The Influence of School-Community Linkages on Child-Friendly Schools Implementation Process in Primary Schools in Kenya

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The concept of child friendly schools (CFS) was developed by the United Nations Children’s Education Fund (UNICEF) in partnership with the Ministry of Education to improve the education of Kenyan children. The study was an analysis of the socio-administrative influence on child friendly schools implementation process in Uasin Gishu County. This paper examines the role of head teachers in promotion of community linkages to enhance CFS implementation process. The study was anchored on Krovets Resiliency Theory of 1998. The study adopted the pragmatic research paradigm and the survey design. From 338 public primary schools, proportionate sampling was used to select 103 schools. This constitutes 30% of the total number of public primary schools in the area of study. The respondents were head teachers, class seven class teachers and 10% of class seven pupils in selected schools. Quantitative data was analysed by use of descriptive statistics that included frequencies and percentages. The hypotheses were tested by use of Pearson Correlation Coefficient. Qualitative data was organized into themes and described by use of narratives and reports. The study established a relationship between the head teachers’ promotion of community linkages and enhancement of CFS implementation process. The findings of the study will be useful to the head teachers of primary schools, the MOE, MOH, UNICEF and other education support institutions.