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an introduction to a possible research study focusing on home-school communications or school public relations if you may.
Citation preview
2010
ByEva Kerubo Nchogu
School-home communication, Parent Involvement and Student
Achievement.
Introduction
While presenting a paper at the 2009 Fourth Annual Gusii Educational & Advancement
Conference Dr. Tabitha Otieno listed maximized school-parents’ partnerships as one of the
characteristics documented in better performing schools within the Gusii region. According to
Callison (2004) solid home-school partnerships are based on effective two way communication.
Two-way communication is more than just dialogue; it is a dialogue that leads to mutual
understanding between the communicator and the audience for the good of all concerned parties.
This study intends to compare the school-home communication practices of six schools in
Nyamira district.
Background of the study
Data from the Kenya National Examinations Council (KNEC) show that schools in Gusii
districts are underperforming in relation to schools in other districts in Nyanza. This worrying
trend has not always been the case. In the 1970s and 1980s some schools that are now plagued
with poor KCSE results were household names of academic excellence. Scholars from the region
have looked at various elements of secondary education in the area (Nyambega, 1996;
Onwong’a. 1996 & Otieno, 2009). Few of these scholars however have dissected any of the
proposed causes of poor performance in depth to allow the region to come up with action plans
and strategies that can help the area improve secondary education.
While presenting a paper at the 2009 Fourth Annual Gusii Educational & Advancement
Conference Dr. Tabitha Otieno listed maximized school-parents partnerships as one of the
characteristics witnessed in better performing schools within the region. The poor performing
schools on the other hand documented poor relations between teachers, parents and students.
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Human relations cannot exist without communication but rather they are initiated, built
and managed by communication. This communication may be planned or unplanned depending
on the kind or relationships one wants to build. Professionals everywhere are finding their roles
redefined by the changes in the environment. For teachers their role has swelled to include public
relations (Davies, S. Darling-Hammond, L. LaPointe, M. and Meyerson, D. 2005). Parents form
key constituents of Kenyan secondary schools not only because of their role of providing the
students but also because they pay school fees that sustain schools.
The link between poor teacher-parents’ relations and poor performance is in line with
studies done as far back as 1986 (Gotts, E.E. & Purnell, R.F. 1986; Clark, R., 1983 &
Henderson, A. T. 1981). These studies underpin the importance of good school-home
relationships in boosting performance. Given the importance of these relationships it is
paramount therefore that schools come up with strategies to improve the relationships between
them and parents. The key to improving these relationships is communication.
According to Callison (2004) solid home-school partnerships are based on effective two
way communication. This stance is supported by Rubenstein, Patrikakou, Wessberg, Redding, &
Walberg (2007). They point out that school-home communication is the ‘catalyst of parent
involvement activities’ and that two-way school home communication ‘reflects the reciprocity
that a collaborative relationship must have in-order to be most effective’ (p.8).
One of the parent involvement models widely used by researchers and practitioners is
that of Joyce Epstein (1987, 1995). The model divides parent involvement into six typologies.
The first type of involvement is parenting. Here schools help parents to establish home
environments that are conducive to their children’s student life. The second type of involvement
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is communication. Schools are strongly encouraged to design and implement effective school-
home, home-school communication practices about school programs and children’s progress.
Third, parents can be recruited as volunteers in school activities. Epstein calls this type of
involvement volunteering. In addition, schools can ask parents to help their children with their
homework in parent involvement type four of learning at home. Fifth, schools should include
parents in schools decision making. Parent involvement type six is collaboration with the
community where schools identify and integrate community resources to strengthen school
programs, family practices and student learning and development.
The second typology-communication permeates other typologies like volunteering,
parent contribution in decision making and school collaboration with the community. Parents
cannot contribute to school’s decision making or incorporate community resources without
knowledge of existence of these resources or the presence of a choice to be made. Schools need
to make parents aware and welcome for them to be able to make that decision to be involved.
This awareness can only be created through communication. It is paramount therefore that
teachers and school managers invest in improving their communication skills and practices if
they hope to involve parents and inevitably improve performance.
This study intends to compare the school-home communication practices of selected
performing and non performing schools in Nyamira district. The impacts of these practices on
parents’ decisions to be involved in school and students’ activities will also be analysed with the
aim of coming up with recommendations for better communication strategies that encourage
parent involvement.
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Two-Way Communication and Parent Involvement
According to Henderson & Mapp (2002) strong partnerships are built by school programs
whose focus is on building respectful relationships with the schools key constituents. Programs
based on respectful relationships are ‘effective in creating and sustaining family and community
relations with schools’ (p. 43). Every relationship is started, sustained or ended through
communication. Hiatt-Michael (2010) posits that the quality of communication determines the
nature of relationships built between schools and parents.
Research supports the positive outcomes of two way communications in getting parents
involved in school activities and student life. Callison (2004) states that, effective
communication between teacher and parents leads to solid relationships that are beneficial to the
efforts of parent involvement. He goes further to define effective home-school communications
as the ‘two-way sharing of information vital to students’ success.’
Two-way communication demands that communicators (in this case teachers and school
managers) go out of their way to find out what publics (parents) feel, need and expect of
involvement programs. If the parent involvement programs are anchored in this knowledge then
the chances of the program’s success are increased. The concept of two-way communication
between an organisation and its stakeholders gained popularity in the 1980s with Grunig and
Hunt’s (1984) proposition of four models for relating with publics. They propose that there are
four roles or models that can be employed in relating to publics. These four modes are:
1. Press agentry/publicity: activities designed to achieve favourable
media attention.
2. Public information: The one-way distribution of objective information about an organisation to a public. This model has frequently been linked with the concept of public relations as propaganda.
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3. Two-way asymmetric: a system that allows an organisation to put out its information and to receive feedback from its publics about that information. However, the organisation does not necessarily respond to that feedback in the way the public has requested. Under this model, an organisation would not change a decision as a result of feedback, but might instead concentrate on putting across its preferred option to publics in a more favourable and effective way.
4. Two-way symmetric: a model that advocates free and equal information flow between an organisation and its publics, leading to mutual understanding and responsiveness. This may result in either the organisation or its publics being persuaded to change their position. But the model is regarded as equally effective if neither group changes, “as long as both communicate well enough to understand the position of the other” (Grunig & Hunt 1984, p. 23).
Out of the four models the two-way symmetrical model has received more debate and
criticisms (Yarbrough,Cameron,Sallot & Mcwilliams 1998). This debate accelerated with the
inclusion of the model in the propositions of the excellence theory of public relations to be
discussed later in this study. The theorists define excellence as the continual profitability of an
organization. Not all profits are in monetary terms; this is especially true for most service
providing organizations. Indicators for this profit in the Kenyan secondary schools include the
number of students the school is able to send to institutions of higher learning. This is a feat only
realized by having students meet the cut off mark pre-set by the Joint Admissions Board (JAB).
According to Grunig & Grunig (2008) excellence in public relations “build(s) quality,
long-term relationships with strategic constituencies”. As seen earlier in this discussion, parent
involvement is heavily dependent on good long- term relationships between schools and parents.
Parents are strategic constituencies of all Kenyan secondary schools because they pay school
fees, which sustain life in the schools. Without parents’ support, secondary schools are doomed
to fail not only academically but in many other aspects as well. The sustenance of the school
system therefore largely depends on parents support. The two-way symmetric model of
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communications and the theory of excellence have a lot to offer to school managers and teachers
in their quest to effectively communicate and build relationships with their strategic constituents.
This section has highlighted the positive impacts of parent involvement in student
achievement. It has also explored the role of two-way communications in building and
maintaining home-school partnerships essential for parent involvement. In addition, the two-way
symmetrical model of communication and the excellence theory of public relations have been
mentioned with regard to their possible contributions to establishing and maintaining good shool-
home relationships.
Some points beg emphasis; maximized school-parent partnership has been listed as a
component of successful schools in Gusii (Otieno, 2009). These relations can be improved
through trust and open two-way communications between schools and parents (Callison 2004;
Patrikakou, Wessberg, Redding & Walberg, 2007; Henderson & Mapp, 2002 and Hiatt-Michael,
2010). It is with this mindset that this research compares the communication practices of the
selected schools in Nyamira district and their impact on parent involvement.
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Statement of the problem
Schools in Gusii districts are underperforming in relation to other Nyanza districts. Poor
school-home relations has been cited (Otieno, 2009) as one of the causes of this
underperformance. Nyamira district is among the worst hit by poor KCSE performance. In the
2009 KCSE results only 40 students out of the 4, 700 candidates who sat for the examination in
the district scored B+ and above, the minimum grade for direct entry to public universities. 326
students scored C+ and above. This dismal performance is an improvement from the 2008 KCSE
exam results when only 24 candidates scored B+ and above (Nation team, 2010).
It is noteworthy that even in these seemingly poor performing districts some schools have
managed to record high numbers of university probables than their counterparts with the same
facilities within the same districts. These schools- Nyambaia Boys high school and Sironga girls
usually share the bulk of the university probables with the rest having one or two students
managing a grade that can earn them entry into public university.
The performing schools and non-performing schools practice home-school
communications to inform parents of their children’s progress. This exchange of information
between schools and homes is a type two parent involvement process. This study seeks to find
out whether the communication practices employed by the perfoming and non-perfoming
schools differ and whether these differences impact on parent involvement.
Purpose of the Study
This study intends to identify and compare the home-school communication practices of
performing and non-performing schools of Nyamira district with the aim of establishing whether
the differences (if any) in communication impact parent involvement.
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Rationale for the Study
Scholars have researched on the causes of the severe underperformance of Nyamira and
the larger Gusii the region relative to other parts of Nyanza (Nyambega, A.R. 1996; Onwong’a
G.M. (1996; Nyakundi, G.M. & Otieno, T. 2009). Few of these scholars however have gone
back to dissect the specific issues that they found to have caused poor performance. In issue
management it is not enough that one just identifies an issue. More important than identification
of an issue is its understanding and the people affected by the issue. This understanding helps
stakeholders to come up with plans, strategies and mitigation measures for the identified issue.
This delves the communication element of school-home partnerships In addition; no home-
school communication research based on data from Kenya exists. This study will contribute to
the existing knowledge of communication and education.
Significance of the Study
This study will be significant in promoting the instruction of teachers on school-home
communications and by extension better performance of students and motivation of teachers.
This study will also be beneficial to teachers, school managers and all educational stakeholders
at large when choosing when, how and what to communicate to parents to encourage their
involvement. By understanding the informational needs of the parents and benefits of school-
home partnerships and the role communication plays in these partnerships both performing and
nonperforming schools will be one more step towards excellence. Moreover, findings from this
research and others that it may trigger can be used to lobby for the inclusion of specific home-
school communication modules in teacher training syllabuses.
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Last, this study will be helpful to the education and communication professionals in
Kenya by informing them in the area of school-home communication management and school-
home stakeholder management and strategies. It will also serve as a future reference for
researchers on the subject of school-home communications, corporate communications and
stakeholder management for secondary schools. Most importantly, this research can form the
basis for the crafting of a home-school communications strategy for the individual schools
understudy or the whole of Nyamira district under the auspices of the District Educational
Offices.
Limitations and Delimitations of the Study
This study is delimited to six schools in Nyamira District. This delimitation is put in
place to allow for the indepth study and understanding of home-school communication practices
within the district. These schools will be randomly selected to decrease biasness and increase
validity of the findings.
Second, the study focuses on home-school communication as an element of home-school
partnerships. Home-school partnership is one among the many factors that influence the
performance of students. This choice is based on the researcher’s academic and professional
experience.
Student performance is a theoretical construct that is difficult to define. Different scholars
define performance differently and these definitions focus on different aspects. This study will be
limited to the definition of student performance based on aggregate scores in the Kenya
Certificate of Secondary Education examination.
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Some qualitative method will be utilised in this study therefore the findings will be
limited to any ambiguities. These ambiguities will be recognised in the reporting and analysis of
the data collected.
Another limitation is external validity. The findings cannot be generalised to all
secondary schools in Nyamira or even all performing and performing cases in the schools
studied. In addition, the results will be limited to the honesty of the participants and their non-
biased participation.
Assumptions of the study
This study is based on the following assumptions:-
1. That there exists communications between the selected schools and their key constituents
(parents).
2. Given the fronting of two-way communications as the better method of organizational
communication and home-school communication, this study assumes that two-way
home-school communication is the most effective means of engaging parents in the
selected schools.
3. The study is also based on the assumption that participants will be willing to participate
in the study and will respond to the questions honestly and in a manner that does not bias
the study results. This assumption is based on the importance of this study to its
stakeholders.
4. This study assumes that the study will be relevant to stakeholders because
communication is the basis of relationships and school-home partnerships which have
been associated with positive outcomes for students.
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Definition of terms
The following terms used in the study have been defined as follows:
Parent involvement
The definitions of parent involvement are often deconstructed to reflect Epstein’s six
typologies of parent involvement (Henderson & Mapp 2002). This study defines parent
involvement as those programs and practices initiated by teachers and school managers to
encourage families’ active input in school and student activities.
Achievement
The definition of student achievement is complex and may be based on numerous aspects
of achievement. This study limits its bases its definition of student achievement on the
performance of schools and individual students in the Kenya Certificate of Secondary Education.
The decision of this base for the definition is made due the measurability of this aspect of
achievement in relation to other aspects that are hard to measure and require observation of the
individual for long periods of time.
This limitation however does not take away from the fact that the purpose of education is
to better an individual intellectually with the hope that with this intellectual improvement the
individual will also improve their life and those around them. The educational purpose therefore
is not geared towards the mind as much as it is towards the production of a well rounded
productive individual fit for the work place and the society he/she lives in.
Communication
For the purposes of this study, communication refers to the strategic transfer of meaning
from one party to another. The key words in this definition are ‘strategic’ and ‘meaning’. For
communication to have taken place therefore, that the intended meaning has to be identical to the
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actual meaning perceived. This transfer of meaning has also got to be intended to aid in the
achievement of a school’s academic goals.
School-home communication
School-home communication is communication initiated by a school to the homes of the
school’s student body.
Excellence
In defining excellence Grunig & Grunig (2008) discuss a definition put forth by Peters
and Waterman (1982) who define excellence (in organizations) as ‘having been continuously
profitable’(p.277). Grunig and Grunig’s definition of organizational effectiveness goes beyond
profits to look at how these profits were reached at. They define organizational effectiveness as
achievement of organizational goals that are set in partnership with the organizations key
constituents. These goals are not only to be set participatorily but they must cover both the
organizations needs and interests but also those of their strategic constituencies.
For the purposes of this study excellence is defined as having been continuously in a top
ten position in KCSE results in Nyamira district. The most excellent school would have achieved
this with the involvement of parents in setting a school’s academic targets and pass marks for
moving from one class to the next.
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References
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Clark, R. (1983). Family life and school achievement: Why poor black children succeed or fail. Chicago, IL: The University of Chicago Press.
Darling-Hammond, L., Davies, S., LaPointe, M., & Meyerson, D. (2005). School Leadership Study: Developing Successful Principals. Stanford, CA: Stanford Educational Leadership Institute
Epstein, J.L. (1987). Parent involvement: What research says to administrators. Education and Urban Society. 19 (2), 119-135.
Epstein, J.L. (1995). School/ family/community partnerships-Caring for the children we share. Phi Delta Kappan. 76(9), 701-712.
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NATION Team, (2010, March 4) Dismal run in KCSE continues in Nyamira. Daily Nation. Retrieved from http://www.nation.co.ke/
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Nyambega, A.R. (1996). Causes of poor academic perfomance amongst secondary schools in Rigoma Division, Nyamira District. (Unpublished Post Graduate Diploma in Education thesis). Kenyatta University, Nairobi, Kenya.
Onwong’a, G.M. (1996). Factors that influence poor performance in KCSE examination: Acase study of Rigona Division, Nyamira District. (Unpublished Post Graduate Diploma in Education thesis). Kenyatta University, Nairobi, Kenya.
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Patrikakou, E. N., Wessberg, P.R, Redding, S. & Walberg (2007). School-family partnerships: Enhancing the academic, Social and emotional learning of children. In Patrikakou, E. N., Wessberg, P.R, Redding, S. & Walberg, J. H. (Eds.). School-family partnerships for children's success. Columbia University, NY :Teachers College press.
Van Wyk, N. & Lemmer, E. (2009) Organising Parent involvement in SA schools. Cape Town S.A :Junta & company limited.
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