Impact of school governance on parental participation in selected secondary school activities in Bugesera district, Rwanda

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