PARENTING STYLES, SELF-ESTEEM AND ACADEMIC PERFORMANCE IN SCIENCES IN UGANDA: A CASE OF SELECTED SECONDARY SCHOOLS IN KABALE DISTRICT.

Abstract

Background The root cause of this underperformance is intricately linked among other things to the influence of parenting styles on children's self-esteem, subsequently impacting their academic achievements. The study aims to assess the relationship between permissive parenting styles and academic performance in the sciences among high school students in Kabale District. Methodology A cross-sectional design in which a sample of 201 respondents was that consisted of both male and female students from the selected secondary schools. A simple random sampling technique was employed in both the selection of schools and participants. The study applied Pearson product-moment correlation to examine the relationship among the variables. Results The grand mean for all items related to permissive parenting was 2.84. A considerable proportion of respondents (M = 2.13, SD = 1.37) expressed disagreement with the notion that their parents encounter difficulties when disciplining them. A significant number of participants (M = 3.36, SD = 1.39) exhibited uncertainty regarding whether their parents expected them to adhere to certain expectations solely out of respect. The majority of respondents (M = 4.04, SD = 1.05) agreed that their parents usually provided clear instructions about what they wanted them to do and how they expected them to do it. Concerning the directiveness of their parents' desires, respondents were unsure (M = 3.01, SD = 1.42), yet they acknowledged that their parents allowed their opinions on family matters (M = 2.42, SD = 1.18). Conclusion There is a statistically significant positive relationship between Permissive Parenting and Academic Performance. Recommendations Parents and caregivers should focus on praising effort, progress, and personal growth rather than solely on achievements.