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A STUDY OF PRIMARY SCHOOL TEACHER’S ATTITUDE TO SCHOOL INSPECTION

CHAPTER ONE

INTRODUCTION 

1.1   BACKGROUND OF THE STUDY

All over the world various stakeholders –the government, parents, employers, nongovernmental organizations etc. invest heavily in education and the story is not different here in Nigeria. This is so because many people believe that education can solve most if not all social problems. In view of this fact, the education system should be accountable to all the stakeholders, that they are getting value in return for their investments. According to Alade (2002), accountability emphasizes finding out the extent to which the education system is achieving its objectives and whether the money being spent on it is being spent

Judiciously, it could also highlight areas where improvement will be required. This is possible if the government continuously monitors the performance of our schools through regular inspection to ensure that they are doing what they were set up to do in accordance with the country’s education policies- that is, there should be quality control in our schools.

Monitoring the performance of our schools is a major duty of the inspectors of education which they perform during inspection in schools. The need to make the educational system accountable is therefore very obvious but it has not been given appropriate and adequate attention. Olaniyan (1994) lamented that “one of the areas in education in this country that has not received the attention it deserves is the inspection of schools”.

The nation has not been able to benefit maximally from inspection of schools for various reasons which include:

 -Inadequate funding of the Inspectorate Department;

 -Inadequate number of inspectors;

 -Lack of autonomy for the Inspectorate Department;

 -Inappropriate staffing of the Inspectorate Department etc. (Alade, (2002)).

The poor attention given to school inspection may not be unconnected with the observation that the standard of our education has fallen and it is still falling (Odiete, 1988; Abolade,1994; Obemeata, 1995; Usman, 2001 and Alade, 2002). In this regard, the teacher is one ofthe culprits because he is a major factor in the achievement of quality in the Educational system. The teacher’s personality, what he teaches and how he teaches are crucial to successful classroom learning. Teachers need supervision for reasons which include the following:

- Some of them were trained through ‘crash’ programmes (Fafunwa, 1974 and Adesina,1980);

- New entrants into the profession are not equipped to deal with problems teachers encounter in the course of their duties (Obemeata, 1995);

- Doubts are being cast on the quality of teachers turned out to teach (Chukwu, 1990);

- The qualities of the programmes in the institutions where the teachers are trained are being queried (Obemeata,(1995).

It cannot therefore be denied that the untrained, the inexperienced and the under-qualified teachers in the educational system also need professional help and guidance. Supervising the teachers is a necessity and it is a major responsibility of the inspectors. Aiyepeku, (1982) asserted that only inspectors can give this required professional guidance. He pointed out further that the good, well qualified and competent teachers can still be encouraged to do their work even better, thereby improving the learning and teaching environment in schools.

Nwakwo, (1981) emphasized that the inspectors more than the administrator, planner or any other participant in the business of education are most qualified to harmonize and reconcile the various ingredients that make up education, that is the inputs, the processes and to a lesser extent, the output.

The National Policy on Education (NPE) has put the responsibility of ensuring uniform standard and quality control of education on the Federal and States Ministries of Education through the Federal Inspectorate Services (FIS) and the Inspectorate Department of States’ Ministries of Education and the Local Government Education Authorities at all levels below the tertiary level (NPE, 2004). However, with all these provisions in place, not much can be achieved without the right attitude of teachers to inspectors and the process of inspection.

Attitude is a concept that has been variously defined by many. For example, Chukwu,(1990), Araromi, (1987), Corney, (1975), Mehrens, (1973) and Emeke, (1996). For the purpose of this study however, the definition given by Corney (1975) will be adopted. He defined attitude as “a predisposition to ac or behave positively or negatively towards an object a person or a group of people”. Attitude held by others are not observable, they must be inferred by others from behaviour because while one might conceal one’s own attitude, only one’s public behaviour can receive objective study (Chukwu, (1990)) Thus, investigators depend heavily on behavioural indices of attitudes like what people say or on their responses to questionnaires or on physiological signs e.g. change in heart beat rate.

Emeke, (1996) asserted that a positive attitude is likely to engender achievement of a goal or objective than a negative attitude. Inspectors are very necessary in the supervision of instructional and administrative activities in the pre-tertiary institutions. It is considered very important therefore that the teachers with whom they interact during inspection should have positive attitude first to them as inspectors and secondly to the process of inspection. This is the only way of ensuring that the inspection exercises will produce desired results.

Attitudes are learned and they can be changed if it is deemed necessary (Mehrens, 1973 and Okosieme, 1990). However, it is the opinion of the researcher that we cannot decide to alter, modify or reinforce attitudes until we know what the current status is, hence we need to find out the status of the attitudes of teachers to inspectors and the process of inspection.

Inspection and supervision are sometimes used interchangeably; however they have slightly different interpretations. According to Colin (2001), inspection involves observing work in schools, collecting evidence from a variety of other sources and reporting judgement. For him, inspection therefore involves making judgment about the significance and worth of what is observed, collected and reported.

However, Aiyepeku (1987) argues that inspection is not so much on judging teachers but on assessing teaching and identifying educational problems with teachers in order to help them to find solutions to the problems.

Supervision may also be described as the exercise of general superintendence over the activities of functionaries in an establishment. This involves a system of mobilizing staff through the provision of guidance, advice, encouragement and motivation, in the discharge of their duties (Whawo, 1995; Institute of Education University of Ibadan, 1981). Supervision involves an in-house helping relationship in which the supervisor constantly and continuously guides and assists the teachers to meet set targets while school inspection involves a cooperative relationship whereby 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 (Olagboye2004). The schools of thought on supervision and inspection by Aiyepeku (1987), (Whawo 1995) and Olagboye (2004) show that both activities focus on the schools’ areas of weaknesses and provide solutions or recommendations on possible remedies to the weaknesses.

Both school inspection and school supervision identify the shortcomings in the school setting and either pass judgment or provide remedial guidance and support to stakeholders. All stakeholders (school authorities, parents, students,school supervisors and school inspectors) support quality education. School inspectors and school supervisors work towards reducing the shortcomings in the school setting. Where the shortcomings are kept to a minimum, academic achievement and performance will be enhanced.

1.2 STATEMENT OF THE PROBLEM

Inspection is a very important process used for ensuring quality control in schools. Inspectors are the education officers who are charged with this responsibility. The different categories of teachers in the school system need the assistance of the Inspectors for various reasons which include correction, information, advice, and even counseling to keep them professionally up-to-date and make them continually effective. The interactions between inspectors and the teachers during inspection are very important to the education system. The success of inspection depends heavily on a positive disposition of teachers towards inspectors and inspection. This study therefore assessed the attitude of teachers towards inspectors and inspection.

1.3 OBJECTIVES OF THE STUDY

The main objective of the study is to determine primary school teachers' attitudes towards school inspection. Specific objectives include;

1. To examine primary school teachers' perceptions of school inspection.

2. To identify factors influencing primary school teachers' attitudes towards school inspection.

3. To assess the impact of school inspection on teaching practices and professional development among primary school teachers.

4. To explore potential strategies for enhancing positive attitudes towards school inspection among primary school teachers.

1.4 RESEARCH QUESTIONS

1. What are the prevailing attitudes of primary school teachers towards school inspection?

2. What factors contribute to primary school teachers' attitudes towards school inspection?

3. How does school inspection affect teaching practices and professional development among primary school teachers?

4. What strategies can be implemented to foster positive attitudes towards school inspection among primary school teachers?

1.5 RESEARCH HYPOTHESES

1. Primary school teachers' attitudes towards school inspection vary based on their years of experience in the profession.

2. There is a significant correlation between the perceived fairness of school inspection processes and primary school teachers' attitudes towards inspection.

3. Primary school teachers who perceive school inspection as a supportive mechanism for professional growth exhibit more positive attitudes towards it.

4. Implementation of targeted training and support programs for primary school teachers can lead to an improvement in attitudes towards school inspection.

1.6 SIGNIFICANCE OF THE STUDY

This study holds significant importance for several reasons. Firstly, understanding primary school teachers' attitudes towards school inspection provides valuable insights into their perceptions, motivations, and readiness to engage with the inspection process. This comprehension is crucial for improving the effectiveness and relevance of school inspection procedures. Additionally, by identifying factors influencing teachers' attitudes, policymakers and educational administrators can tailor strategies to address concerns and promote positive engagement with inspection activities. Furthermore, investigating teachers' attitudes towards inspection contributes to enhancing teacher professional development and fostering a culture of continuous improvement within primary schools. Ultimately, the findings of this study can inform educational policies and practices aimed at optimizing the quality of teaching and learning experiences for both teachers and students in primary school settings.

1.7 SCOPE OF THE STUDY

This study focuses on assessing the attitudes of primary school teachers towards school inspection within public and private primary schools in Karu Local Government Area (LGA) of Nasarawa State, Nigeria. It encompasses an examination of factors influencing teacher attitudes, perceptions of the school inspection process, and its impact on teaching practices. The study aims to provide insights specifically tailored to the context of Karu LGA, considering variations in school governance, resources, and community dynamics between public and private primary schools.

1.8 LIMITATIONS OF THE STUDY

Limitations of this study include potential challenges in accessing and obtaining consent from primary schools, particularly private institutions, within Karu LGA. Additionally, the study's scope is confined to a specific geographical area, which may limit the generalizability of findings to other regions or contexts. Other limitations may include time constraints, availability of resources for data collection, and the possibility of response bias among participants. Despite these limitations, efforts will be made to ensure rigor and validity in data collection and analysis to enhance the study's reliability and relevance.

1.9 DEFINITION OF TERMS

1. Primary School Teacher: An educator responsible for teaching children at the primary level, typically aged between 5 to 12 years old.

2. Attitude: A predisposition or tendency to respond positively or negatively towards a particular object, person, or situation, often influenced by beliefs, feelings, and experiences.

3. School Inspection: The process of evaluating the quality and effectiveness of schools, including teaching and learning practices, curriculum implementation, and overall school management, typically conducted by external inspectors or regulatory bodies.

4. School Inspector: A trained professional responsible for conducting school inspections, assessing various aspects of school performance, providing feedback, and making recommendations for improvement.

5. Perception: The way individuals interpret and make sense of their experiences, including their beliefs, attitudes, and understanding of external stimuli such as school inspection processes.

6. Professional Development: Activities and processes designed to enhance the knowledge, skills, and competencies of educators, including teachers, through training, workshops, and ongoing learning opportunities.

7. School Improvement: The ongoing process of enhancing various aspects of school functioning, including academic achievement, teaching quality, student engagement, and overall school culture, often informed by the findings and recommendations of school inspections.

8. Educational Outcomes: The results or achievements attained by students as a result of their educational experiences, including academic performance, skills development, and personal growth, which may be influenced by school inspection processes and teacher attitudes.

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