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May 20, 2023
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Abstract
This study investigated the effect of the directive and non-directive school inspection approaches on teacher instructional effectiveness. While teacher instructional effectiveness was studied in terms of reporting on pupil academic achievements, teacher attitudes, effective planning, attendance and pedagogical approaches, the directive School inspection approach was studied in terms of directing and evaluation of teacher knowledge yet the non-directive approach was studied in terms of team planning and consultations. A cross-sectional survey mixed research design using the quantitative and qualitative approaches on a sample of 178 people namely teachers, head teachers, school inspectors and education officers was adopted. While quantitative data was collected using survey questionnaires and analysed using inferential analysis, qualitative data was collected through interviews, focus group discussions and analysed by grouping the responses in themes which were merged with quantitative findings. The findings showed that all the attributes of directive inspection approach were positively insignificant to teacher instructional effectiveness explaining that they had no impact on teacher instructional effectiveness. Similarly, team planning had a positive and insignificant relationship meaning that it had no effect on teacher instructional effectiveness. In conclusion, only team planning had effect on teacher instructional effectiveness and consultation did not have any effect. It was recommended that school inspectors should use the non-directive inspection approach because of sub-variable team planning that had a positive effect on teacher instructional effectiveness.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Ntege, J. L., Kasule, G. W., Owino, P., & Mugizi, W. (2023). Effect of the Directive and Non-directive Inspection Approaches on Teach-er Instructional Effectiveness in Government- aided Primary Schools in Nakisunga County, Uganda. International Journal of Multidisciplinary: Applied Business and Education Research, 4(5), 1555-1566. https://doi.org/10.11594/ijmaber.04.05.17
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Pansiri, N.O. (2013). Instructional Leadership for Quality Learning: An Assessment of the Impact of the Primary School Management Development Project in Botswana. Educational Management, Administration and Leadership,36(4), 471-494, doi:10.1177//174143208095789.
Rosenthal, L. (2004). Does school inspection improve school quality? Ofsted inspection and school examination results in the economics of Education review 23(2), 143-10s
Sullivan, S., and Glanz, J. (2020). Supervision that Improves Teaching Strategies and Techniques. Thousand Oaks, C.A. Corwin Press.
MoES (2017). Measurement of Learning Achievements in Primary Schools. A report by the Directorate of Education Standards, Kampala, Uganda.
Nkata,A.(2020). A Framework for Implementing an Education Management Information System in Tanzanian Secondary Schools to Improve Delivery of Quality Education and Students’ Academic Achievement; MODESTUM
Sembirige, P, (2009). The role of the District Inspectors in the Improvement of Teaching and Learning in Selected Primary Schools in Mukono District: Case of Mukono and Buikwe Counties, Uganda. Unpublished MED Thesis, Makerere University, Kampala.
Wilcox, R. (2015). Comparing the Variances of Two Dependent Variables. Journal of Statistical Distributions and Applications. 27.doi 10.1186/ S40488-015-0030z.
Wilcox, B. (2000). Making school inspection visits more effective: The English Experience: UNESCO
Anna, S. (2015). Exploring System level Leadership, New York, USA.
Asmus, S., Karl, F., Mohnen, A., & Reinhart, G. (2015). The impact of goal-setting on worker performance-empirical evidence from a real-effort production experiment. Procedia CIRP, 26, 127-132. doi: 10.1016/j.proc ir.2015.02.086.
Atambo, W. N., Munene, C., & Mayogi, E. N. (2013). The role of employee incentives on performance: a survey of public hospitals in Kenya. International Journal of Arts and Commerce 1(7), 95-109.
Bradler, C., Dur, R., Neckermann, S., & Non, A. (2016). Employee recognition and performance: A field experiment. ZEW- Centre for European Economic Research Discussion Paper, (13-017).
Busingye, J. (2020). The Efficacy of School Inspection and Quality Teaching- Learning of Students in Lower Secondary Schools in Uganda. Advanced Social Sciences Research journal, 7(3)303-311, https://doi.org/10.14738/assg.737931
De-Grauwe, A. (2007). Supervision in Four African Countries: Challenges and Reforms Vol. 1
ESA (2005). Hand Book for School Inspectors. Ministry of Education and Sports, Kampala, Uganda.
Ehren, M., Frans, L. and Jaap, S. (2005). On the Impact of Dutch Educational Supervision Act: Analysing Assumptions concerning the Inspection of Primary Education. In American Journal of Education, 26(1), 60- 76.
Eisenberger, R., Huntington, R., Hutchison, S., & Sowa, D. (1986). Perceived organizational support. Journal of Applied psychology, 71(3),500-507. https://doi.org/10.1037/0021-9010.71.3.500.
Gordon, P. (2004). Numerical Cognition without words: Evidence from Amazonia, Science Oct. 2004 Vol. 306, Issue 5695, Pp.499. Doi: 10:1126/Science:1094492
Glanz, J. (2020) Paradigm debates on curriculum and supervision: Modern and postmodern perspectives: New York: Bergin & Carvey.
Glickman, C. (2013). Supervision Matters: Collegial, Developmental and reflective
Approaches to supervision of teacher candidates, Cogent Education (2016),3: 251075.
Glanz , L. and Glickman,C.(2012). The Basic Guide to Supervision and Instructional Leadership Kindle Paper, Amazon Book Clubs.
Glickman,C.(2020). Leadership for Learning: How to Bring Out the Best in Every Teacher, Second Edition, South Florida.
Haule, M. E. (2020). The Perceptions of School Teachers and Leaders towards School inspection. A Developmental Approach, Pearson Educational Inc.
Ibok, N, I., & Umana, V. S. (2013). Impact of supervisory behaviours on sales force performance: The case of micro finance banks. Journal of Economics and Sustainable Development, 4(3), 118-124.
Johlke, M. C., & Duhan, D. F. (2000). Supervisor communication practices and service employee job outcomes. Journal of Service Research, 3(2), 154-165. https://doi.org/10.1177/109467050032004.
Kabunduguru, H. (2013). The roles and Influence of School Inspectorate Department towards the monitoring of provision of Quality education in Central Zone, Unpublished Dissertation, University of Dodoma.
Kiggundu, H. (2009). The Influence of Discipline Management by Head Teachers on Students’ Academic Performance in Selected Private Secondary Schools of Busiro County in Wakiso District. Unpublished M.ED Thesis, Makerere University.
Goe, L. (2007). The link between Teacher Quality and Student Outcome: A Research Synthesis, ISSBN: N/A.
Makaaru, J., Cunningham, K., Kisaame, K., Nansozi,S., and Bogere, G., (2015). Public expenditure governance in uganda’s education sector: Application of an innovative assessment framework, Kampala. ACODE Policy Research Series, No. 67.
Matete, P. (2016). Management Challenges Facing School Administrators and Pupils under Decentralisation Management in Tanzania, Dar es Salaam.
Mathew, P., Mathew, P., & Peechattu, P. J. (2017). Reflective practices: A means to teacher development. Asia Pacific Journal of Contemporary Education and Communication Technology, 3(1), 126-131.
Mathieu, C., Fabi, B., Lacoursiere, R., & Raymond, L. (2016). The role of supervisory behavior, job satisfaction and organizational commitment on employee turnover. Journal of Management & Organization, 22(1), 113-129. doi: https://doi.org/10.1017/jmo.201 5.25.
Mujuni,B. (2019). Ethical leadership and job performance of teachers in secondary schools in Kyabugimbi Sub-County, Bushenyi District, Uganda (Masters Dissertation, Kampala International University). Kampala, Uganda.
UNEB, (2020). NAPE Report on Performance of Learners in Uganda: A report to Ministry of Education and Sports, Kampala, Uganda. UNEB Press.
UWEZO, (2016) Report on Primary School Pupils’ Competence Tests: Are our Children Learning, Proposals to improve performance of Primary three and primary six pupils in government-aided primary schools in Uganda, Kampala.
Mmbado, J, S. (2019). Management, Inspection and Supervision for Effective
Delivery of Quality Basic Education, Kifai, Dar es Salaam.
Namulondo, T. (2008). The secret behind the figures: Evaluation of UPE program in Iganga District (Masters Dissertation, Institute of Social Studies, The Hague, The Netherlands).
Pajak, E. (2010). The History and future of instructional supervision in the United states, new forms Press.
Pansiri, N.O. (2013). Instructional Leadership for Quality Learning: An Assessment of the Impact of the Primary School Management Development Project in Botswana. Educational Management, Administration and Leadership,36(4), 471-494, doi:10.1177//174143208095789.
Rosenthal, L. (2004). Does school inspection improve school quality? Ofsted inspection and school examination results in the economics of Education review 23(2), 143-10s
Sullivan, S., and Glanz, J. (2020). Supervision that Improves Teaching Strategies and Techniques. Thousand Oaks, C.A. Corwin Press.
MoES (2017). Measurement of Learning Achievements in Primary Schools. A report by the Directorate of Education Standards, Kampala, Uganda.
Nkata,A.(2020). A Framework for Implementing an Education Management Information System in Tanzanian Secondary Schools to Improve Delivery of Quality Education and Students’ Academic Achievement; MODESTUM
Sembirige, P, (2009). The role of the District Inspectors in the Improvement of Teaching and Learning in Selected Primary Schools in Mukono District: Case of Mukono and Buikwe Counties, Uganda. Unpublished MED Thesis, Makerere University, Kampala.
Wilcox, R. (2015). Comparing the Variances of Two Dependent Variables. Journal of Statistical Distributions and Applications. 27.doi 10.1186/ S40488-015-0030z.
Wilcox, B. (2000). Making school inspection visits more effective: The English Experience: UNESCO