Authors: Dominic Mwila
Abstract: Parental involvement in education is widely recognized as a critical factor in improving student outcomes. However, much of the existing literature has focused primarily on parents’ roles in supporting learning at home, with limited attention given to their participation in school governance. This study investigates the extent and impact of parental involvement in school governance, with particular emphasis on how such involvement influences decision-making, accountability, and overall school performance. Guided by Epstein’s Theory of Overlapping Spheres of Influence and Participatory Governance Theory, the research employs a mixed-methods approach, combining quantitative surveys with qualitative interviews and document reviews. Quantitative data is analysed using SPSS to identify patterns and relationships, while qualitative data is subjected to thematic content analysis to uncover more profound insights into stakeholder experiences and perceptions. The study reveals that active parental involvement in governance, such as participation in school boards and parent-teacher associations, contributes to more transparent decision-making, improved resource management, and stronger school accountability. However, it also identifies barriers such as limited awareness, socio-economic constraints, and weak institutional frameworks that hinder effective participation. By focusing on the underexplored governance dimension of parental involvement, particularly in low-income and urban communities, this study contributes to a more comprehensive understanding of inclusive school management. It highlights the need for policies and practices that actively engage parents as key stakeholders in school governance to enhance educational outcomes and institutional effectiveness.
DOI: https://doi.org/10.5281/zenodo.20079882
