Beyond Re-Entry: How Parental Income Shapes Teen Mothers’ Academic Engagement in Vihiga County Public Day Secondary Schools, Kenya
Opingo Hellen Isutsa – Masinde Muliro University of Science and Technology
Nganyi Jason – Masinde Muliro University of Science and Technology
Kageha Zilpah – Masinde Muliro University of Science and Technology
Orcid IDs: 10009-0004-5764-7005,
20000-0002-4685-7152,
30000-0002-7378-4809.
Abstract: Secondary education is essential for developing the knowledge and skills required for lifelong learning and future employment. Despite Kenya’s School Re-Entry Policy, many teen mothers continue to experience barriers to effective participation in academic programmes, particularly in resource-constrained households. This study examined the relationship between parental income levels and teen mothers’ participation in academic programmes in public day secondary schools in Vihiga County, Kenya. A correlational research design was adopted, involving 220 teen mothers drawn from an estimated population of 550 using purposive snowball sampling. Data were collected using structured questionnaires. ANOVA results indicated a significant difference in participation across household income groups, F(3, 216) = 7.82, p < .001. Multiple regression analysis indicated that 41.2% of the variance in teen mothers’ participation was explained after controlling for age, self-motivation, peer stigma, and school-based support services (R² = .412, F = 29.64, p < .001). The study concludes that higher parental income significantly enhances teen mothers’ participation in academic programmes. The study recommendsstrengthening household economic support through targeted bursaries, social protection programmes, and school-based assistance to enhance participation and improve learning outcomes among teen mothers.
