Abstract
The study examined inspection practices in secondary schools in Western Uganda. Towards achieving this objective, a Concurrent Triangulation Mixed Methods Design, involving questionnaire survey and interview, with a total of 399 participants in the categories of teachers, head teachers, school inspectors from 36 secondary schools in four districts of Western Uganda, was adopted. Quantitative data to test the resultant hypothesis were analysed using Chi Square Goodness of Fit Test while qualitative data were analysed using Qualitative Content Analysis. The study revealed that inspection practices in secondary schools were perceived as largely ineffective. The study concluded that despite the value attached to school inspection in the theoretical, political, and institutional and policy debates, inspectors continue to think and act according to the traditional notions of school inspection as evidenced by practices hinged on control. The major implication of the study is that understanding the practices before, during and after school inspection will allow policy makers, inspectors, teachers and headteachers to design better practices and benefit from them. The study also proposes a theoretical model for effective school inspection that requires further research and measurement to determine its validity so that lessons can be learnt that can assist inspectors in the future.
Highlights
School inspection in Uganda is a legacy of the colonial rule that has undergone several transformations from the 1920s to date
The study concluded that despite the value attached to school inspection in the theoretical, political, and institutional and policy debates, inspectors continue to think and act according to the traditional notions of school inspection as evidenced by practices hinged on control
In July 2001, Education Standards Agency (ESA) in Uganda was set up as a semi-autonomous body beginning with a thin staff at the headquarters, following the recommendations made in the Policy Review Report of 1989 and adopted in the Government White Paper on Education of 1992 to replace the central inspectorate
Summary
School inspection in Uganda is a legacy of the colonial rule that has undergone several transformations from the 1920s to date. Support services like inspection to improve the effectiveness of teaching have become a focus for many countries, which has seen the inspection system restructured to ensure quality education service provision (Ali, 1998; Education Standards Agency, 2006a; Government of the Republic of Uganda, 1992; Lugujjo, 2008; Ministry of Education and Sports (MoES), 2000, 2017, Ministry of Education and Sports, 2004, 2008; Winkler, Sondergaard, Nannyonjo, Habyarimana, & Shkaratan, 2008). In July 2001, Education Standards Agency (ESA) in Uganda was set up as a semi-autonomous body beginning with a thin staff at the headquarters, following the recommendations made in the Policy Review Report of 1989 and adopted in the Government White Paper on Education of 1992 to replace the central inspectorate. The new structure, was a paradigm shift from general inspection to subject teacher inspection in the hope of enhancing the quality of teaching and raising achievement standards of learners in secondary schools. The study proposes an inspection model that may help in restructuring the inspection system
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