Psychosocial Factors Affecting Parents Involvement In Early Childhood Care Education (ecce) Parents Educators Perceptions In Selected Six Kindergartens In Woliso Town Oromia Region

Parents have always been involved in enhancing their children’s development and educationalrnprogress. Therefore, parental involvement (PI) in the education of children is not a recentrnphenomenon. However, in practice, there are so many pronunciations, especially in developingrncountries like Ethiopia, that parental indifference/ lack of involvement is one of the majorrnchallenges affecting the quality of education these days. Therefore, the study examined parents’rncurrent level of involvement in activities that support their pre – school children’s education,rnscrutinized the relationship it has with parents’ personal and contextual motivators and liferncontexts as well as explored selected KGs’ levels of involvement in promoting parents’rninvolvement in education. The study was grounded in Hoover – Dempsey and Sandler’srntheoretical model of the parental involvement process. A concurrent embedded model of mixedrnmethods research was employed. Two stage sampling method was used tornselect six (6) pre-schools and one hundred ninety (190) parents of the student, as well as, thirtyrneight (38) school teaching staffs in Woliso town. Survey questionnaire and document analysisrnwere the main methods of data collection. Findings revealed that parental involvement wasrngenerally reported in varied levels; some got both higher and lower levels while the majorityrnreported medium levels. There was a substantial positive correlation between levels of parentalrninvolvement and psychosocial factors. Among subscales, the correlation between parentalrninvolvement and parents’ active role construction was the strongest. On the contrary, a smallrneffect relationship was found between parents’ school based involvement and parents’ perceivedrnlife – contexts. It was emerged that the sampled pre-schools’ involvement was also generallyrnreported in two broad levels; the majority reflected lower while some of them reported mediumrnlevels of involvement. The study established that the school members lack the properrnunderstanding of the contexts and processes of parental involvement in their children’srneducation. By thoroughly examining the issue and its context, the study recommends that parentsrnbe helped to appreciate the benefits of parental involvement in the learning of their children.rnMore capacity building programs should be provided to all pre-school members to increase theirrnunderstanding and involvement in promoting comprehensive & holistic parental involvement inrnearly years’ education.

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