School inspection and the quality of teaching in selected primary schools in Tororo district.
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Date
2024
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Busitema University
Abstract
The study district. This study employed a sequential mixed methods approach that included both qualitative and quantitative methods of data collection. Interviewswith key academic respondents were conducted followed by a questionnaire which was distributed to the respondents at a later stage investigated the School Inspection and quality of teaching in primary schools inTororo of the study. It was found out that School inspectors do not illustrate the cause of poor-quality teaching in primary schools in Tororo District. There is no mutual understanding between teachers and school inspectors on raised concerns about lesson delivery and more to that, School inspectors do not check teacher and students’ relationship during the lesson delivery. And most important to note is that though School inspectors engage teachers after inspection on appropriate lesson preparation sessions the margin of, 59% agreed, 34% disagreed and 07% were neutral has a course for concern. 59% agree is a relative number and 41% (disagreed and neutral) is a big percentage to ignore. Therefore, there is a serious need to check the engagement of teachers after inspection exercise to ensure weak areas are fixed and strong areas maintained for quality of teaching in schools. When respondents were asked whether School inspectors in Tororo are fully funded to provide professional support to teachers in primary schools, the response was 91% agreed and 09% neutral but when the inspectors were interviewed, they complained of late release of funds which cripple the exercise.
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Oundo, D. M. (2024). School inspection and the quality of teaching in selected primary schools in Tororo District. [Research report]. Busitema University.