Implication of school inspection practices on public secondary school teachers’ job execution in Mbozi district, Tanzania.

This study examined implication of school inspection practices on public secondary school teachers’ job execution in Mbozi district in Tanzania. Specifically, the study sought: (i) To identify secondary school inspection practices, (ii) To examine the contribution of secondary school inspection in enhancing teaching and learning practices in secondary school and, (iii) To seek respondents’ views on better ways school inspection could be practiced for improved public secondary schools teachers’ job execution. The study utilized qualitative research approach with single-embedded case study design in collecting, analyzing and interpreting data. It was conducted in five sampled public secondary schools with a total of twenty five teachers. The sample also consisted of five heads of schools, one district secondary education officer as well as two school quality assurance officers who were the zonal chief quality assurance officer and the head of department of secondary quality assurance office. Purposive, convenience and simple-random sampling techniques were applied in getting the respondents. Data were generated through the use of focus group discussions, interviews, and documentary reviews. The information generated were analyzed using Miles and Huberman framework for qualitative data analysis. The study findings revealed that the dominant ways of conducting secondary school inspection focused on checking the available academic documents, classroom observation, administrative documents and observing school environments. Moreover, it was discovered that school inspection plays essential productive roles if well conducted. School inspection helps to know T/L processes and all other matters pertaining to T/L process, helps teachers to be committed to their daily routines, hence contributing to effective job performance. Inspection helps in the implementations of national curriculum, improves teachers’ morale on their job and accountability. Besides, the findings revealed that, through school inspection teachers get experience from inspectors by sharing ideas and helps the government to get information about their schools and take actions which may contribute to general school performance. To improve secondary school inspection practices in the district, the following were the suggestions: inspection should be frequently conducted to all schools and physically in classrooms, internal supervision by HoS and the academic committees, immediate feedback, follow-ups as well as timely preparations of inspection reports, prompt release of adequate funds and facilities, using polite language, empowering HoS and teachers and recruiting secondary schools quality assurance officers in districts. In the light of the study findings, it was recommended that school quality assurance officers should not rely only on checking documents during their visits to schools. Also, the government should allocate adequate funds to quality assurance offices for supporting inspection activities. There is the need for recruiting secondary school quality assurance officers in each district or region if possible, instead of depending on the quality assurance officers from zonal offices that have many regions and districts to manage.