THE ROLE OF SCHOOL INSPECTION ON TEACHER PERFORMANCE IN SELECTED SECONDARY SCHOOLS IN KADUNA SOUTH

THE ROLE OF SCHOOL INSPECTION ON TEACHER PERFORMANCE IN SELECTED SECONDARY SCHOOLS IN KADUNA SOUTH

ABSTRACT

The study investigates the role of school inspection on teacher performance in selected secondary schools in Kaduna south. The instrument for collecting the study data was a close ended questionnaire given to two groups of respondents which were the teachers and educational inspectors, the responses were collated and presented in a table form with the aid of statistics. The result obtained show- cased a relationship between the issues raised in the problem of the study and the
actual findings in the study also tells contrary to the view that inspection contributes negatively to teacher performance in the sense that it agrees with the views of education practitioners and experts. There are recommendations based on the findings of the study and for improvement of effective teacher performance. Suggestions for further studies were also made and a conclusion was arrived at based on the outcome of the research.

CHAPTER ONE

1.0     Introduction

          In this chapter, the underlisted topic shall be discussed

          Background of the study

Statement of the problem

Objective of the study

Significance of the study

Research Question

Scope/delimitation of the study

Definition of terms

1.1      Background of the Study

Inspection is an activity that has been existing as a part of formal education in Nigeria, inspection has held on to its aims and purposes since its inception till now despite the development that has affected education over time.

Dubey et al (1979), observed a growing demand for schools in Nigeria and suggested that a control of education could be effectively done by regular inspection and supervision and this has led to the wide inspection network we have today in our country and Kaduna state respectively.

There is no school that can be accredited and officially recognized without inspection, inspection provides a medium for testing, measuring, assessing and evaluating the educational capacity and incapability of schools in terms of human and material resources and the overall school system. A good inspection is formal, it is well planned and carried out by a team of inspectors within a designated time frame, it carries out a fill assessment and evaluation of the school system followed by a formal report at the end of the inspection exercise after the full inspection has taken place, other visits may follow which include routine visits, investigation follow-up visits, sampling survey and assessment visits. As already known, teacher
performances which refers to the effectiveness of a teacher in his/her work requires a detailed inspection, therefore in order to be successful in the of study, the performance of the teacher with relation to inspection will be showcased. An effective performance on the part of the teacher should not be seen as a spontaneous process but a gradual one that needs close checking and correcting and this is the reason why several routine checks and visits take place at intervals after inspection has taken place.

Routine visits

Routine visits aim at addressing factors affecting the behaviour and performance of teachers, it helps to give teachers the opportunity to interact with inspectors, comments are usually guided by the specific purpose of the routine visit at that period for e.g. A routine visit may be based on the punctuality of teachers to resumption time or drafting of lesson plan.

Investigative visits

Investigative visits take place with the aim of addressing administrative problems which can hinder effective teaching and learning in the school.

Special visits

Special visits are usually planned ahead by the inspector with the aim of addressing problems faced by teachers in teaching specific subjects.

A successful inspection is a result of a good relationship between teachers and inspectors, inspectors behaviour towards teachers should be friendly, teachers should be open-minded to criticisms and complaints and should be ready to do their work better.

Follow up visits

Follow up visits come after all other types of visits have taken place in the school, such visits usually are made by a team of inspectors for the purpose of finding out whether recommendation, corrections and suggestion made during previous visits have been implemented or not.

Sampling survey visits take place over a period of time and aims at maintaining and evaluating the performance and to correct the aspect that affects the behaviour and performance of teachers.

Assessment visits

Assessment visits are usually planned and carried out by a team of inspectors from the ministry of education or the inspectorate division its aim is to monitor and evaluate performance and to correct any wrong observation, it also helps to facilitate and reinforce teaching and learning activities. Inspection should be regular and on time, inspection is more about checking and controlling problems that can hinder effective teaching and learning therefore Inspectors should be more conscious of providing solution than finding problems or faults. The Kaduna state ministry of education established inspectorate divisions around the state in order to maintain good standards in schools. The inspectorate unit in Kaduna state is as old as the establishment of the ministry of education in the then Northern
Region of Nigeria (Jatau Yem 1988).

The word" inspection " with regards to schools in a lot of cases is seen to have the same meaning as the word "supervision" but there is a clear- cut difference between the two. School supervision can be briefly defined as "all efforts of designated school officials towards providing leadership to the teachers and other educational workers in the improvement of instruction", it also involves the stimulation of professional growth and development of teachers, selection and revision of educational objectives, materials of instruction, methods of teaching, and the evaluation of instruction (The goods dictionary of education 1945)

Supervision is perceived as a way of advising, guiding, refreshing, encouraging, stimulating, improving and over-seeing groups with the hope of seeking their cooperation in order for supervisors to be successful in their tasks of supervision. (Dodd 1968 and Ogunsanya, 1985)

Supervision is seen as a way of persuading people to desist from applying wrong procedures in carrying out certain functions on their jobs and at the same time trying to emphasize the importance of good human relations in an organisation (Ogunsaju 1983).

1.2     Statement of the Problem

The purpose of school inspection is to make an effective teaching and learning process by mainly improving the performance of teachers and the general school system. It is perceived in different ways by people, sometimes it is seen by teachers as a threat and this could have risen as a result of the attitude of inspectors towards teachers and school administration during after inspection exercise and this makes one to wonder if the aim of inspection is actually achieved. This perception of inspection brought about the desire to actually find and study the extent and role school inspection plays in improving teacher performance because a good teacher performance under appropriate school administration will lead to a good learning outcome on the part of the students and an overall accepted standard of education.

1.3     Objective of The Study

The objective of the study is to

i.                     Find out how school inspection can affect teachers performance

ii.                     To show-case the impact of a good communication between teacher and inspectors during inspection.

1.4     Significance Of The Study

This research work will be beneficial to the government, the ministry of education and other bodies of education in the country for a clear understanding of the link between school inspection and teacher performance in our schools. It will expand teachers' awareness on the role of the school inspection and encourage them to develop a positive mind set towards school inspection, co-operate with inspectors and strive to work better.

It will open up the problems faced by teachers as a result of wrong approach by inspectors.

It will boost student's performance because an effective teacher working under a conducive school environment under a good administration will always produce better students.

The general public will benefit from the study, it will serve as an added knowledge to whoever comes across this research and whoever wants to expand on this research.

1.5     Research Questions

The research question carefully selected to meet the requirement of
the study are:-

1.                 Is school inspection effective in the improvement of teacher performance?

2.                 Does a cordial relationship and effective communication between inspectors and teachers contribute to a successful inspection?

1.6     Scope/Delimitations Of The Study

The scope of the study is centered on the role of inspection on teacher performance and is limited to secondary schools in selected areas of Kaduna South. The study is focused on areas which are:-

                i.                        The effectiveness of inspection in the improvement of teacher performance.

              ii.                        How the relationship between inspectors and teachers affects teachers' performance during inspection.

The research is limited only to government schools in randomly in selected areas in Kaduna south. It is limited to the teachers in the selected schools and inspectors in the inspectorate division due to time, school, distance and finance. The research work does not cover the northern area of Kaduna state.

1.7     Definitions Of Terms

Inspection: - the word inspection can be briefly defined as a careful look at something or an official visit to a building or organization to check that everything is correct legal and meets the set standards.

School Inspection: This can be briefly defined as the series of official visit to a school for the purpose of monitoring and evaluating academic performance and development in the school with the aim of maintaining and improving the quality of learning of students. It looks into all factors that affect learning in the school system.

Inspector:- a person employed and assigned by the ministry of education to check, evaluate and bring the reports of the school visited and inspected.

Supervision:- can be briefly defined as a close watch, on something or a situation to makes sure that things are properly done.

Educational supervision;- can be defined as all efforts of designated school officials towards providing leadership to the teachers and other educational workers in the improvement of instruction. It also involves the stimulation of professional growth and development of teachers, a selection and revision of educational objectives, materials of instruction, methods of teaching and evaluation of instruction.

Supervisor:- can be defined as a person whose job is to carefully and closely watch someone or something or an activity to make sure that things are properly done.

Director:-one assigned to work as the chief executive of the inspectorate.

Inspectorate:- an official organization which sends inspectors to visit places and organizations in order to make sure they are in good conditions and the rules are being obeyed.

Reports:- this refers to written information (in the context of the study).

Teachers:- is the one employed by the ministry of education and assigned to the school as an instructor to impart the students with knowledge.

Teacher Performance:- its meaning with regards to use in this study is the effectiveness of the teacher in carrying out his duties and his attitude to work.

Criticisms:- this refers to disapproval (as used in the context of the study).

Supervisor:- officers that secretly search and examine in order to know whether rules have been broken.

CHAPTER TWO
LITERATURE REVIEW

2.0     Introduction

Inspection has been a part of education in Nigeria as far back as 1882 during the colonial period, it was introduced by the colonial government to control education and in the same year, the first educational ordinance was passed. The main aim of inspection is to maintain standards and improve the quality of learning of students and a better outcome of their performance.

2.1     The Concept Of School Inspection

In The oxford Advanced Learners Dictionary of current English, the word inspect means to:

                      i.                     to look at something or someone carefully in order to discover information, especially about their quality or condition.

                    ii.                     To officially visit a place or a group of people in order to check that
everything is correct and legal.

Our main focus on the study is "school inspection" which is an inspection that has to do with educational matters and takes place in a school, therefore, school inspection can be briefly defined as, "the official visit to a school for the purpose of monitoring and evaluating academic performance and development with the aim of maintaining and improving the quality of learning of students". It looks into all factors affecting learning in the school system. Inspection is usually conducted by external agents assigned to the school by the federal, state or local government inspectorate services. Inspectors ensure that effective and appropriate teaching methods are used and where deficiencies are observed they often recommend the use of remedial therapies, at the end of inspection visits, detailed reports are written to identify strengths and weakness of the school with appropriate recommendations for improvement.

2.2     Purpose Of Inspection

From a careful study some reasons for inspecting schools include the following:-

                   i.                        Schools (mostly new ones) are inspected to check their level of
suitability or standard for the purpose of government approval,
schools are expected to meet certain standards in areas of consideration which includes number and qualification of teachers, curriculum, suitability of buildings and equipment, after inspection has taken place schools that meet the standards are approved while
those that do not meet the standards are expected to close down or sometimes given a time to upgrade themselves or forced to closed down. Any school that continues to operate below standard after the given frame of time for upgrading is seen as an illegal or an unapproved school and is left to face the law.

                 ii.                        Schools are inspected as a result of situational demand, this type of inspection takes place when there is an emergence of crisis in a school, in such cases the ministry of education sets up a panel to investigate such cases which may be school-community conflicts such as staff-staff, students-staff, staff-principal, students protests, riots, misappropriation of funds, e.t.c, after such investigation has taken place, a report is taken back based on the, specific case, it is not on any case as regards accreditation.

              iii.                        Schools are inspected for operational improvement, when inspection is carried out for this purpose, its aim is usually to pinpoint areas of deficiency in the school and provide solution, in such cases, an inspectors visit a school for two to five days examining the various aspects of the school system, they take records, evaluate the staffing, the student population and the composition, the school finances, the academic programme, written work, students progress records curricular activities, health and sanitation status, after the checks have been made, the inspectors (s) then hold a conference with the principal and staff and return to their based to report their findings, such reports are usually valid assessments of the school system and they indicate areas that need commendation and those that need a change.

              iv.                        schools are inspected for programmes recognition, this types of inspection is done for examination bodies such as the West African Examination Council (WAEC) and others to approve the schools academic programmes, when such inspection takes place (especially in the case of new schools), a team of inspectors are usually sent to examine all the subjects in terms of quality, quantity, staffing and equipment in which the school wants to present candidates and the reports are sent to the examination body for approval.

Other commonly examined components of the school system during inspection include school organizational structure, school administration, personnel, pupils, programme of studies, plant and equipment, others such as parent teachers association, alumni association etc. however, the focus of this research work is streamlined to the role of inspection on teacher performance.

2.3     Rationale For School Inspection

According to the inspectors Manuel FME 2001 the following are some of the reasons for school inspection.

                              i.            School inspection is mandatory and not obligatory national policy education (3^rd Edition 1998) explicitly states that the federal, state and local government will collaborate in monitoring and maintaining minimum standards at all levels of education below the tertiary level; section (103). It also expands on the goals of inspectorate services and functions of inspectors (sections 104 to 107), the very thing which makes the current inspection services to be legal is the Decrees of 16 of 1985 which is titled Education (National Minimum) Standards and Establishment of Institutions) Decree. Part ii, section 15 of this states that:-

It shall be the duty of the appropriate authority to keep itself informed
of the nature of

(a)      The instruction given at approved institutions to persons attending courses of training

(b)      The examinations as a result of which approved qualifications are attained and appropriate certificates are awarded and for the purpose of performing that duty, the appropriate authority may appoint inspectors to visit institutions or to oversee such examination.

ii.       Inspection shows the areas of strength and weakness of a school and in order to improve teaching and learning and to assist in developing the competencies needed in teaching.

iii.      In some parts of our country other staff members and teachers are poorly-trained and are found still retaining the job may be as a result of other reasons aside improvement on their job, in cases like this the head teachers may be unwilling to expose their incompetence, here inspection is very necessary.

iv.      In a lot of cases, teachers often have little for self-examination, self- evaluation: self-training due to the rigorous and energy-sapping activities involved in teaching, school supervision cannot help in this case, therefore, there is a need for an external agent to come in and help teachers to assess themselves with the mindset of correcting
their fault and making up for their lapses

 v.      inspection serves as a school examiner and helps the school to work on teachers performance in order to meet their instructional or educational goals.

vi.      School proprietors and parents often want external reports added to
their schools apart from the praises schools give to themselves, the
inspection reports given to schools help them to identify their strengths and weakness for them to upgrade themselves.

vii.     Inspection serves as a tool for interpreting the school programmes to the community.

viii.    Through inspection reports the standard and quality of teaching il1l a
school is compared with that of a similar school somewhere else in
the country.

ix.      Inspection brings together or creates a link between school staff and the ministry of education.

2.4     The Expected Roles Of An Inspector Of Education

The roles inspectors play during inspection trips is usually determined by the specific purpose of inspection.

The Western Nigerian Education laws (cap 34). Says that an inspector may be required to perform all or any of the following functions.

a)                 Provide the minister with knowledge of institutions and their potentialities and with expert views on educational matters.

b)                Assess and report on the efficiency of an institution by inspection.

c)                 Offer all possible assistance to teachers in maintaining educational progress.

d)                Supervise, assess and report on the arrangement for the training of teachers.

e)                 Maintain a thorough knowledge of educational development through
study, research and travel and advance educational progress by the compilation of pamphlets and handbooks on general or particular aspects of education.

f)                  Establish and maintain relations with local and national industrial and commercial enterprise of professional bodies so as to enable the minister to secure training schemes suitable in type and volume to their needs. He is also expected to perform any other role the governor wants him to perform at any time.

2.5    Expected Characteristics Of An Inspector Towards Effective Inspection.

a)                An inspector is expected to treat teachers with regard as colleagues because they work alongside with him.

b)                An inspector is expected to be civil, polite and humble.

c)                 An inspector is expected to always confer with the teachers in order to exchange ideas with them that will boost their performance.

d)                An inspector is expected to respect the point of views of others.

e)                 An Inspector should be secretive about official secret.

f)                  An inspector is expected to have sound and current knowledge subjects, he should always add to his knowledge.

g)                 An inspector is expected to be objective in assessing teaching-learning environments and factors related to it.

The list of what an inspector is expected to be cannot be exhausted, an inspector is also expected not to:-

(i)      Falsify educational report or data.

(ii)     Dress shabbily.

(iii)    Drink alcohol or be found drunk while on duty.

(iv)    Smoke while on duty

(v)     Spend time being friendly with female students and teachers

An inspector must be a motivator as far as inspection practice is concerned. Swelster (1992) remarked that "the satisfaction of teachers with school system depends on the extent to which they perceive their inspectors/supervisors meet their, expectations. An inspector needs a good understanding of the impact of motivation in carrying out his job. This brings up some motivation theories such as

The social system theory:- Cuba and Getzel (1980) are of the opinion that this theory contains two independent dimensions which are

i.        The homothetic dimension

ii.       The ideographic dimension

The homothetic dimension is concerned with socializing the individual in the institution while the ideographic dimension' is concerned with how he individuals socializes the institutions to suit his own image, however, there is a great need for the two dimensions to balance according to Edem (1982) this balance is called Transactions dimension," it is democratic and permits a task oriented group interaction and it is non-directive, because of its nature when it is employed to school inspection, the inspection may not be successful.

MC. Gregory X and Y theories:- According to these theories the "X" theory deals with the nature of man, it claims that man does not like to work, he has to be controlled and threatened with punishment before he can put up his best to achieve the objectives of the organization, the theory indicates that, the average human being has no ambition and wants security. The "Y" theory is the expenditure of physical and mental efforts of a work as play and sleep so man does not dislike work, so the theory argues that threats and punishment are not the ways through which organizational goals can be achieved, the average human being does not only accept but seeks responsibilities.

Vroom's Expectancy Theory of Motivation:- Vroom sees performance on the job as a means through which an individual can achieve his personal goals and those of the organization. Sergiovani (1979) maintains that since personal goals of individuals are likely to vary, no one set of motivational factors is identified, rewards which appeal to one person may not mean anything to the other. The job of the supervisor is to design an environment for performance taking into account the difference in various situation but this is not the case between inspectors and teachers because most inspectors do not care about creating a conducive atmosphere for improving teachers performance and do not seem to bother knowing about needs of teachers this brings us to mention some theories of needs which include.

Maslaws theory of Need

Maslaw explains that human needs are arranged in hierarchical order and each of them relates to the others he indicates that for a worker to work towards the achievement of goals' there is necessity for satisfaction of personal needs, he proposed four levels of needs which is presented below from the lowest to the highest.

(a)  Physiological needs (air, water, food, shelter)

(b) Safety or security needs (freedom from threat)

(c)  Affiliation or social needs (acceptance by friends)

(d) Self fulfillment or self actualization

 

Maslaw’s model of hierarchical needs

Inspectors need to know about this hierarchy of needs and approach teacher problems with objectivity towards understanding and promoting better performance at all times.

Hacket (1982) observes that this approach assumes that once a need his been satisfied it remains so forever but it is not correct in all circumstances.

Herberg's Theory of Hygiene:

This theory states that people have needs which motivate them to do certain things and it categorizes human needs into:

a)                 hygiene factors:- those needs which relate to the job such as administration, supervision, general working conditions.

b)               motivators:- They also relate to the job but in the sense of achievement, recognition, responsibilities, advancement, professional growth and fulfillment. This is very applicable during supervision and inspection to motivate teachers and improve their performance.

2.6     The General Perception Of An Inspector's Role In our system of education, there are standards by which inspectors are judged while performing their duties, the standard for judging an inspector's or supervisor's success or failure is largely dependent on the attitude or behaviour he/she exhibits to the teachers he/she is teachers with the school system depends on the extent to which they perceive the role of their inspector/supervisors meets their expectation).

In the past, inspectors earned uncomplimentary remarks from schools proprietors and teacher's, inspectors were supervisors sacrosanct, unfriendly, bullies and they terrorized teachers. This image lingered for long until now, educational inspectors often made the mistake of assuming they had superior knowledge when compared with that of the teachers, the inspectors always insisted that laid down rules and regulations were obeyed and existing . standards were maintained and this was usually done by correcting what had not been properly or correctly done, it also meant that attention had to be focused on the teachers weaknesses which must be pointed out without necessarily indicating how to improve the weaknesses observed in a dictatorial manner, this was all about telling the person what to do but if the person rejects the correction doesn't see it respectfully, he or she may face the penalty or be fired by the inspector or a higher boss, inspectors who showed no regard for teachers and others working with them were in the business of "black painting" the inspectors role.

2.7     The Rightful Situation

Today the new philosophy of inspection is child-centered, this makes inspection duties to go further into providing guidance for teachers for the benefit of the learners. There are more teachers these days and inspectors are more sympathetic in pointing out the mistakes committed by teachers and any other person and providing solution for corrections to be made. The theories of leadership, motivation and communication have played a vital role in developing supervision by pointing out elements which can be used by supervisors in working towards good instructional and administrative improvement in schools.

Vigilante (1969) tells that leadership problems like resistance to change at the school-inspector level generally occurs mainly because of a disturbance in the attitude balance of the school inspectors, therefore there should be a frequent noting of the administrative disturbance when working with teachers and principals, there must be a balanced relationship between teachers an inspectors. conclude by saying that an inspector should "be a role model who is out there for a positive change and should carry out his duty with openness of mind, seeing his subordinates and teachers as support pillars needing his/her assistance in order to help him/her to do his/her work
better, a successful inspection is a plus to the inspector.

2.8     Some Challenges of School Inspection

According to the inspectors manual (FME 2001) inspectors are faced with many challenges that comes form contemporary situations in the system of education and the society at large ,some of the challenges includes.

(a)      Improving the quality of instructions for both, formal and non-
formal education: This challenge is concerned with what the inspector should do to assist the teacher; the inspectors should motivate the teachers to:-

a)               have a good understanding of his/her subject matter very well.

b)              always prepare well for lesson.

c)               always read intensively and wide.

d)              periodically give written tests.

e)               make instructions as individual as possible.

f)                make good and wide use of teaching aids.

g)               objectively and promptly mark and grade assignment and tests.

h)              make lessons interesting, stimulating and enjoyable.

i)                 communicate with the use of simple English in a clear and effective
manner while presenting his lessons.

(b)     Promoting interpersonal relationship between inspector and teacher instructor and between teachers and students.

inspectors are expected to :-

a)                 be warm and friendly to teachers.

b)                accept teachers as their professional colleagues, not as subordinates
or inferiors.

c)                 encourage discussions with teachers.

d)                assist teachers where they go wrong.

e)                 avoid harassment or intimidation of teacher.

f)                  be fair, firm. Open and transparent in dealing with teachers .

g)                 encourage teachers to be role models to their students.

h)                encourage teachers to assist their students in achieving their goals.

i)                   counsel teachers to develop a cordial relationship with their students.

j)                   advise teachers to avoid creating fear in students.

k)                advise teachers to handle students with decency, maturity and gentility.

(c)      Enhancing the school climate

Inspectors are expected to:-

a)                 assist the school in developing workable rules and regulations for staff and students.

b)                encourage the school to enforce its rules and regulation without fear or favour.

c)                 assist the school in ensuring that appropriate measures are taken concerning violators of rules and regulations.

d)                assist the school to promote unity and peace among staff and students.

e)                 encourage the school to establish social, cultural and professional clubs and societies for staff and students.

f)                  encourage transparency and accountability among the staff, students and management.

g)                insist on the right of the school authority to demand obedience and respect from staff and students.

(d)     Help teachers to develop a better self concept

An inspector should be able to:-

a)                 encourage teaches to develop a full mastery of their teaching
subjects.

b)                assist teachers in cultivation a reading culture.

c)                 encourage teachers to accept teaching as a profession devoted to
human resource development and nation building.

d)                assist teachers to develop a sense of positive self image.

e)                 admonish teachers to always prepare adequately for their lessons.

f)                  encourage teachers to be satisfied with whatever they are able to
acquire through legitimate means.

g)                 encourage teachers to develop only reasonable aspirations.

h)                encourage teachers identify with suitable role models.

2.9    Procedures Of School Inspection

School inspection has a procedure, it takes place in stages which are

(a)              pre-inspection

(b)             inspection

(c)              post-inspection

Pre-inspection

pre-inspection is the first stage, this stage is a preparatory stage
towards inspection itself it is a stage where by plans and strategies are pu~
down concerning what has to be done during inspection, the activities
involved in pre-inspection includes:

a)                 assembling data about the school or educational centre to be inspected

b)                selection of team members

c)                 appointing of a team leader

d)                Setting the material resources and planning logistics in motion

Inspection

During inspection the primary aim of the inspectors visit is to assess the school in the following terms.

The school climate:- inspection here focuses on the environmental cleanliness or health status, the level of discipline, the head teacher/staff relationship, the staff/student relationship, the student/students relationship.

Curriculum delivery:- here the focus is, teacher-effectiveness, staff motivation, learner-teacher interaction, pupil-teacher ratio, availability and use of teaching aids.

Organizational structure;-here the focus is the organizational structure at the classroom level, the school level, the boarding house for boarding schools). However, inspection can be broken down into three major activities which are

a.       observing

b.       counselling

c.       documenting

Observing

As the word" observe" implies, while observing, the inspector takes a good and close look at the things, areas or aspects of the school that need to be looked into or need to pass through a process of screening and correcting for a successful inspection, such areas include the school climate, curriculum and structure as earlier discussed. The inspector is expected to be smart while observing.

Counseling

As the word "counsel" implies, counseling is the advice rendered by the inspector as a result of the observation that has been taken place, the inspector counsels in order to see a change, for things to be rightly down and for things to be in their proper places for e.g. if there inspector observes that teacher does not follow the lesson plan while teaching he counsels him/her to do so and expects a visible change in the teacher, counseling take place for a change.

Documenting

Documenting is all about putting down the necessary things needed while inspection is taking place, documenting can be in the form of records, tables, statements and all forms of reports that are needed for a successful inspection.

Post -inspection

This is the last stage of inspection and it is very important, post- inspection is as important as inspection is, it is the series of activities that take place after inspection.

The objectives of post-inspection meetings include:-

                              i.            reviewing and rationalizing the activities of the individual' inspector

                           ii.            coming to a compromise concerning the recommendation to be made by each inspector and the general conclusion by all.

                         iii.            ensuring that unverified facts are cleared of ambiguities - (ability to
have more than one meaning).

                         iv.            preparing the ground for subsequent meetings with the principal and the proprietor of the school.

Follow -up inspection.

This is a kind of inspection that takes place one year after a full general inspection has taken place. It is aimed at:-

                              i.            providing the inspector an opportunity to see the extent to which the changes and recommendations made during the last inspection has been put to work or implemented.

                           ii.            Obtaining a feedback from the principal or head teacher about any difficulty or difficulties encountered while implementing the recommendations.

These types of inspection are restricted to officers from the inspectorate office nearest to the school.

2.10   Summary

This chapter carefully examines the concept of school inspection, its  purpose the roles and expected qualities of an inspector, theories of  motivation, the perception of an inspector's role, the challenges of school inspection and the procedures of school inspection all put together for a better understanding of the research work and its relevance to education.

CHAPTER THREE
RESEARCH METHODOLOGY

3.0     Introduction

This chapter presents a description of the research methodology, the instrument used for data collection, the method of data collection, population size, sample and a description of the method of data analysis.

3.1     Research Method And Procedure

The research design is by questionnaire for collecting and gathering information, the information is made to pass through a process of analysis for a proper description and understanding of the existing situation concerning the role of school inspection on teacher performance in some and only selected schools in Kaduna south local government area.

3.2     Instrument For Data Collection       

The instrument for data collection was a close ended questionnaire. The questionnaire had a total number of fifteen (15) questions all designed to investigate inspection activities and its extent of influence on teacher performance.

The response of inspectors and teachers was rated using a five point liken rating scale with a range from strongly agree to strongly disagree and also from very effective to highly ineffective, there was also a rating of the relationship between teacher and inspector (rated by the teachers) and a rating of teachers cooperation with inspector  (rated by the inspectors).

3.3     Reliability Of The Instrument

The reliability of the instrument was checked by using the test and retest method to find out if there was a difference between the first and second responses but there was none between the two.

3.4     Method Of Data Collection

The data was gotten with the use of questionnaire presented in appendix 1, for the purpose of giving every teacher or inspector an equal chance of getting the questionnaire, random sampling was used. This involves writing numbers from one to ten (1-10). The researcher also placed "Nil" indication on some pieces of paper so that those who picked from numbers one to ten could full the questionnaire while those who picked “Nil” would not.

3.5     Population Size

          The elected schools used as case study for this work include:

S/N	NAME OF SCHOOL	NO. OF TEACHERS
1	Betty Queen International School Kabala West	55
2	Blessed International School Saba Close	66
3	Focus Academy Edo Street	68
4	Katari School Yoruba Road	12
5	Jola Wisdom School Kabala Junction	52
6	Gems International School Alagbado	50
7	Great Model School Alagbado	14
8	Mascot Academy Murtala Moh’d Rd	65
9	Mercy land Schools, Ruma Road	54
10	Hamash School Gidado Street	19
11	Treasure School Kabala West	23
12	Divine Love Baptist School	22

Total

The study covers 12 schools with a total number of five hundred and fifty three (553) teachers and twenty one (21) inspectors from the Kabala West inspectorate division of Kaduna state.

3.6     Sample Population

A total number of two hundred and ten (210) respondents were served the

questionnaire, ten (10) inspectors and two hundred (200) teachers.

3.7     Method Of Data Analysis

The data for answering research question 1 and 2 were analyze using statistical means. The questionnaire is in the liken rating scale 5 for strongly agree and very effective, 4 for agree and effective, 3 for undecided or neutral, 2 for disagree and ineffective and 1 for strongly disagree and highly ineffective.

The mean acceptance value is here by calculated as:-

3.8     Decision Point

          To determine the decision point, the calculated means is

4.6 to 5                 the range for highly effective

4 to 4.5                 the range for effective

3 to 3.9                 the rage for undecided

2 to 2.9                 the range of ineffective

Below 2.0             the range for highly ineffective

The mean response to each question was calculated using the formular

CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS

4.0     Introduction

This chapter deals with the presentation and analysis of data collected through the method described in chapter three and the responses.

4.1     Response of Respondents (Teacher and Inspectors)

The response of teachers in the randomly selected schools and inspectors of the Kabala West division is highlighted, the same questionnaire was administered to both categories of respondents in order to determine the effects of inspection activities on teacher performance in secondary schools. The five point like scale used in the study is H.E = 5, E = 4, U.D = 3, I. E = 2, H.I.E = 1, S.A = 5, A = 4, U.D = 3, D.A = 2, S. D = 1.

4.2     Presentations Of Respondents

Table 4.0

Respondents	Number of questionnaire administered	Number of questionnaire returned	Percentage of questionnaire returned
Teachers	200	196	98.00
Inspectors	10	10	100%
Total	210	206	98.1%

The data in table 4.0 shows that the teachers returned hundred and ninety six (196) out of two hundred questionnaires distributed to them indicating a percentage return of 98% and the inspectors returned 985 and the inspector returned all of the ten questionnaires given to them indicating a percentage return of 100%.

4.3     Presentation Of Result And Data Analysis Of Research Question And Findings.

According to section 3.9 in chapter three the calculation of the mean response for each question in the questionnaire was done using the liken scale for each option as 'X' while the number of respondents  was taken as the frequency (f). The finding are presented and discussed below according to research questions as shown below.

Research question 1

Is school inspection effective in the improvement of teacher performance?

Table 4.1: Responses to questionnaires and respondents mean rating on the question” Is school inspection effective in the improvement of teachers’ performance”

	Question	H.E	E	U.D	I.E	HI.E	N > ∑f	x	Remarks
		SA	A	UD	DA	SD
1	A good observation by an inspector is vital to successful inspection	108	94	0	4	0	206	4.7	Highly effective
2	During inspection, checking of lesson plan by inspectors improves teachers’ performance	79	91	16	10	14	206	4.47	Effective
3	Inspectors record of work is a guide to pin-point areas of strength and weaknesses in teachers performance	112	90	0	1	3	206	4.72	Highly effective
4	Identification of problems during inspection without providing solutions improves teachers’ performance	5	7	10	18	166	206	2.25	Ineffective
5	During inspection, the inspectors’ activities enforces the implementation of their recommendations	16	113	8	60	9	206	3.93	Undecided
6	The effect of inspection on teachers performance in long lived	17	31	129	16	17	206	3.84	Undecided
7	The teacher’s observation in the classroom improves his performance	92	108	3	1	2	206	4.7	Highly effective
8	Teacher’s performance is improved when solutions provided for problems identified by the inspectors are put into practice

From the result of the data in the table 4.1, it is seen that the mean response to questions 1, 3, 7 and 8 are highly effective or strongly agreed by the respondent, the response to question 2 is effective or agreed by the respondents, the response to question 4 is ineffective or disagreed by the respondent and questions 5 and 6 are undecided by the respondents. The figure tells that inspection activities are effective in the improvement of teacher performance Kabala West inspectorate division of Kaduna state.

Table 4.2: Responses to questionnaire and respondents mean rating on “does a cordial relationship and effective communication between inspectors and teachers contribute to a successful inspection”?

	Question	H.E	E	U.D	I.E	HI.E	N > ∑f	x	Remarks
		SA	A	UD	DA	SD
1	The absence of good communication between inspectors and teachers can negatively affect inspection exercise	90	101	12	3	0	206	4.6	Highly effective
2	Teacher performance improves when inspectors motivate teacher	79	119	6	1	1	206	4.7	Highly effective
3	Teachers are willing to perform better when inspectors respectively treat them as colleagues	72	132	2	0	0	206	4.7	Highly effective
4	When teachers effectively put the inspector’s counsel into practice, their performance improves	121	85	0	0	0	206	4.8	Highly effective
5	Ill-treatment of etchers by inspectors does not affect the teachers performance	2	1	5	87	115	206	2.5	Ineffective
6	When inspectors allow teachers to express themselves, teacher performance can improve	90	65	32	6	13	200	4.3	Effective
7	When inspectors discuss reports with teachers before documentation teacher performance can be enhanced or improved	85	113	03	05	0	206	4.7	Highly effective

From the result of the data in table 4.2, it is seen that the mean response to questions 1,2,3,4 and 7 is highly effective or strongly agreed by the respondent, the response to question 6 is effective or agreed by the respondent while the response to question 5 is ineffective or disagreed by the respondents.

The overall data tells that respondents agree with the opinion that a cordial relationship between teachers and inspectors cannot be over emphasized as regards improvement of the teacher performance in the Kabala West inspectorate division of Kaduna state.

CHAPTER FIVE

SUMMARY, FINDINGS, DISCUSSIONS, RECOMMENDATION AND CONCLUSION

5.0     Introduction

This chapter is all about the summary, findings, discussion, recommendation, suggestion and conclusion based on the research

5.1     Summary of Research Procedure  

The major purpose of the research was to find out the effect of school inspection on teacher performance in selected secondary schools under the

Kabala West Inspectorate division of Kaduna State.

Two groups of research questions were distributed in order to get details concerning the work; the questions for the two major groups are:

(i)                Is school inspection effective in the improvement of teacher performance?

(ii)             Does a cordial relationship and effective communication inspectors and teachers contribute to a successful inspection

A close ended five point Likert scale questionnaire was used for the research design. The questionnaire was distributed among 210 respondents (200 teachers and 10 respondents) and at the time of collection, 206 questionnaires were collected).

5.2     Research Findings

          From the analysis of the data the following were found:

1.                 It was found from the data in table 4.1 that school inspection is highly needed and cannot be over –emphasized, most of the respondents indicated that inspection activities play a major role in improving teacher performance in the Kabala West Inspectorate division of Kaduna State.

2.                 It was found from the data in table 4.2 that most respondents agree that a cordial relationship and effective communication between inspectors and teachers helps in improving teacher performance.

5.3     Discussion Of The Findings Based On Research Questions

Research question 1: Is school inspection effective in improving teacher performance?

The findings based on this question tell that school inspection is very relevant in improving teacher performance in schools and reveals that inspection should be understood as an exercise to improve teacher performance.

Research question 2: Does a cordial relationship and effective communication between inspector and teachers contribute to a successful inspection?

The findings based on this question tell us that is hardly any successful inspection without a cordial relationship and effective communication between inspectors and teachers, this coincides with Ojelabi (1981) who tells that inspection creates a room for rendering a purposeful advice. Inspection serves as a guide for a desirable change as far as teaching is concerned. Any relationship between inspectors and teachers that is not cordial may lead to a communication problem and the end result may be an unsuccessful inspection .

5.4     Recommendations

Based on the findings of the study the following was recommended.

1.                 Inspection is a sensitive exercise requiring a long list of experiences, humility, self control on the apart of inspectors and willingness on the part of teachers to take and make use of correction; therefore before inspection commences, a suitable inspector should be assigned to carry out the job while teacher and school authorities are made to understand the role of a good attitude on their part and should also be made to understand that correction and criticism should be absorbed with open minds because it is a major part of the exercise.

3.                 Inspection should be a friendly exercise between inspectors and teachers in order to get the best out of the exercise, there should be freedom of speech, both ways there should also be freedom of expression both ways.

4.                 Inspection should not just take place once and allowed to end there inspection should be done at intervals in order to maintain standards for e.g. if a particular school was inspected in the year 2005 and after some years no inspection has been done again, it should not be assumed that the standard in the year 2005 still holds, in most cases, the standards may have changed due to outgoing and incoming teachers and other staff numbers.

5.                 Inspection should be filled with different activities so that inspectors do not get bored or suffer the effect of monotony therefore other activities apart form the regular checking of teachers lesson plan, teachers time of resumption etc. should be employed.

5.5     Suggestions For Further Studies

Based on the findings of this research work, the following suggestion were made.

1.                 A research study should be made on "the seriousness of teachers when inspection has not taken place for a long time after the previous

2.                 A research study should be made to check "the reason why some
inspectors go to some schools and assume from the onset that everything is in place without really doing the proper inspection".

5.6     Conclusion

From the findings of the research study, a conclusion is made that the inspectors and teachers in the Kabala West inspectorate division in the strongly believe that inspection plays a vital role in improving teacher performance. The research also believes that if the recommendation made can be put to practice , inspection will be more interesting, promote a healthy relationship between inspectors and teachers and make the work easier.