The contribution of school inspection on improvement of teaching and learning: a case of primary schools in Zanzibar
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The University of Dodoma
Abstract
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Dissertation (MA Education)
This study was conducted to assess the contribution of the school inspection on the improvement of teaching and learning in primary schools in Zanzibar. The Scientific Management and Human Relations theories guided the study. The study employed the descriptive survey design. The data were collected through questionnaires, interviews and focus group discussion (FGD). Purposive and simple random sampling techniques were employed to select the sample of 94 informants from Mkoani District; the sample included 1 District Education Officer, 10 school inspectors, 6 heads of schools and 77 primary school teachers. The findings indicated that the school inspectors helped the teachers to identify the weaknesses that hindered the effective teaching and learning of the pupils and helped them to improve their instructional skills. It was further revealed that teachers in all the visited primary schools had a positive perception towards the school inspection; they viewed the school inspectors as their helpers and partners. The major challenges facing the inspectorate department were the inadequacy number of the qualified school inspectors, financial problems, and transport and the lack of implementation of the school inspection report and recommendations by the respective government authorities and officials. It is concluded in this study that the school inspectors need to strengthen the relationship between them and the teachers so that teachers can reveal their professional problems that arise during the classroom teaching. It is also recommended that the schools need to be empowered to conduct the self-evaluation so that they improve the teaching and learning.
This study was conducted to assess the contribution of the school inspection on the improvement of teaching and learning in primary schools in Zanzibar. The Scientific Management and Human Relations theories guided the study. The study employed the descriptive survey design. The data were collected through questionnaires, interviews and focus group discussion (FGD). Purposive and simple random sampling techniques were employed to select the sample of 94 informants from Mkoani District; the sample included 1 District Education Officer, 10 school inspectors, 6 heads of schools and 77 primary school teachers. The findings indicated that the school inspectors helped the teachers to identify the weaknesses that hindered the effective teaching and learning of the pupils and helped them to improve their instructional skills. It was further revealed that teachers in all the visited primary schools had a positive perception towards the school inspection; they viewed the school inspectors as their helpers and partners. The major challenges facing the inspectorate department were the inadequacy number of the qualified school inspectors, financial problems, and transport and the lack of implementation of the school inspection report and recommendations by the respective government authorities and officials. It is concluded in this study that the school inspectors need to strengthen the relationship between them and the teachers so that teachers can reveal their professional problems that arise during the classroom teaching. It is also recommended that the schools need to be empowered to conduct the self-evaluation so that they improve the teaching and learning.
Keywords
School inspection, Primary schools, Teaching, Learning, Zanzibar, School inspectors, Teaching improvement, Learning improvement