SCHOOL INSPECTION EFFICACY AND MANAGERIAL EFFECTIVENESS IN PUBLIC PRIMARY SCHOOLS IN NAKASONGOLA DISTRICT - THE CASE OF NAKASONGOLA TOWN COUNCIL AND WABINYONYI SUB-COUNTY, UGANDA

Authors

  • Charles Dickens Serunjogi Dr., Dean, School of Education, Bugema University, Uganda

DOI:

https://doi.org/10.46827/ejes.v9i6.4365

Keywords:

psychological factors, predisposing lateness, school

Abstract

The study focused on school inspection and managerial effectiveness in government-aided primary schools in Wabinyonyi sub-county and Nakasongola Town Council in Nakasongola district, Uganda. Two study objectives guided the study thus; (i) To assess the efficacy of school inspection in Wabinyonyi sub-county and Nakasongola Town Council (ii) To examine the influence of school inspection on school effectiveness in Wabinyonyi sub-county and Nakasongola Town Council. A descriptive study design using a mixed-methods approach was employed. The study population comprised of headteachers and teachers from the 19 government-aided primary schools in Wabinyonyi sub-county and Nakasongola Town Council plus the inspectors of schools at the district headquarters. The study sample included 19 headteachers, 154 teachers and 2 school inspectors. The school inspectors and headteachers were selected purposively while the teachers were selected using a simple random technique. To collect quantitative data, closed-ended questionnaires were administered to teachers. Focus Group Discussions (FGDs) and interview guides were employed to collect data from headteachers and school inspectors respectively. Quantitative data were presented using descriptive statistics while content and thematic analysis techniques were used to analyse qualitative data. Results revealed that inspection efficacy was rated to be good in some quality indicators as evidenced by the ability of the inspectors to assess the appropriateness of teaching/learning, the effective assessment of teacher preparedness and planning, and the effective assessment of reports on the quality of school facilities. The inadequacies in school inspection included inspectors’ lack of in-depth knowledge of specific subjects and the inability by the inspectors to mentor headteachers in leadership. The study also revealed that school inspection had a significant influence on school effectiveness and this was manifested in the improvement in the teaching and learning process, improvement in the level of teacher preparedness/planning and improvement in the utilization of school resources.

 

Article visualizations:

Hit counter

Author Biography

  • Charles Dickens Serunjogi, Dr., Dean, School of Education, Bugema University, Uganda
    Dr. Serunjogi Charles Dickens is the Dean of School of Education, Bugema University, Uganda. He holds a PhD in Educational Management from Nkumba University in Uganda. He has research interests in higher education, primary education, management development, instructional leadership, strategic management, sociocultural studies and educational administration and leadership.

References

Ehren, M. C. M and Honingh, M. E. (2011). Risk-based School Inspections in the Netherlands; A critical Reflection on Intended Effects and Casual Mechanisms. Studies in Educational Evaluation 37(4) 239-248

Ehren, M. C. and Visscher, A. J. (2006). Towards a Theory on the Impact of School Inspection. British Journal of Educational Studies, 54(1), 51-72

Early, P. (1991). The New Productivity challenge. In Harvard Business Review 68(1), 69

Chapman, C. (2001). Unlocking the Potential; Inspection as a Mechanism for School Improvement, London; SAGE Publications.

Fox, W. and Bayat, M. S. (2014). A guide to Managing Research; Juta, Cape Town.

Hargreaves, A. (2010). Understanding Teacher Development, London, Cassel.

Vanhoof, J. and Van Petegem, P. (2007). Matching Internal and External Evaluation in an Era of Accountability and School Development; Lessons from a Flennish Perspective. Studies in Educational Evaluation 33(2), 101-119.

Macharia, S. and Kiruma, N. S. (2014). What ails School Inspection in Uganda? Reflections, Experiences and Emerging Issues; International Journal of Education and Research 2(3), 1-2

Matthews, P. and Smith, G. (1995). OFSTED. Inspecting Schools and Improvement through Inspection. In Cambridge Journal of Education 25(1), 23-34.

Neave, G. (1987). Accountability in Education; The Economics of Education Research and Studies; pp.70-79 Oxford Pargamon.

Ololube N. P. (2014). School Inspection Impact on Teachers’ Productivity and Teacher Education and Effective Educational Supervision Programmes in Nigeria. International Journal of Scientific Research in Education 7(1), 91-104

Penninckx, M., Vanhoof, J., De Maeyer & Van Petegem, P. (2014). Exploring and Explaining the Effects of being inspected; Educational Studies, 40(4), 456-472

Sembirige, P. (2009). The Role of the District Inspectors in Improvement of Primary Schools’ Teaching in Selected Primary Schools in Mukono District; A case of Mukono and Buikwe Counties; School of Education Makerere University, Kampala.

Van Bruggen, J. C. (2010). Inspectorate of Education in Europe. http://www.sici-inspectorates.eu/members/comparative-analyses/inspectorates-of-education-in-Europe

Wanzare, Z. O. (2002). Rethinking School Inspection in the Third World; The Case of Kenya. Educational Management, Administration and Leadership 30(2), 213-229

Webb, R., Vulliamy, G., Hakkinen, K. and Hamalainen, S. (1998). External Inspection or School Self-Evaluation? A comparative Analysis of Policy and Practice in Primary Schools in England and Finland. Bristish Educational Research Journals 24(5), 539-556

Wilox, B. (2000). Making School Inspection Visits More Effective; The English Experience, UNESCO.

Downloads

Published

2022-07-05

Issue

Vol. 9 No. 6 (2022)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).