschools was lower than in private preschools. Factors that influenced parental involvement in the education of preschools were the failure of preschools to establish a planned and regular relationship. Besides, low motivation and encouragement and negligence, lack of awareness and understanding, engagement in livelihood matters, and social issues influenced parents not to involve adequately. Finally, the researcher recommends a comparative study to further strengthen the practice of parental involvement in line with academic achievement and behavioral development in children’s education in preschools