Teachers and pupils’ perceptions on primary school inspection services in Tanzania: the case of Kinondoni Municipality

This study was designed to examine the teachers and pupils’ perceptions on primary school inspection services in Kinondoni Municipality. The study investigated four areas of interest: the adequacy of inspectors’ reports, the role of school inspection on curriculum implementation and the contribution of quality inspectors to effective learning. The study employed qualitative research approach to collect relevant data for the study. A total of two hundred and forty three respondents were used to generate data for the study. These were 4 heads of school, 4 academic teachers, 64 teachers and 36 pupils. The study used four methods of data collection namely interview, focus group discussion, documentary review and non-participant observation. A combination of these methods ensured reliability of the data collected. The study revealed that, first, school inspectors’ reports were useful as they covered every aspect of a school. Secondly, school inspectors’ advice helped to raise teachers’ competence and management skills and knowledge especially in keeping and updating administrative documents. Thirdly, the study revealed that inspectors had neglected to assist teachers on how to analyze syllabi so as to prepare well schemes of work and lesson plans. Hence inspectors need to put more effort in helping teachers so that they can confidently raise standards of education by teaching pupils properly. Lastly, the study revealed that classroom observation during inspection was quite important for improving teaching and learning standards. This in turn, helps to improve the quality of education. The study recommends that, there is a need to create a friendly relationship between schools inspectors and teachers so as to portray a good image of school inspectors, secondly, the inspection reports should be made available to all important beneficiaries such as teachers and pupils in order to have smooth implementation of the suggested recommendations. Thirdly, school inspectors should demonstrate important skills which teachers are missing. Finally, teachers should be provided with short courses and seminars in order to keep them abreast with curriculum changes.