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School Inspection Practices - Evidence from Secondary Schools in Western Uganda

Author

Listed:
  • Jerry Bagaya
  • Betty Akullu Ezati
  • Wycliffe Scot Wafula
  • Palle Damkjær Rasmussen

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.

Suggested Citation

  • Jerry Bagaya & Betty Akullu Ezati & Wycliffe Scot Wafula & Palle Damkjær Rasmussen, 2020. "School Inspection Practices - Evidence from Secondary Schools in Western Uganda," Journal of Education and Training, Macrothink Institute, vol. 7(1), pages 56-76, February.
    • Handle: RePEc:mth:jetjnl:v:7:y:2020:i:1:p:56-76
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    References listed on IDEAS

    as
    1. Charles Kivunja & Ahmed Bawa Kuyini, 2017. "Understanding and Applying Research Paradigms in Educational Contexts," International Journal of Higher Education, Sciedu Press, vol. 6(5), pages 1-26, October.
    2. Edith Hooge & Tracey Burns & Harald Wilkoszewski, 2012. "Looking Beyond the Numbers: Stakeholders and Multiple School Accountability," OECD Education Working Papers 85, OECD Publishing.
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    Cited by:

    1. Lucas, Adrienne M., 2024. "Selection, training, and importance of school heads and supervisors across Africa," International Journal of Educational Development, Elsevier, vol. 109(C).

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    More about this item

    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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