COMMUNITY ENGAGEMENT IN SCHOOL ADMINISTRATION AND STUDENTS’ ACADEMIC ACHIEVEMENT IN PUBLIC JUNIOR SCHOOLS IN MOMBASA COUNTY, KENYA
COMMUNITY ENGAGEMENT IN SCHOOL ADMINISTRATION AND STUDENTS’ ACADEMIC ACHIEVEMENT IN PUBLIC JUNIOR SCHOOLS IN MOMBASA COUNTY, KENYA
Bright Murithi - Student, Masters of Education student, Kenyatta University, Kenya
Daniel Mange Mbirithi - Lecturer, Department of Educational Management, Policy and Curriculum Studies. School of Education and Lifelong Learning, Kenyatta University, Kenya
ABSTRACT
Students’ educational success in public junior schools is declining by reason of excessive or intrusive community engagement in school administration. Sometimes, community engagement becomes too intrusive and influences school decisions in ways that are not helpful. The research undertaken intends to investigate the influence of negative community engagement in school administration, on students’ educational success in public junior schools in Mombasa County, Kenya. Epstein’s theory of overlapping spheres of influence (1995) guided the research. The exploratory sequential research methodology was used. The sample included 572 participants: 394 students, 129 Board of Management members, 40 teachers, and 9 school heads from a larger population of 26,575 people. Gathering of data were done through focus group discussions, questionnaires and interviews. Thematic review was used to examine qualitative data. Inferential analysis and descriptive analysis were used to evaluate quantitative data with SPSS software. The study followed all ethical, legal, and logistical requirements, including obtaining permission from relevant authorities. Outcomes of this study indicated the following: the nature of community engagement adversely affected school administration and teachers felt that intrusive community engagement compromised their professional autonomy and undermined the students’ scholastic achievement. A number of potential solutions to reduce the influence of negative community engagement in school administration were also identified. This study concluded that excessive and intrusive engagement in matters concerning the school administration by the community detrimentally compromised the students’ educational success. The research undertaken recommends the M.O.E. and T.S.C establish policies detailing what needs to be done to manage negative engagement by the community in the affairs of the school administration and protect the teachers and heads of institutions from the adverse effects of excessive and intrusive community engagement in school administration.
