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The Kenyan Government in her partnership policy intends to promote the relationship between parents, teachers and the community in enhancing children´s education. This will be possible if: First, parent-teacher partnerships were enhanced in Epstein´s six modes of involvement and partners´ roles were defined; second, varieties of techniques were employed; and finally, factors that relate to parent-teacher partnerships were appreciated and catered for. A parent-teacher partnership in Kenya was found to be low. Local researches in Kenya reveal minimum levels of parent-teacher partnership in primary and secondary schools. Studies show that the role of the community and parents was low and seemed to be restricted to the provision of finances and facilities. The purpose of this study was to explore parent-teacher partnerships and strategies used to promote these relationships in pre-schools. The study was done in Uasin Gishu District. Epstein´s Family, and Community Partnerships theory, Dunst, Johanson, Rounds, Trivet and Hamby´s Family Enabling Empowerment Model and Hoover-Dempsey and Sandler´s Model of Parental Involvement, guided it. This study used an Ex Post Facto design.

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Peter Kibet Koech was a teacher at Ndalat Gaa Girls high school and St. Josephs High school-Githunguri for over 8 years. He received his Bachelor of Education (B.ED) from Moi University and Master of Education (M.ED) from University of Northern Iowa (USA). Also, he has PH.D from Kenyatta University.

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