Influence of Participatory Decision-Making on Students’ Academic Performance in Public Secondary Schools in Makueni County, Kenya

Abstract

Educational research identifies participatory decision-making as a key factor in improving students’ academic success in secondary education. Collaboration between parents and teachers creates a supportive environment that enhances student engagement, development, and achievement by aligning school and home expectations. This study examined the influence of parent–teacher collaboration on educational outcomes in public secondary schools in Makueni County, Kenya. It focused on participatory decision-making, communication quality and timeliness, collaborative learning and development, and parental involvement in resourcing and volunteering. Guided by social capital theory and Bronfenbrenner’s ecological systems theory, the study adopted a descriptive research design. The target population comprised 1,965 respondents from 390 public secondary schools. Using stratified sampling, 295 respondents were selected from 59 schools, including principals, deputy principals, Board of Management chairpersons, Parent–Teacher Association chairpersons, and student presidents. Data were collected using structured questionnaires and analyzed quantitatively. The findings revealed a moderate, positive, and statistically significant relationship between participatory decision-making and students’ academic performance (r = 0.646, p = 0.000). Schools were found to consistently involve parents in decision-making through regular meetings, reflecting a commitment to participatory governance. The environment also encouraged open expression, with parents feeling comfortable sharing their views. Communication between schools and parents was perceived as timely and consistent, facilitating effective information sharing and coordinated responses to emerging issues. Additionally, parental volunteering was encouraged, contributing to students’ sense of responsibility and community engagement. The study concluded that effective parent–teacher collaboration enhances academic performance by improving communication, fostering shared decision-making, and promoting active parental involvement. It recommends that school administrators and Boards of Management strengthen structured mechanisms for parental engagement. Furthermore, the Ministry of Education should establish and enforce policies that promote school–community partnerships, including clear guidelines on the frequency of parent engagement and expectations for involvement in academic and co-curricular activities.