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THE EFFECT OF SCHOOL INSPECTION ON STUDENT ACADEMIC PERFORMANCE
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Educational management in secondary schools entails using management concepts to plan, develop, and implement resources in order to achieve educational objectives. Today, more than ever, the desire for good school management is gaining traction throughout the world (Okumbe, 1999). The extent to which schools obtain the required instructional materials and teachers, as well as how they offer a pleasant organizational atmosphere and generally satisfy the expectations of the society in which they are founded, are used to assess their performance (Okumbe, 1999). Education takes place in our schools, and it is there that the success or failure of national educational goals will be decided (Orora, 1997). School executives are required to use proper management abilities to attain this goal. Any secondary school’s head teacher has a critical role to play in the administration of the school. As a result, the general administration of schools is the responsibility of the head teacher, who works with and through the teachers to optimize their professional strengths and accomplish the intended educational outcomes. In all schools, school inspection is an important service that may be utilized to guarantee that academic success is improved. The impact of a school inspection, on the other hand, is determined by how it is conducted and if the suggestions of school inspectors are used to motivate school development. School inspections will be a waste of time and money if observations made during inspections are not adequately conveyed to all stakeholders, if feedback and follow-up are inadequate, and if inspectors’ suggestions are not implemented (Olagboye, 2004). School supervision is a continual practice of providing instructors with direction and assistance in order to enhance educational outcomes. Heads of schools, deputy heads of schools, academic coordinators, and heads of departments supervise secondary schools in Nigeria. The zonal inspectorate office conducts school inspections in secondary schools. 1978 (Ministry of Education). Although the terms inspection and supervision are frequently used interchangeably, they have significantly distinct meanings. Inspection, according to Colin (2001), entails watching work in schools, gathering evidence from a range of other sources, and making a decision. Inspection, in his opinion, entails making a judgment about the importance and value of what is observed, gathered, and reported. Inspection, on the other hand, according to Aiyepeku (1987), is focused on assessing instruction and identifying educational difficulties with instructors in order to assist them in finding answers. The act of exercising broad supervision over the operations of functionaries in an establishment is also known as supervision. This is a strategy for mobilizing employees in the performance of their jobs by providing direction, counsel, encouragement, and motivation (Whawo, 1995; Institute of Education, University of Ibadan, 1981). School inspection involves a cooperative relationship in which the school inspector comes into the school from outside to check and ensure that set targets are being met by both teachers and in-house supervisors, whereas supervision involves an in-house helping relationship in which the supervisor constantly and continuously guides and assists the teachers to meet set targets, whereas supervision involves an in-house helping relationship in which the supervisor constantly and continuously guides and assists the teachers to meet set targets, whereas supervision involves an in-house helping relationship in which the supervisor constantly and continuously guides and assists the (Olagboye, 2004). Whawo’s (1995) schools of thought on supervision and inspection reveal that both activities focus on the school’s areas of weakness and offer answers or recommendations for possible cures. Both school inspection and school supervision detect flaws in the educational setting and either pass judgment or give stakeholders with corrective counsel and help. Quality education is supported by all stakeholders (school officials, parents, students, school supervisors, and school inspectors). School inspectors and supervisors aim to eliminate flaws in the educational environment. Academic performance will be improved if flaws are kept to a minimum.
1.2 STATEMENT OF THE PROBLEM
Education is a solid investment that is intended to boost individual and societal economic progress. It is common knowledge that education is a key determinant in social mobility, implying that education may impact a person’s future economic standing in society (Olagboye, 2004). Unfortunately, this vital industry is plagued by a slew of issues. The awful performance of students in the SSCE is one of the most prominent problem areas that highlights the sector’s low performance. The poor performance in WAEC and NECO has been a cause of concern for parents and other stakeholders in the sector, given the resources invested by parents and the government in educating the learners and the lack of a proportionate return on investment. Despite the state government’s financial engagement in the industry, Ogun state participates in the education sector’s dilemma. The public is becoming increasingly concerned about the achievement of secondary education objectives, as evidenced by a persistent deterioration in instructors’ instructional task performance and students’ academic performance, indicating a lack of quality assurance in secondary schools (Adeniji,2002). The government of Nigeria pays some taxpayers’ money to assist school inspection processes, based on the roles and expectations of society on the importance of school inspection and its influence on academic attainment (Ola, 2004). Measuring the impact of school inspections is one technique to justify public money expenditures. In this circumstances, it was necessary to explore the influence of school inspection on academic accomplishment, which is still a concern because many government schools continue to operate below standard when it comes to evaluating students’ academic performance.
1.3 OBJECTIVES OF THE STUDY
The overall goal of this research is to look into the impact of school inspection on students’ academic progress in Edo State, using Oredo LGA as a case study. The following are some of the specific goals:
i. To learn about the inspection practices in secondary schools in Edo State.
ii. To determine the impact of inspections on the performance of secondary school teachers in Edo State.
iii. To compare academic performance of pupils in schools before and after routine inspections.
iv. To look at the impact of school inspections on academic performance.
v. To investigate the government’s involvement in enhancing secondary school inspection in Edo state.
1.4 RESEARCH QUESTIONS
i. What are the inspection practices in secondary schools in Edo State?
ii. What are the impacts of inspections on the performance of secondary school teachers in Edo State?
iii. How can academic performance of pupils in schools before and after routine inspections be compared?
iv. What are the impacts of school inspections on academic performance?
v. How can the government’s involvement in enhancing secondary school inspection in Edo state be investigated?
1.5 SIGNIFICANCE OF THE STUDY
The research will give empirical information on the impact of school inspections on teaching and learning in Nigeria, as well as how teachers and school authorities view inspections.
1.6 SCOPE OF THE STUDY
This research adds to the body of knowledge on accountability in Nigerian education, teaching, and learning.
1.7 DEFINITION OF TERMS
Effects: a change which is a result or consequence of an action or other cause.
“the lethal effects of hard drugs”
Performance: an act of presenting a play, concert, or other form of entertainment.
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Full Project – THE EFFECT OF SCHOOL INSPECTION ON STUDENT ACADEMIC PERFORMANCE