Abstract:
The study explored the impact of school governance on parental participation in secondary
school activities, focusing on four selected schools of Bugesera District, Rwanda. Its specific
objectives were: (i) to examine the effects of decision-making processes on parental
participation, (ii) to assess the role of school governing bodies, (iii) to evaluate the contribution
of quality assurance, and (iv) to identify reasons why parents do not actively participate in
school activities. The research employed a concurrent mixed-method design. A sample of 52
respondents—4 head teachers, 10 teachers, 18 parents, and 20 students—was selected using
both random and purposive sampling techniques. Data collection methods included focus
groups, questionnaires, document reviews, and interviews. Head teachers and teachers
completed questionnaires for quantitative data, while focus groups and interviews provided
qualitative insights from parents and students. Descriptive statistics such as frequencies and
percentages were used to analyze the data, which were presented in tables and graphs. The
findings revealed that 90% of decision-making processes occur through in-person meetings,
encouraging parental participation via school committees and general assemblies. Moreover,
85% of respondents indicated that school governing bodies are generally functional and
inclusive of all lawful members. The findings indicated that the school governance affects
parental participation through transparency and communication about decision-making
processes, policies and goals in they are fully involved and consequently feel ownership of the
schools. In addition, parents noted their involvement in quality assurance through monitoring
students’ homework, providing school materials, and tracking their children’s movements
between home and school. This involvement was found to enhance students’ confidence and
motivation to learn. However, the study found that schools’ efforts to welcome parental
participation remain insufficient, and recommended stronger enforcement of school
governance policies to better integrate parents into school activities. This would ultimately
strengthen the collaboration between schools and families, contributing to improved
educational outcomes
