Parenting styles and the academic performance of pupils in Kinyakairu primary school in Kagadi district, Uganda.

Abstract

The focus of the study was to establish the influence of parenting styles on Pupils' academic performance in Kinyakairu Primary School in Kagadi District. The study was guided by the following objectives; to determine the influence of authoritative parenting style on the academic performance of pupils in Kinyakairu Primary School in Kagadi District, to establish the influence of authoritarian parenting style on the academic performance of pupils in Kinyakairu Primary School in Kagadi District and to determine the influence of permissive parenting style on the academic performance of pupils in Kinyakairu Primary School in Kagadi District Literature was reviewed based on the study objectives. The researcher adopted across sectional survey research design, where purposive sampling technique was used and 210 respondents were sampled from the target population of 460 respondents. Data was collected using the self-administered questionnaire and interview guide and data was analyzed inform of percentages and frequencies. The study findings revealed that the majority of respondents generally agreed that under an authoritative parenting style, parents and teachers guide the activities and decisions of the children through reasoning and discipline. They also noted that parents and teachers consistently encourage verbal exchange whenever they perceive rules and restrictions as harsh. Furthermore, it was observed that once family and school policies had been established, parents and teachers typically do not discuss the rationale behind these policies with the children. Additionally, the study indicated that, under an authoritarian parenting style, the majority of respondents generally disagreed. They expressed that even if children do not agree with parents and teachers, they do not believe it is for the child's own good to force them to conform to what is perceived as right. They also disagreed with the notion that parents and teachers allow children to question decisions. Respondents further disagreed with the expectation that children should comply immediately without asking questions when given instructions. Furthermore, the study findings underlined that, within a permissive parenting style, the majority of respondents generally agreed. They indicated that most parents and teachers feel that in a well-run environment, children should have a say in family and school matters as frequently as parents and teachers do. On the other hand, respondents disagreed with the idea that children always feel the need to make their own decisions, even if it conflicts with what is desired. Lastly, they agreed that pupils understand the importance of adhering to established rules and regulations simply because they have been set by an authority figure. In conclusion, the study emphasizes that children are nurtured according to prevailing parenting norms in their homes, starting from birth. This process continues throughout their lifetime, with occasional interruptions when they attend school and interact with fellow learners. Parents play a pivotal role in their upbringing, as they are the primary figures with whom children interact immediately upon birth and during the early stages of their lives, observing and emulating their way of life. The study offers recommendations. Firstly, it suggests that parents adopt an authoritative parenting style, which fosters a conducive environment for the children's development. This approach helps mold them into individuals who can thrive within the current education system, enabling the acquisition of valuable skills and knowledge. Additionally, the study advocates for motivation strategies employing both intrinsic and extrinsic motivators. This may involve expressing gratitude to pupils, acknowledging their achievements during assemblies, and providing other forms of recognition. These practices stimulate intrinsic motivation by fueling the pupils' curiosity. Moreover, fostering healthy competition, acknowledging excellent performance, and offering subsequent praise can significantly enhance the teaching process