The role of School inspection and School-based supervision on teachers' classroom practice. A case of selected secondary schools in Mzimba district

Abstract

The purpose of this study was to investigate into the role of school inspection and school-based supervision on teachers’ classroom practice in secondary schools in Malawi. The study had four objectives; firstly, to assess the nature of school inspection and school-based supervision in secondary schools. On the nature of school inspection and school-based supervision the study found that inspection in the schools involved in this study was irregular. Secondly, to analyze the effect of school inspection and school based supervision on teachers’ classroom practice. In terms of the effect of school inspection and school-based supervision on teachers’ classroom practice the study found that: school inspection and school-based supervision improves teacher preparedness, school inspection and school-based supervision improves teaching methods, school inspection and school-based supervision leads to improved students’ performance, school inspection and school-based supervision improves teaching skills and lesson delivery, school inspection and school-based supervision improves teacher’s discipline, leads to discovery of challenges facing teaching and learning and that School inspection and schoolbased supervision makes teaching and learning to be in line with the curriculum. Thirdly, to explore the challenges of school inspection and school-based supervision on teachers’ classroom practice. In terms of challenges of school inspection and school-based supervision, the study found that: School inspection was taken as a fault finding activity, there was disorganized and disorderly approach to inspection, supervision was done on teachers with inadequate supply of teaching and learning materials and there was negative response to inspection by discontented and frustrated teachers. Finally to establish how school inspection and school-based supervision can be improved to contribute to teachers’ classroom practice. Finally, for objective on how school inspection and school-based supervision can be improved, the study found that; School inspectors and school-based supervisors, need to establish good working relationship with teachers, School based Instructional supervisors(Head-teachers) should organize CPDs, School inspectors and schoolbased supervisors should accommodate teachers views on inspection and supervision, School inspectors and school-based supervisors should make regular visits, School inspection and supervision should target every teacher at school , Inspectors should participate in CPDs for teachers, the Ministry of education should mobilize teaching and learning resources and Supervision should focus on inspection and supervision of teaching and learning process rather than school records. This research used a qualitative case study design. The case was four selected secondary schools. Simple random sampling methods were used to select those four secondary schools. The research purposefully sampled 32 participants to fulfil study objectives. The study interviewed school inspectors (Quality Assurance Officers), head teachers, heads of departments and teachers. Qualitative data were analyzed thematically. Recommendations for improvement to policymakers and stakeholders within the Ministry of education were made. The most salient of these recommendations being that the Ministry of Education should improve and make reforms so that school inspection and school-based supervision meets teachers’ expectations and improve teachers’ classroom practice.