Influence of socio-cultural and school environment factors on the implementation of gender parity strategies in public primary schools in Kajiado county: a case of Isinya sub-county

Abstract

The Global initiative of education for all to which Kenya is a signatory promotes gender parity in schools. However, despite the initiative and government attempts to improve gender parity in primary schools, gender disparities still exists. This study was an attempt to investigate the factors that affect the implementation of gender parity strategies in primary schools in Kajiado County. Specifically the study investigated social, cultural, economic and school environment factors affecting the implementation of gender parity strategies in public primary schools. The study will use a descriptive survey design. The study targeted primary teachers, head teachers, quality assurance officer and the District Education Officer (DEO) in Kajiado district, with the sample size derived from a population of 290 teachers, 24 head teachers, one quality assurance officer and one DEO. The study sample was 186 and this included 165 teachers, 19 head teachers, 1 DEO and 1 quality assurance officer. The study used stratified sampling, simple random sampling and purposive sampling to collect data from target sample. Pilot test was carried out to establish the validity and reliability of the research instruments. Questionnaire and informant guide were used in the study to collect data. The data collected was edited and analyzed using SPSS and content analysis. Data was analyzed through frequencies, percentages, themes and cross tabulation. The results were presented through tables, frequencies, percentages and themes. The findings of the study revealed that majority of the teachers believe that individual factors (62.1%), home based factors (82.8%), traditional practices (83.5%) and school based factors (73.8%). The study findings also indicate that minority of respondents believe that lack of involvement of parents and lack of funds for supervision are also factors that affect the influence the implementation of gender parity strategies. The study concludes that individual factors, home based factors, school based factors, traditional practices and economic factors are factors which influence the implementation of gender parity strategies. The study recommends that there is need for all stakeholders’ involvement in addressing the factors that affect the implementation of gender parity strategies in schools. Finally there is need for comparative studies on factors affecting gender parity in both urban and rural schools.