SCHOOL INSPECTION AND PERFORMANCE OF SECONDARY SCHOOL TEACHERS IN KASESE DISTRICT-UGANDA

Abstract

This study assessed the perceived effect of school inspection on the performance of secondary school teachers in Kasese district. Specifically the study reviewed three objectives that were: to investigate the implementation of school inspection report on the performance of teachers in secondary schools in Kasese district; to establish the perceived effect of support inputs by school inspectors on the performance of teachers in secondary schools in Kasese district and to examine the feedback in school inspection on the performance of teachers in secondary schools in Kasese district. An exploratory and descriptive research survey designs were adopted using a representative sample of 423 of students, teachers, and head teachers from selected schools both rural and urban and school inspectors and DEO out of a population of 2031 in Kasese district. Self administered questionnaires and interview guides were used to collect data from respondents. The empirical data was analyzed both quantitatively and qualitatively to obtain the findings. The findings indicated that inspectors are judgmental, no professional support among others factors that would enable better performance of teachers, thus testing the first hypothesis it was revealed that there’s no significant effect on implementation of school inspection on the performance of teachers in secondary schools in Kasese district. Further, the finding revealed that Support inputs by school inspectors have not significantly effected the performance of teachers in secondary schools in Kasese district. Lastly the findings revealed that there’s no significant effect of feedback in school inspection on the performance of secondary teachers in Kasese district. The researchers concludes that there is no perceived effect on implementation of school inspection towards the performance of teachers, inadequate support inputs by school inspectors thus hindering teachers’ performance and there’s no adequate feedback in school inspection on the performance of teachers in secondary schools in Kasese district. The researcher recommends that school inspectors should be developmental rather judgmental help teachers improve in their teaching process, there’s a need by the government to ensure that school inspectors provide a continuous monitoring to enable better performance. The researcher also recommends that the government should recruit more inspectors and adequately fund them so as there is continuous monitoring and professional support by inspectors to secondary schools teachers both in rural and urban areas. Lastly the researcher recommends that there is a need by the ministry of education to ensure that school inspection reports and feedback mechanisms are clear and timely received by schools and other stakeholders.