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Influences of Parental Engagement on Students’ Educational Outcomes in the Secondary Schools of Wolaita Zone, Ethiopia

Hankebo DD, Beka MB, Dabara DD, Giday WG · 8 Sept 2026

Abstract

Abstract Parental engagement is essential in fostering the academic success of students; however, there is little knowledge about its different forms, contexts, and ways of improving it in secondary schools in Ethiopia. The current study sought to investigate parents' views on parental engagement and its influences on the academic success of their children in secondary schools of the Wolaita Zone of Ethiopia. Using the framework of Bronfenbrenner's Ecological Systems Theory and Epstein's School, Family and Community Partnerships Framework, the current study examined the effects of parents' demographic and socio-economic variables on their involvement in students' learning process, the forms of engagement, the context of engagement, and ways of improving family-school partnership. An embedded mixed-methods research design with a focus on qualitative inquiry was adopted. Data was gathered from 133 parents using questionnaires that had both open and closed questions. The qualitative data were analysed using thematic analysis technique, and the quantitative data were analysed using descriptive statistical methods. These findings indicate that parent engagement is a multifaceted process that consists of providing education at home, participating in school activities, parent-teacher interaction, provision of learning materials, and continuous monitoring of the progress and behaviour of their children at school. Parents who were younger, more educated, and had professional employment were found to be more involved in school-related activities, while older parents provided emotional and moral support to their children. Poverty, unemployment, scarcity of educational resources, ineffective school management, inefficient communication channels, and lack of commitment by teachers were identified as some of the key obstacles that hampered parental engagement in secondary schools. Some of the suggested solutions included improvement in partnerships between homes and schools, teacher accountability, provision of tutoring and counselling services, availability of educational resources, mobilisation of the local community, enhancement of library facilities, and educational leadership.