INFLUENCE OF PARENTS’ SOCIO-ECONOMIC STATUS ON ENROLMENT OF LEARNERS IN PRE-PRIMARY EDUCATION IN NAROK SOUTH SUB-COUNTY, NAROK COUNTY, KENYA

Abstract

Enrolment in pre-primary education marks a critical foundation in a child's educational journey. However, despite supportive educational policies, a significant number of children globally remain unenrolled at this level. Unlike primary and secondary education, the management and financing of pre-primary education have largely been left to parents. This study sought to identify the influence of parental income on the enrolment of pupils in pre-primary education. The independent variables were parental income, education level, occupation, and family size, while the dependent variable was pupil enrolment. The study was guided by Parental Involvement Theory and adopted a descriptive survey research design. The target population comprised 1,295 respondents, with a sample size of 306, including 62 head teachers, 122 pre-primary school teachers, and 122 parents. Purposive sampling was used to select head teachers, while simple random sampling was employed for teachers and parents. Data collection instruments included questionnaires and interview schedules. Quantitative data were analyzed using Spearman’s rank order correlation coefficient, while qualitative data were examined using content analysis. The findings revealed a mean score of 2.66, indicating that most teachers agreed parental income significantly influences enrolment in pre-primary schools. Based on these insights, the study recommends that school management collaborate with parents, the community, government, and non-governmental organizations to develop support programs aimed at addressing socio-economic challenges. In particular, initiatives that promote family planning and provide economic support may help parents manage family size and financial responsibilities, ultimately improving access to early childhood education.