Examining The Status of Parental Involvement in Preventing Students Dropout in Secondary Schools in Nyasa District, Tanzania

This study was grounded from the Tinto’s students’ retention theory to examine the status of parental involvement in preventing students’ dropout in public secondary schools in Nyasa District, Tanzania. The mixed methods research approach was adopted, grounded in the pragmatism paradigm. The study employed a convergent parallel design. Data were collected through questionnaires and interview methods from a sample size of 147, which included parents, teachers, Village executive officers (VEOs), heads of schools and District Secondary Education Officer (DSEO). The findings revealed that there was low parental involvement in preventing students’ dropout, as there was poor parental responses in monitoring students’ behaviors and attendance, attending parent-teachers meetings, provision of school requirements on time and poor close parent-teacher relationship in public secondary schools. The study concluded that there is low parental involvement in preventing students’ dropout in public secondary schools. Lastly, it was recommended that parents to establish close and strong relationship with teachers in order to improve their engagement preventing students’ dropout in public secondary schools.