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All Journal International Journal of Multidisciplinary: Applied Business and Education Research
Ntege, Joseph Lubwama
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Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Environmental Science Medicine & Pharmacology

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Effect of the Directive and Non-directive Inspection Approaches on Teach-er Instructional Effectiveness in Government- aided Primary Schools in Nakisunga County, Uganda Ntege, Joseph Lubwama; Kasule, Geirge Wilson; Owino, Phillip; Mugizi, Wilson
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 4 No. 5 (2023): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.04.05.17

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.
Effect of the Collaborative School Inspection Approach on Teacher Instruc-tional Effectiveness in Government-aided Primary Schools of Nakisunga County, Mukono District, Uganda Ntege, Joseph Lubwama; Wilson, Kasule George; Mugizi, Wilson; Phillip, Owino
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 4 No. 5 (2023): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.04.05.19

Abstract

The study investigated the effect of the collaborative school inspection approach on teacher instructional effectiveness in government-aided primary schools in Nakisunga County, Mukono district, Uganda. Teacher instructional effectiveness was studied in terms of reporting on pupil academic achievements, teacher attitudes, effective planning, attendance and pedagogical approaches. Collaborative school inspection approaches were studied in terms of support supervision, feedback, trust and respect. The study adopted a cross-sectional survey mixed research design which used both quantitative and qualitative approaches on a sample of 178 people that included teachers, head teachers, school inspectors and education officers, all from Nakisunga County, Mukono district. While Quantitative data was collected using self-administered survey questionnaires, qualitative data was collected using interviews and focus group discussions. Data collected quantitatively was analysed using inferential analysis yet qualitative data was analysed by grouping the responses from the head teachers, school inspectors and education officers in themes which were merged with quantitative findings. The findings showed that all the sub-variables of the collaborative school inspection approach were positively significant to teacher instructional effectiveness. It was concluded that the collaborative school inspection approach has impact, on teacher instructional effectiveness. Therefore, it was recommended that because the collaborative school inspection approach has impact on teacher instructional effectiveness it should be used in government-aided primary school inspection activities always and vigilantly because all its sub-variables were positively significant to teacher instructional effectiveness.
Co-Authors Kasule, Geirge Wilson Mugizi, Wilson Owino, Phillip Phillip, Owino Wilson, Kasule George