Practices and challenges on primary school inspection in kembata tembaro zone

Abstract

The purpose of this study was to assess the Practices and Challenges on school inspection in Kembata Tembaro Zone Primary Schools. To this end, mixed research approach was employed and Multistage sampling technique was used to select the sample Woredas, cluster centers, school principals and teachers. To this end, 6 Inspectors were selected through proportionally, 16 school principals were selected through census, and 128 teachers were selected through simple random method. Questionnaire, interview and document analysis were used to collect the data. Thus, 128 teachers and 16 school principals filled the questionnaires, and 4 inspectors were interviewed to enrich the quantitative data. The background of the respondents was analyzed by using frequency and percentage, the quantitative data collected through questionnaire was analyzed by using mean scores and standard deviation by using SPSS version 20. The data gathered through open-ended questions, interview and document analysis was analyzed in line with quantitative data by narration in words. Consequently, the main findings of the study indicated that: Inspectors were not collecting adequate data to give valid judgment; the feedback given by Inspectors was not clear, specific, feasible, constructive, relevant and accurate feedback as much as important that leads to performance improvement. Inspectors carrying out follow- up and accountability activities after inspection, to see implementation of recommendations and improvements made after feedback was insufficient. Additionally, teachers’ and principals’ perception towards school inspection as a facilitator of school performance improvement in schools for quality of education in the study area was low. On the other hand, lack of provision of adequate budget, lack of provision of adequate facilities, limited time schedule to carry out effective inspection, lack of effective feedback, non provision of effective follow-up system, lack of pre-service training for inspectors, irrelevance of some standards and poor description of inspectors job in the school inspection frame work were major challenges affecting school inspection practice in primary schools of the study area. Finally, the following recommendations were drawn: the Woreda education office inspectors are expected to collect all relevant data from schools to give valid judgment; also Woreda Education Office and Zone Education Department work together with Inspectors to promote feedback system of school inspection; similarly, Woreda Education Office also should create awareness regarding purpose of inspection to teachers and principals. Additionally, it is advisable that Woreda Education Office should report to Regional Education Bureau and Ministry of Education to amend Ethiopian General Education Inspection Framework, as it describes relevant standards for each education level and clearly showing job descriptions of inspectors; Woreda Education Office should create awareness regarding purpose inspection in line of giving effective inspection.