Effectiveness of School Inspection in Secondary Schools in Uganda: A Case Study of Kasese District
Abstract
The study investigated the efficiency of school inspections in secondary schools in Uganda, using Kasese District as a case study. A mixed-method approach was utilized, with a convergent parallel design. The study had a total population of 850 respondents drawn from 34 schools, with only 326 being investigated. Questionnaires served as the primary data collection instrument. The data were examined using simple percentages, means, and standard deviations. According to the study's findings, stakeholders such as the PTA and BOG had little engagement in inspection planning (mean: 1.63; 32.6%). It was also discovered that inspectors provided insufficient notification of the inspection exercise (mean: 1.69) (33.8%). The study also found that inspectors spent only a short amount of time inspecting (mean: 1.36; 27.2%). Furthermore, the study found that there was limited stakeholder involvement in judging educational quality (Mean: 2.69) (53.8%), as well as insufficient refresher training (Mean: 1.71) (34.2%), diminishing the overall effectiveness of the school inspection activity. The overall effectiveness of school inspection was moderate (Overall mean: 2.79) (55.8%). Based on the findings, the study recommends that school inspection authorities should provide sufficient notice before inspection visits, allocate more time for inspection exercises to enable a thorough evaluation of all key aspects and regular refresher training programs to be designed and implemented to close any gaps identified during the inspection exercise to enhance the effectiveness of inspection.
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