Parental Involvement in School Decision-Making and Learner Agency in Public Day Secondary Schools in Nairobi County, Kenya

Parental involvement in school decision-making plays a pivotal role in shaping educational governance, institutional climate, and learner agency within secondary education. Grounded in Epstein’s Overlapping Spheres of Influence Framework, Bronfenbrenner’s Ecological Systems Theory, and Vygotsky’s Sociocultural Theory, this academic article examines the empirical literature and field data regarding the influence of parental decision-making on academic outcomes and learner agency among Form Four students in public sub-county day secondary schools in Nairobi County, Kenya. Adopting a convergent mixed-methods research design across 25 public sub-county (day) secondary schools (N = 18,641) learners; (n = 392) learners, (n = 196) parents, (n = 47) Heads of Departments, (n = 25) principals, (n = 25) Board of Management members), the study generated both quantitative survey metrics and qualitative thematic insights. Data were collected using questionnaires, interview guides, and document analysis. Validity was ensured through expert review, reliability through Cronbach’s alpha and the split-half technique, and trustworthiness through triangulation and member checking. Quantitative data were analysed using descriptive and inferential statistics in SPSS (v27), while qualitative data were analysed thematically using NVivo. Ethical considerations were strictly observed. Pearson correlation analysis revealed a statistically significant positive association between parental participation in school decision-making and learner academic achievement (r = .418, p < .001). Multiple regression modelling further established that parental involvement in decision-making is a positive, statistically significant independent predictor of academic achievement (B = 0.441, beta = .168, t = 3.221, p = .001), leading to the rejection of the null hypothesis. Qualitative evidence demonstrates that parental inclusion in governance structures (Boards of Management and Parent-Teacher Associations) fosters institutional transparency, strengthens home-school partnerships, and enhances informal learner agency, self-regulation, and academic accountability. However, participation remains constrained by socioeconomic pressures, demanding work schedules, and communication gaps. The article concludes with strategic recommendations for institutionalizing inclusive governance and building capacity for sustainable family-school partnerships in urban public education. Key terms: Parental Engagement; School Decision-Making; Learner Agency; Learner Autonomy; Academic Achievement