School inspection practices and teacher performance in government-aided primary schools in Kamwenge district, Uganda

Abstract

This study examined the relationship between school inspection practices and teacher performance in government-aided primary schools in Kamwenge District, Uganda. The study was guided by the following objectives; to assess the relationship between pre-inspection practices and teacher performance, investigate the relationship between on-site inspection practices and teacher performance and establish the relationship between post-inspection practices and teacher performance in government-aided primary schools in Kamwenge District. The study employed cross-sectional, correlational and survey research designs. Both quantitative and qualitative research approaches were employed, with quantitative approach being dominant. The sample size consisted of 223 respondents made up of 36 Head teachers and 187 teachers. Four teachers, two Head teachers, and two Inspectors of schools were also interviewed for this study. Quantitative data was analysed at four levels; descriptive analysis, comparative analysis, correlation analysis and regression analysis. The findings revealed existance of a significant positive relationship between pre-inspection practices and teacher performance, a significant positive relationship between between on-site inspection practices and teacher performance, and no significant relationship between post-inspection practices and teacher performance. From the study, it was concluded that pre-inspection practices and on-site inspection practices are significantly related to teacher performance, and there is no significant relationship between post-inspection practices and teacher performance. Of the three independent variables, it was established that pre-inspection practices best predicted teacher performance. It was recommended that the Ministry of Education and Sports through its quality assurance arm, Directorate of Education Standards and the District inspection teams should come up with policies and inspection framework that involves teachers and Head teachers during the planning process. Also, school inspectors should sufficiently observe the full extent of teachers’ strength and weaknesses during lessons and recommend appropriate interventions to improve teacher performance. Still, more studies should be conducted on the relationship between post-inspection practices and teacher performance in different contexts to reveal further truth about the relationship that was reported in this study.