Influence of Parental Educational Background on Students' Behaviour in Public Secondary Schools in Njiru Sub-County, Nairobi County

The study aimed to examine the extent to which the educational background of parents influences student behavior in public secondary schools in Njiru Sub-County, Nairobi County, Kenya. The research was anchored in Ajzen’s Theory of Planned Behaviour and employed a mixed-methods approach, combining cross-sectional and phenomenological designs. The target population included 1,650 Form Three students, 15 public secondary schools, 350 teachers, 15 principals, and one sub-county director of education. Using purposive, simple random, stratified random, and systematic sampling techniques, a sample of one sub-county director, ten schools, ten principals, 85 teachers, and 165 students was selected. Data collection instruments included questionnaires, in-depth interview guides, and focus group discussions. The instruments were validated for content, and their reliability was confirmed through Cronbach’s alpha. Quantitative data were analyzed using descriptive statistics, while qualitative data were coded and categorized for thematic analysis. Ethical standards were strictly observed. The findings revealed that parental educational background significantly affects student behaviour in public secondary schools. Higher levels of parental education and consistent parenting practices were linked to better student conduct. The study recommends implementing initiatives such as regular parent-teacher meetings, practical parenting workshops, and proactive parental engagement programs to enhance the positive influence on student behaviour. Key Words: Principals, Teachers, socioeconomic, Parenting, and Behaviour.