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The Kenyan Government in her education policy intends to improve the relationship between fathers and the Kenyan teachers to enhance children's academic achievement. This will be possible if: First, School management and teachers encouraged fathers to attend parents' meetings and discuss their children's performance with their teachers; second, the Ministry of Education encouraged fathers with primary and secondary education to arrange for further education so as to help their children with their academic achievement. Finally, the fathers were encouraged to provide educational materials. Data were collected through a questionnaire which each participant filled concerning paternal involvement. The results showed that there was a relationship between paternal involvement and pupils' academic achievement. It was also revealed that paternal involvement in pupils' education did not differ significantly by levels of education and occupation of the fathers. The study was carried out in Nairobi County. The study used Parental Involvement Model by Palkovitz, Role Identity Theory by Stryker and Cognitive Development Theory by Piaget. The study used ex post facto and correlational designs.
About the author
Dr. Sophia Moraa Bironga is currently, teaching at Kenya Technical Teachers College. Prior to joining KTTC, she had taught in high school for 13 years. She also does part-time teaching at University of Nairobi and Mount Kenya University. She Holds Bachelor of Education from Baraton University, Master of Education and Ph.D from Kenyatta University.
