Kiumi J., Kanjogu, & Maina, M.




Formal education is a core correlate for successful development processes in a nation, which explains why the Government of Kenya introduced Free Secondary Education (FSE) in 2008. This initiative was motivated by the need to enhance access and retention in the sub-sector. It has, nonetheless been observed that challenges relating to unfavourable cultural practices and inadequate parental support are impacting negatively on the programme. However, empirical evidence to validate this claim is either scanty or where available not well articulated. Using expost facto research design, data was collected from 30 public secondary school principals using a self-administered questionnaire and subsequently analysed through simple regression statistic at .05 alpha level. Local culture (R= .723; p < .05) and parental support (R = .895; p <.05) were linearly correlated with effective implementation of the programme. The two independent variables generated R2 values of .523 and .801 respectively. This implies that local culture and parental support accounted for 52% and 80% in regard to variation in effective implementation of FSE. The study offers useful insights on how the two challenges can be addressed with a view to actualizing the goals envisaged in the FSE initiative.


Contact: Kiumi J., Kanjogu, Laikipia University



To cite this article: Kiumi, J. Kanjogu & Maina, M. (2016). Relationship between Local Culture, Parental Support, and Effective Implementation of Free Secondary Education in Njoro Sub-County, Kenya ,Journal of African Studies in Educational Management and Leadership, Vol. 7.1,pp. 8-36

Description: Description: Full Version

Available online August 2016
Publication details, including instructions for authors and subscription information:
© 2016 Kenya Association of Educational Management and Leadership. ALL RIGHTS RESERVED