The Influence Of Parenting Styles On Pupils’ Academic Performance In Tanzania: The Case Of Primary Schools In Dodoma City Council

ABSTRACT

This study was designed to look at the influence of parenting styles on pupils‟ academic performance in Tanzania specifically primary schools in Dodoma City Council. The study was guided by Baumrind‟s theory of parenting style proposed by Diana Baumrind in 1967. It also employed both quantitative and qualitative data collection methods under interviews and questionnaires. Data were collected from 136 participants consisting of 4 head teachers, 4 academic teachers, 64 pupils and 64 parents. The qualitative data were analysed using thematic analysis whereas quantitative data were analysed using descriptive data analysis technique. The findings showed that the most dominant parenting styles used by parents in Dodoma City were indulgent (76%) followed by authoritative parenting style (71%), and authoritarian (54%). The findings revealed that uninvolved parenting style (10%) was not used by parents in rearing their children. It was also revealed that indulgent and authoritative styles had positive influence on academic performance while authoritarian and uninvolved had negative influence. Additionally, pupils‟ perceptions indicated that their parents practised indulgent, authoritative and authoritarian styles but not uninvolved. It was further revealed that parenting styles especially indulgent and authoritative improved academic performance and led to cooperation, enhanced discipline, enable the parents to be familiar with the needs of their children, to know the behaviours, strengths and weaknesses of children. The study recommends, among other things, a need for parents and teachers to maintain cooperation to help children need to abandon the use of uninvolved parenting style and be responsible for their families. Similary, it is recommended that further studies on the influence of parenting styles on pupils‟ academic performance for wide coverage and at secondary education.