Education Inspectors Research Articles

Identifying the key success factors for the adoption of mobile learning

There is evidence that sustainability and efficiency are challenges for mobile learning adoption methods. The objective of this study is to identify, categorize and evaluate the critical factors that shape the adoption and sustainable use of mobile learning.. The study will investigate the factors that affect mobile learning adoption, how they can be categorized and what is the prioritization of these categories in the context of Catalonia. The research in this study was designed according to a mixed methods paradigm applying a mixed research approach weighted toward quantitative data, including a literature review, a systematic review, and an expert judgement. A total of 361 factors were identified by reviewing 74 studies; twenty-six studies were included in the systematic review; and seven Catalan experts participated in the expert trial, including three school leaders, two university experts and two education inspectors. This study provides a taxonomy to categorize and orchestrate the factors affecting the adoption of mobile learning providing a holistic and coherent vision.. This categorization contributes to improving sustainability in the adoption of mobile learning. Overall, participants prioritize the five categories from the most challenging to the lowest impact as follows: leadership; personal character, attitudes, and ethics; digital literacy; pedagogical; and technological resources. The major limitation of this study is the lack of contextualization of the proposed categorization. Future research should offer different perspectives in order to generalize the results. Findings may vary with technological advances. The findings are expected to be useful both in academia and for school stakeholders as insights for further research and efficient and sustainable mobile learning adoptions.

Teachers' attitude towards quality assurance and standards officers in primary schools in Evurore, Mbeere north sub-county, Embu county, Kenya

Introduction: Since the inception of school inspection in Kenya, the function of Educational Inspectors was hampered by the way inspectors executed their duties thus influencing the attitude of teachers negatively. To reduce the negative perception of teachers new practices and innovative ideas have been established through the Directorate of Quality Assurance and Standards (DQAS). Purpose: This study aimed at finding out if teachers' attitudes have changed towards Quality Assurance and Standards Officers (QASO) since of new name and mandate Methodology: The study used a descriptive survey research design as it was able to obtain persistent and precise information concerning the current phenomena. The sample consisted of 228 statistically sampled using the Yamen formula. A structured and open questionnaire measuring the attitude of teachers was used. To check validity, expert opinion was sought while reliability was ensured at 0.70 using Cronbach Alpha Coefficient. ANOVA and t-test method of analysis was the main statistical methods used to test the three hypotheses. Results: The study established that female teachers had a more positive attitude towards QASO compared to their male counter parts although the difference was not significant. Further, the results revealed that a significant difference exists between more experienced teachers and less experienced teachers with less experienced teachers having a less favourable attitude towards QASO than less experienced teachers. Finally, the study found that teachers who were visited regularly had a positive attitude towards QASO compared to teachers who are not regularly visited or visited few times. In conclusion, teachers have appreciated the role of QASOs in quality education. Recommendations/Classroom Implications: It is recommended that more frequent supervision may improve teachers’ attitude for better teacher classroom performance.

Contribution of a Websig to a Study of the Distribution of Education Staff for Vocational Training in Côte D’ivoire

Education makes it possible to pass from one generation to another, the culture necessary for the development of the personality and the social integration of the individual. Education contributes closely to the supervision of students and remains the responsibility of educators and education inspectors. But each education staff admits the number of students supported. This number is two hundred and eighty (280) students per educator and one thousand two thousand (2000) per education inspector. Our study aims at taking stock of the adequacy between school enrollment and education staff enrollment from a WebSIG for vocational training schools in Côte d’Ivoire. To achieve this, the methodology adopted led us to use the MERISE analysis method for setting up the database, web programming languages (HTML 5, PHP, CSS, XML and JavaScript), AJAX technology, Apache web server, DBMS (MySQL), Google Maps API. The results from the use of WebSIG highlight the disparity in the distribution of education personnel. These results also show which schools remain in need as well as in excess.

Denetimde Standartlaşma Çabaları: Motorlu Taşıt Sürücüleri Kursu Denetim Rehberi Örneği

The aim of this research is to examine the consistency of the main sections of the motor vehicle driving school inspection guide according to the relevant literature (educational supervision) and legal regulations. In the study, qualitative research approach was conducted and document analysis technique was used. Accordingly, the document prepared for motor vehicle driving courses was handled among the inspection guides published by the Ministry of National Education to ensure standardization of practice and standardization between the head of the inspectors of education. The data of the research were analyzed according to the document analysis technique. Within the scope of the research, the findings obtained from the inspection guide examined on the basis of legal legislation and literature. According to the findings obtained within the scope of the research, it is seen that the legal document referred to in the majority of the guide has been reached and the statement in the guide coincides with the legal basis. On the other hand, according to the legal basis, there are items that are under-stated in the guide. In addition, it was understood that after the publication of the inspection guide, some changes were made in the regulations but these changes were not reflected in the document. When evaluating from the opening of the literature, it was found that evaluation criteria for some items are not included in the inspection guide. Within the scope of the research, it has been suggested that the Ministry of National Education will reflect the updates to be made in the relevant regulations to the inspection guide.

PERCEPTION OF THE TEACHER FUNCTION AND A-MOTIVATION OF THE INSTITUTES IN THE CONSTITUENCY OF THE PRIMARY COURSE AIR-France OF BOUAKE (COTE D'IVOIRE)

The aim of this study, which is taking place in the territorial jurisdiction of the Inspectorate of Preschool and Primary Education (IEPP) of Bouake d'Air-France, is to assess the link between perceptions of teacher function among teachers and their motivation. The premise behind the study is that perceptions influence teacher motivation. The theoretical anchor of this study is the theory of reasoned action of Ajzen (1991). To test this hypothesis, a sample of 86 teachers was randomly selected and represent 20% of the total number of teachers estimated at 432. The information-gathering techniques are: the documentary research, the questionnaire, consisting of 11 items to be informed and the inventory of motivations at work (EMT-31). The data collected was processed using Excel software. The main findings reveal that teachers have negatively dominant perceptions of their profession and are almost motivated. In addition, a link between "negative perception" and "a-motivation" has been established, although this link is not too strong in relation to the phi contingency coefficient (0.22).

ASSESSMENT AND EVALUATION STRATEGIES FOR BOOSTING TEACHING AND LEARNING IN NIGERIA SECONDARY SCHOOLS

This paper discussed secondary education as well as governments’ rationale for its establishment. The paper also discussed assessment and the various strategies for the assessment of teaching-learning processes at the level. Moreover, the paper discussed evaluation of teaching and learning, and the strategies that could be employed in executing evaluation in schools, with explicit key differences between assessment and evaluation highlighted. In all, the paper concluded that assessment and evaluation are vital procedures for boosting teaching and learning activities in secondary schools in Nigeria; and suggested that assessment and evaluation strategies be enshrined in the secondary school curriculum, teachers be regularly trained and re-trained in the art of assessment and evaluation; government and education ministries should provide the needed tools and instruments for implementing assessment and evaluation of the teaching-learning processes, and education inspectors should frequently visit secondary schools as to ascertain teachers’ level of compliance with government policies on assessment and evaluation.

Análisis de la acción inspectora centrada en la mejora de los logros escolares: Diseño y validación de un cuestionario

La mejora de la calidad del sistema educativo y del éxito escolar en las enseñanzas básicas es un tema ampliamente abordado en la investigación educativa. Sin embargo, apenas se trata el papel de la inspección educativa. Es preciso analizar la contribución de la acción inspectora como garante de la calidad y equidad del sistema educativo. Por ello, este trabajo tiene como objetivo construir y validar una escala para conocer y analizar la opinión de los inspectores de educación andaluces sobre las actuaciones que desarrollan para mejorar los resultados de los logros escolares. Para ello, se diseña una escala de 27 ítems que es aplicada a 118 miembros de los 8 servicios provinciales que componen el servicio de inspección de la comunidad autónoma. La validación del contenido se realiza mediante juicio de expertos, y la validación de constructo agrupa los ítems en 4 dimensiones. Se verifica la fiabilidad mediante el alfa de Cronbach ( .890). El análisis de datos permite comprobar que la escala es un instrumento válido y fiable que permite conocer y analizar la percepción de los miembros del servicio de inspección educativa sobre la labor, centrada en la mejora de los logros escolares del alumnado de las enseñanzas obligatorias.

Work Stress and its Relationship to the Teaching Competencies from the Physical Education Teachers’ Standpoint in the State of Kuwait

This study aims to identify the degree of work stress and its relationship to the teaching competencies from the physical education teachers’ standpoint in the State of Kuwait. The study uses a descriptive approach based on the correlational method. The study population consists of all male and female teachers of physical education in public secondary schools in the State of Kuwait. As for the study sample, it consists of (241) male and female teachers of physical education selected by the stratified random method. Data collection is prepared, and the instrument validity is verified through the validators' validity and the internal consistency, and the instrument reliability is also verified using the Cronbach’s alpha formula. The results show that the degree of work stress for physical education teachers in the State of Kuwait in all dimensions is in the medium degree except for the dimension of “Stresses related to the educational supervisor” which is in the high degree. The results also show that the degree of physical education teachers’ practice of the teaching competencies in the State of Kuwait in all dimensions is in the high degree, except for the Assessment competencies of educational outcomes which is in the medium degree. The results also show that there are negative, weak or very weak correlations between the degree of work stress and its various dimensions on the one hand, and the degree of practicing teaching competencies and their dimensions on the other hand. The study recommends conducting constantly training courses for physical education teachers with short experience to familiarize them with how to face, address and overcome work stresses, along with the necessity of paying attention of the pedagogical inspectors of physical education to work to raise the practice of physical education teachers to the assessment competencies of educational outcomes. DOI: 10.7176/JEP/11-4-08 Publication date: February 29 th 2020

Inclusive Methodological Implementations for Teaching English as a Foreign Language to Students with Dyslexia

Dyslexia is a Learning Disorder with a great impact in every area of the official curriculum, especially those involving the development of communicative competences. This situation is particularly acute in relation to the first foreign language area: English. This language is increasingly widespread in our classrooms as a result of the establishment of bilingual schools. Despite the general methodological adaptation applied within the subject of English as a foreign language, when there are students with special educational needs in the classroom no specific adaptations are usually carried out. Furthermore, the existing guidelines and protocols provided by educational inspectors are rarely, if ever, applied. The intention of the current research is to compile the range of methodological measures established by educational inspectors, as well as other professionals, with the aim of providing the best education to students with special educational needs in an inclusive way. For the purposes of this research, we analysed three case-studies involving three different students with learning disabilities. We conducted interviews not only with parents, but also with other students and teachers, in order to better understand what are the perceptions about the topic and the effectiveness of the learning adaptations applied. We recommend the adoption of some of the measures proposed by the interviewed professionals. Among these, using special lettering or breaking down the texts to be read into smaller sentences are proving ones of the most effective.

El papel de la inspección de educación en los procesos de innovación educativa

The role of the Educational Inspection in relation to innovation has historically supposed a complex role to assume due to the functions assigned to it and the way in which they are developed. In this article we will try to provide, based on a brief tour of the historical development and the current reality of the Education Inspectorate in Spain and Europe, a proposal for the future that allows this institution to detect, promote, participate and extend the innovations that are developed in educational establishments.

La dificultad de la implementación de una enseñanza por competencias en España

Este artículo afronta uno de los aspectos claves de la última reforma educativa realizada en España, como es la enseñanza orientada al desarrollo de las competencias. El objetivo de este estudio es conocer las dificultades del profesorado español para adaptarse al modelo competencial. Para ello, se utilizó una metodología de investigación cualitativa por medio de entrevistas y un grupo de discusión a través de la opinión de 32 participantes (directores, inspectores de educación, maestros, profesores y responsables de la administración educativa) pertenecientes a las etapas educativas de Educación Primaria y Secundaria, por ser la etapa de educación obligatoria, de las asignaturas de Matemáticas, Ciencias de la Naturaleza y Educación Física. Los resultados confirman que el trabajo por competencias no se lleva a la práctica. El enfoque por competencias se queda solo en las tareas burocráticas. No existe unanimidad de criterios de cómo aplicar el modelo de enseñanza por competencias, si bien, todos coinciden en que es positivo para el proceso de enseñanza-aprendizaje.

Can decision transparency increase citizen trust in regulatory agencies? Evidence from a representative survey experiment

AbstractDecision transparency is often proposed as a way to maintain or even increase citizen trust, yet this assumption is still untested in the context of regulatory agencies. We test the effect of transparency of a typical decision tradeoff in regulatory enforcement: granting forbearance or imposing a sanction. We employed a representative survey experiment (n = 1,546) in which we test the effect of transparency in general (providing information about a decision or not) and the effect of specific types of transparency (process or rationale transparency). We do this for agencies supervising financial markets, education, and health care. We find that overall decision transparency significantly increases citizen trust in only two of the three agencies. Rationale transparency has a more pronounced positive effect only for the Education Inspectorate. We conclude that the overall effect of decision transparency is positive but that the nature of the regulatory domain may weaken or strengthen this effect.

La Inspección pedagógica en África: actualidad y potenciación para una enseñanza/aprendizaje de lenguas de calidad

Pedagogical inspection is a very important activity in the teacher training process. But, few studies are done on the subject. In Africa, to talk about the pedagogical inspection and the inspector of education seems to touch a myth. The pedagogical inspector escapes to the attention of many researchers from the world of education.It happens that the school in Africa has been governed for many years by strict educational standards from the bowels of the colonial system. For that reason, the figure of the controller or supervisor seems very valid, also being reflected in different bodies of inspectors. The objective of this research is to present the profile of the pedagogical inspectors, show their tasks and outline guidelines for an improvement of the quality of the teaching of languages in Africa.To investigate the roles of the pedagogical inspector, we took advantage of the theoretical models of Perez Garcia (2004) and Poggi et al. (2006) as support for the frame of reference. At the methodological level, this study is based on the crossing of several data collection instruments. The survey method mediated by the questionnaire allows to collect the representations, conceptions and practical experiences of the teachers in active about the pedagogical inspection. The results show some imbalances that have to be corrected. The benefits of this research interest both professionals and politicians. At a professional level, this analysis should allow the inspector to focus more on the pedagogical and didactic training of language teachers.

El día a día de una inspectora de Educación

The article tries to collect a sample of actions that are carried out in the education inspection in three moments of the course, one day of each school term. It is written in the form of a life story because it aims to build the collective of this group of professionals that is so unknown and, at the same time, so fundamental to the education system. It is organized through three differentiated parts, the first is a brief foundation of the history of life framed in a perspective of qualitative research and through a biographical and narrative methodology; the second is the three-day account of the 2017/18 school year, which is peppered with reflections derived from the actions carried out and ends with a third part with some conclusions, the result of the daily experience of an education inspector.

Treatment of cartography in official classification of fields of sciences and its misuse by the State Educational Inspectorate and the University of Tetova

Treatment of cartography in official classification of fields of sciences and its misuse by the State Educational Inspectorate and the University of Tetova

HUMANISTIC IDEAS OF MUSIC EDUCATION AND UPBRINGING OF STUDENTS DURING THE AUTHORITARIANISM FORMATION PERIOD (20-50s of the XX century)

The article highlights the humanistic ideas of domestic cultural and educational figures on musical education and upbringing of students in general educational institutions. The main views of B. Asafiev, F. Kozytskii, Ya. Mamontov, S. Syropolko, L. Kulakovskii, Ya. Polferov, Ya. Chepiga are updated. It is noted that the peculiarities of the ideas of a well-known scholar in the field of music science B. Asafiev are that he saw the creation of a new musical culture in mass education by means of music. In his opinion, this is possible, only if the skills of active, conscious perception, communication education with life through the joy of creativity are developed. The humanistic approach of the composer and teacher F. Kozytskii lies in the fact that he managed to combine new forms of musical work together with children (listening to music, creative improvisation) with a historically established traditional activity - choral singing, filling it with new content.The ideas of L. Kulakovskii, a teacher of the Kiev Institute of Music and Drama, are revealed. He assured that the goal of education by means of musical art is to develop the mental organization of a child. It is facilitated by choral singing, which, with the help of text, suggests a connection with an emotionally conscious, brightly shaped life. It is emphasized that the basic humanistic ideas of Ya. Mamontov and Ya. Chepiga boil down to the fact that musical education must exist for all children, without exception, who must be introduced into the sphere of artistic feelings and impressions. The main condition for the harmonious development of man, in their opinion, is his aestheticization.The humanistic views of an art education inspector Ya. Polferov, who offered to cultivate not professional skills in work with children, but the ability to actively observe musical phenomena and react to them extensively, are highlighted. The ideas of Professor C. Siropolko of M. Drahomanov of the Ukrainian High Pedagogical Institute in Prague take a significant place. He believed that musical education of students should be built on a national basis, using, first of all, vocal and choral music.

Educational Situation in the Prefecture of Elbasan in the Years of the Albanian Parliamentary Republic 1925-1928

Our study aims to highlight one of the most important aspects of the Elbasan Prefecture, the educational aspect during 1925-1928. In order to analyze the education during the mentioned years, the attention and tradition and educational environment of Elbasan had to be considered during the earlier periods since the Ottoman conquest. The historical educational experience culminated in the opening of the "Normal" School in 1909, the first high school that trained and prepared teachers' teachers for the Albanian language; experience and educational achievements of 1920-1924, years in which education was given priority on the basis of the principles of massivization, nationalization, secularization and unification. Given this educational tradition even during the years we have been studying, the Prefecture of Elbasan has taken important steps in Education. In the educational development of Elbasan, the intellectual elite and educated teachers in the West, Austria and Italy, etc., who together with their scientific formation brought together the Elbasan City and the educational experience of the countries of who came. Problems, the level of primary and secondary education, the difficulties in the education system, the lack of school buildings and funds for opening and maintaining them, the education of women in special schools by males, and the charitable activity of elbasanas in terms of education, the school of education of the children of the region are some of the aspects that we have included in our study. Through this paper, the educational aspect of 1925-1928, a little handled in the context of the local history of the Elbasan Prefecture, sheds light on. Keywords: education, school, inspector of education, general director of education, "normal" school, plotor, student

Educational Situation in the Prefecture of Elbasan in the Years of the Albanian Parliamentary Republic 1925-1928

Our study aims to highlight one of the most important aspects of the Elbasan Prefecture, the educational aspect during 1925-1928. In order to analyze the education during the mentioned years, the attention and tradition and educational environment of Elbasan had to be considered during the earlier periods since the Ottoman conquest. The historical educational experience culminated in the opening of the "Normal" School in 1909, the first high school that trained and prepared teachers' teachers for the Albanian language; experience and educational achievements of 1920-1924, years in which education was given priority on the basis of the principles of massivization, nationalization, secularization and unification. Given this educational tradition even during the years we have been studying, the Prefecture of Elbasan has taken important steps in Education. In the educational development of Elbasan, the intellectual elite and educated teachers in the West, Austria and Italy, etc., who together with their scientific formation brought together the Elbasan City and the educational experience of the countries of who came. Problems, the level of primary and secondary education, the difficulties in the education system, the lack of school buildings and funds for opening and maintaining them, the education of women in special schools by males, and the charitable activity of elbasanas in terms of education, the school of education of the children of the region are some of the aspects that we have included in our study. Through this paper, the educational aspect of 1925-1928, a little handled in the context of the local history of the Elbasan Prefecture, sheds light on. Keywords: education, school, inspector of education, general director of education, "normal" school, plotor, student

ANALYSIS OF THE PERCEPTIONS OF TEACHERS WITH REGARD TO EDUCATION INSPECTORS’ LEVELS OF CARRYING OUT THEIR DUTIES AND ROLES: A META-ANALYSIS STUDY

The approach of modern educational supervision aims to create self-improvement opportunities which are suitable for each teacher by considering their individual differences and personal traits. The aim of this study is to present the effect of teachers’ genders and seniorities on their perceptions with regard to Education Inspectors’ levels of carrying out their duties and roles. MA and PhD theses, and research articles discussing this issue in Turkey were taken into the scope of this study. As a result of the browsing, it was seen that there are 44 studies between 2000 and 2019 which are deemed appropriate for the inclusion criteria. Within the scope of these studies, the number of samples is 17060 which consist of 8703 female teachers and 8357 male teachers. As one of the methods used to synthesize research results and used in the re-analysis of the findings of empirical studies, meta-analysis method was used in the study. According to the results of the study, from the point of gender variable, a statistically insignificant level of effect size (d=-0,15; [-0,06/-0,22]) was detected for the benefit of male teachers as indicated by random effects model. From the point of seniority variable (33 studies), an effect size with statistical significance at an insignificant level (d=0,07; [-0,08/0,23]) was determined for the benefit of teachers with 1-10 years of experience as indicated by random effects model. The result that genders and seniorities of teachers have an insignificant level of effect on their perceptions with regard to Education Inspectors’ levels of carrying out their duties and roles can be considered as another topic of research stating that other factors apart from these variables (satisfaction with the occupation, socio-economic level, communication, culture, qualities of inspector etc.) might be effective. Article visualizations:

Perceived Influence of Principals’ Distributed Leadership Skills on Teachers Job Performance in Imo State Secondary Schools.

The study examined principals‟ distributed leadership skills and its influence on teachers‟ job performance in Imo State secondary schools. It was a descriptive survey. A sample size of 300 teachers was selected out of the total population of 6845 using stratified random sampling techniques. Instrument used data collection is a rating scale titled “Principals‟ Distributed Leadership Skill Scale” (PPLSS). A reliability coefficient value of 0.84 was determined using Cronbach Alpha technique. Mean scores and standard deviations were used to answer the research questions while Analysis of Variance (ANOVA) was used to test the null hypothesis at 0.05 level of significance. Findings of the study among others include; fairness, creativity, spirit of team work, intelligence, resourcefulness, good communication skill, consistency, reliability, interactiveness, discipline and task orientedness etc were essential features of distributed leadership skills. Also that these features had great positive influence on teachers‟ job performance. However, the researcher recommended among others, that principals of secondary schools in Imo State should adopt this new dimension of leadership and that the stake holders (Ministry of Education, Secondary Education Management Board, Supervisors and Inspectors of Education etc) should visit schools regularly to ascertain the extent of progress and its effects on achieving stipulated education goals.