English Language Teachers’ Experiences on School Inspection at Primary School level in the Shiselweni region of the Kingdom of Eswatini (original) (raw)
Related papers
Cases of EFL Teachers and Students towards Educational Inspection in Turkey: A Qualitative Inquiry
2021
The inspection program is a crucial element of the education system and has a significant role in improving education quality. In Turkey, there may be a need for reform in the education inspection program to upgrade an efficient inspection. The Ministry of Education (MoNE) does not employ inspectors anymore. The duties of inspectors are undertaken by school principals or vice-principals. Along with the fact, the school principals are not trained for inspection and may not have the proficiency/educational/operational background to perform these duties. The current study explored the role of education inspection currently performed by school principals. Data were collected through semi-structured interviews and focus group interviews and field notes. The participants of the study were English teachers from different institutions and learners from a high school. The findings revealed that teachers and students have different suggestions regarding educational inspection. There are often inconsistencies in inspection, teachers are observed and may not receive post-observation feedback. Branch expertise of inspectors is needed to offer better insight into teaching. The student participants offered that the teachers should be observed by inspectors on their effective use of engaging teaching methods and trained accordingly. Besides, students described inequalities regarding education in Turkey and offered that inspection practices should bring equity in educational settings. This study offers some implications for MoNE and school principals.
Inspection in Elt: The Attitudes of English Language Teachers Towards Inspectors
2008
The main aim of the study is to investigate English language teachers’ attitudes towards inspectors. Under this main aim, it has been attempted to figure out whether there is a meaningful difference between the attitudes of teachers according to some variables such as the teachers' gender and the kind of school. English language teachers workin g in Mersin, Adana, Hatay, Osmaniye, and Kahramanmaraş are the participants of the study in which general scanning model has been utilized. 102 English language teachers who have been selected randomly have comprised the sample of the study. The findings of the study reveal that the general attitudes of English language teachers to the guidance role of inspectors have shown a central tendency in “not sure” interval except one item. The item-“Müfettişleri bilgi kaynağı olarak görüyorum”-has been fully stated as “ they don’t agree”, which means that the participants do not see inspectors as a source of knowledge. The general attitudes of th...
What Ails School Inspection in Uganda? Reflections, Experiences and Emerging Issues
2014
School inspection is one of the mechanisms that governments use to ensure accountability to the public in terms of the value for money invested in the education systems, and to improve the education quality and in schools. The study investigated the effectiveness of school inspection in staff development in secondary schools in Wakiso District, Uganda. A mixed methods approach was used involving phenomenology and survey designs. Findings revealed that school inspection was weak in facilitating staff development in secondary schools because the process lacked the evaluative component in regard to teacher classroom practices, provision of adequate feedback and in post-inspection follow up. The study recommends that inspectors undergo further training to acquire requisite knowledge, skills and attitudes that are consistent with modern trends.
International Journal of Academic Research in Business and Social Sciences, 2021
A school inspector's characteristics are important in ensuring that the school inspection process goes well as this may lead to the school's improvement while preventing the occurrence of side effects. This study aims to explore teachers' and school administrators' perceptions of school inspectors after experiencing school inspections. Using qualitative case studies, nine participants from two schools were interviewed. This study discovered that the participants had positive perceptions of school inspectors. Through thematic analysis, four descriptions of school inspectors' characteristics emerged, namely 'friendly and kind', 'helpful communication style', 'understanding and considerate' and 'provide recognition'. The positive demeanour of school inspectors was found to be valuable in minimising stress and fear amongst inspectees while making the inspection process easier and more meaningful, as well as enabling the participants to learn and improve their work. This study recommends that school inspectors have positive attitudes and approaches to conducting inspections as this can make the process easier for inspectees and encourage them to be positive about the process while limiting unwanted effects like stress. Finally, future studies should explore the relationship between school inspectors' characteristics and schools' improvements as the outcome of school inspections.
Inspection and teachers’ emotions: An emotional evaluation of inspection
International Journal of Human Sciences, 2015
In the study, inspection is discussed in relation to the teachers' feelings and emotions it creates before inspection, during inspection and after inspection process. Teacher's emotions have been investigated intentionally as emotional side of education has been neglected. Education is closely related to the emotions of teachers, who are the most important producers of educational activities. Educational activities are reduced to standard activities and defined with simple explanations or single labels such as 'good-bad', 'successful-unsuccessful', 'adequate-inadequate'. Inspection causes emotions to be neglected. Moreover, recently, it has been discussed that there are approaches and systems that suggest constant and multi-dimensional inspection instead of traditional inspection. Qualitative research model was used to understand of teacher emotions. A semi structured form was used for the 38 primary school teachers' interviews. After teacher interviews were completed, we analyzed and compared the interviews. Participants' expressions were checked in terms of correctness, potential validity and reliability problems such as misinterpretation. The results of the study can be summarized as follows: There were no positive expressions related to the emotional impact of inspection on teachers. In addition, teachers felt that the inspectors were stressed, anxious, uneasy, accusatory, coercive, looking for defect and areas of unsuccessful teaching performance. Most of teachers reported that being observed and evaluated caused them to have negative emotions. Teachers' perceptions about inspection are found to be negative. There are no statements that indicate there is a positive impression of inspection on teachers. The emotions that are experienced before inspection:
This study is about transformation that has been happening in the field of management and in relation to it in inspection that has been recently taking place both in Turkey and all around the World. The transformation as “School Based Administration” (SBA) in educational administration and “School Based Evaluation” (SBE) or “Self-evaluation” in inspection refers to the transformation of the concepts, expressions, goals, indicators and processes about education, administration and inspection. The research was designed as qualitative and a semi-structured interview was made with 35 teachers. Statements of teachers were classified and interpreted in three themes. The most significant point from the interviews is that teachers criticize classical inspection methods and think that SBE has also similar limitations. Teachers do not rely on the inspectors though they find inspection necessary. They have doubts that they will have similar experiences of inspection done in the past with SBE. They consider inspection as functional and state that they are hopeful with SBE though their expectations have not been met so far. However, their expectations are followed by expressions of condition and worry. Educational Sciences: Theory & Practice - 13(4) • 2119-2124 ©2013 Educational Consultancy and Research Center
The Influence of School Inspection to Quality Teaching/Learning of Children in Primary Schools
Advances in Social Sciences Research Journal
The study assessed the influence of school Inspection towards quality teaching/learning in Primary Schools. The study had an overall population of 140 respondents selected from ten (10) schools and out of the 140 respondents targeted in the 10 schools, a sample size of only 103 respondents was investigated. Questionnaires were used as the main data collection tool. According to the study findings the geographical locations of some schools, limited resources to do inspection, tight schedule of duties by inspectors, weather conditions and other barriers that included embezzlement of funds meant for inspection, late central government remittances were the main barriers to school inspection. The study concluded that Inspectors of schools play an important role of ensuring that learners are prepared, presented, evaluated and have self-motivation. The study recommended that the working relationship between the team is characterised by regular formal and informal meetings to discuss progress in relation to achievement of outcomes with those carrying out inspection. Government needs to increase the budget allocated to school inspection such that the activity can be carried out as the work plans in the education department.
School Inspection Practices - Evidence from Secondary Schools in Western Uganda
Journal of Education and Training
The study examined inspection practices in secondary schools in Western Uganda. Towards achieving this objective, a Concurrent Triangulation Mixed Methods Design, involving questionnaire survey and interview, with a total of 399 participants in the categories of teachers, head teachers, school inspectors from 36 secondary schools in four districts of Western Uganda, was adopted. Quantitative data to test the resultant hypothesis were analysed using Chi Square Goodness of Fit Test while qualitative data were analysed using Qualitative Content Analysis. The study revealed that inspection practices in secondary schools were perceived as largely ineffective. The study concluded that despite the value attached to school inspection in the theoretical, political, and institutional and policy debates, inspectors continue to think and act according to the traditional notions of school inspection as evidenced by practices hinged on control. The major implication of the study is that understan...
2018
This study investigated the attitudes of senior secondary school teachers towards secondary school inspection in Obio/Akpor Local Government Area of Rivers State. Case study approach was adopted in the study. The population for the study consisted of 1,358 public secondary school teachers in Obio/Akpor Local Government Area, Rivers State which was made up of 474 male and 884 female teachers from which the sample size of 540 (39.8%) respondents were selected using the simple random sampling technique. The instrument used for data collection was developed by the researcher titled: Attitudes of Senior Secondary School Teachers Towards School Inspection Questionnaire (ASSSTTSIQ) with 0.85 reliability coefficient using Cronbach Alpha formula. Data collected were analyzed using Mean and Standard Deviation for the research questions while z-test was used to test the null hypothesis at 0.05 level of significance. Results revealed that the extent to which senior secondary school teachers sho...
1998
The main purpose of this study was to identify, describe, and explain the school effectiveness characteristics that might influence English language certification in selected secondary schools in a Third World country, Nigeria. Ethnographic methods of participant observation, interviews, questionnaires, camera and video recordings, and documentary analysis were used to study six secondary schools in urban, sub-urban, and rural settings. The study was conducted in response to the call for the contextualization of School Effectiveness Research (SER). One incontrovertible conclusion in School Effectiveness Research (SER) is that the accumulation of evidence on the characteristics of school effectiveness has not answered the perplexing question of why certain characteristics work in one school and not in others. Many researchers have suggested contextualizing SER as one way of dealing with this nagging problem. The contextualization of SER, argued these researchers, would ensure that lo...