Abstract:
The purpose of the study was to examine practices and challenges of educational
inspection in the secondary school of Jimma Zone. To conduct this study, descriptive
survey method was employed. For data collection purpose mixed method instrument were
used. Self-developed questionnaire was employed as the main data collection instrument
in addition to interview and document analysis. Samples of schools and study participants
were drawn from eight woreda of the zone using cluster sampling techniques and
availability. Quantitative data were analyzed using descriptive statistics including
frequency counts, graphs, percentages, mean, standard deviation and independent sample
t-test. Qualitative data were analyzed by using description. Based on the results of the
study, the practice of school inspection in terms of input supply and output it is found at
low level, however, in terms of process it is found at medium level;
However, most of the school did not meet the minimum standard. Lack of inspection
feedback implementation, lack of awareness about the importance of inspection, lack of
inspection autonomy, lack of materials and shortage human resources for inspection
department were reported as problem that affected the process of inspection.
Furthermore, lack of sustainable and organized training system, budget as well as
absence of school coordination with the stakeholders, low morale and commitment of
educational leaders to enhance the performance of school were the great challenges
faced the schools in the study. Thus, it can be concluded that, the schools were not in a
position to achieve minimum standards. Based on this, it was recommended that, the
school principals, Woreda, Zone and Region education offices and Ministry of education
should give attention in order to implement inspection recommendations given by
inspectors. Educational leaders, experts, teachers and education stakeholders should give
attention on school improvement plan, in order to improve schools performance. This
might help the schools to meet minimum standards. The government should make
educational inspection departments autonomy and make accountable schools. Regional
education Bureau should fulfill minimum inputs including supply adequate materials
and financial supports to schools and providing training and administrative support for
the schools. So that they better perform in provision of knowledge, attitudes, and skills to
the students and able to make education institute center of excellence
