Parenting Styles as Determinants of Pupils’ Academic Performance in Primary Schools in Dodoma Region, Tanzania

Abstract

The purpose of this study was to assess the parenting styles as determinants of pupils’ academic performance in primary schools in Tanzania. The study was guided by two research questions namely: What are the main parenting styles used by parents in Dodoma region? and What is the contribution of parenting styles on pupils’ academic performance? Data were collected from 136 participants consisting 4 head teachers, 4 academic teachers, 64 pupils and 64 parents. Whereas qualitative data were analysed using thematic analysis, quantitative data were analysed using SPSS version 21. The findings showed that the most dominant parenting styles used by parents were indulgent followed by authoritative and authoritarian parenting styles. It was also found that while indulgent and authoritative styles had positive contribution on pupils’ academic performance, authoritarian and uninvolved had negative contribution. It was further found that despite the contribution of indulgent and authoritative parenting styles in improving academic performance, they enhanced cooperation and discipline among pupils, enabled the parents to be familiar with the needs of their children and to understand the children’s behaviours. The study recommends, among other things, a need for parents and teachers to maintain cooperation to help children academically.