Renting styles and students’ performance in secondary schools in cattle corridors of Uganda a case of Ntoroko district.

Abstract

The purpose of the study was to examine the influence of parenting styles on students’ performance in secondary schools in the cattle corridors of Ntoroko District, Uganda. The objectives were to examine the relationship between authoritative parenting style and students’ performance in selected secondary schools, to assess the relationship between authoritarian parenting style and students’ performance in selected secondary schools the cattle corridors and to analysse the relationship between permissive parenting style and students’ performance in selected secondary schools the cattle corridors. The study adopted a cross-sectional research design and employed a mixed method research approach. Simple random sampling and purposive sampling were used to select 127 respondents who were drawn from a population of 186 individuals. A self-administered questionnaire and interview guide were used to obtain data from respondents. Results for objective one showed a positive and significant relationship between authoritative parenting style and students’ performance (r (92) = .493, P=0.000) which means that effective authoritative parenting style leads to improved students’ performance in Cattle corridors in in Ntoroko District. The results for objective two showed a positive and significant relationship between authoritarian parenting style and students’ performance (r (92) = .382, P=0.000) which means that effective authoritarian parenting style leads to improved students’ performance in Cattle corridors in in Ntoroko District. And the results for objective three showed a positive and significant relationship between permissive parenting style and students’ performance (r (92) =.298, P=0.000) which means that effective permissive parenting style leads to improved students’ performance in Cattle corridors in in Ntoroko District. Under objective one, the study recommended that the MoES should support secondary school administrators in designing structured after-school programs that reinforce clear rules, routines and academic expectations emphasized by authoritative parenting. Under objective two it was recommended that the NCHE should support teacher training institutions to design modules that enable teachers to implement classroom activities fostering student autonomy. Under objective three it was recommended that the DEO should facilitate mentorship programs through school counsellors that focus on self-discipline, time management, and goal setting. Such programs help learners internalize motivation and establish consistent routines, counteracting the effects of lenient or permissive parenting styles.