Global Journal of Human Social Science, G: Linguistics and Education, Volume 21 Issue 4

primary, secondary and post secondary institutions other than the universities. Inspectors not only guide institutions of learning to achieve desired management standards but also ensure that the curriculum is effectively and efficiently implemented. As the practice is in most African least developed countries, in Uganda, school inspection is done at two levels: i. There are local government inspectors that have their mandate majorly focused on pre-primary and primary schools and, ii. Inspectors from the center mandated with monitoring what local government inspectors do and also to ensure quality service provision in secondary and post secondary education institutions. The central inspectorate not only sets the operational standards but monitors compliance to them. The inspector’s work is a demanding one and as an experienced educator uses available resources to optimally meet desired goals. They make valid judgments based on accurate evidence and offer valuable advice. Modern inspection approaches emphasize collegial approach to work - this is one that is developmental rather than punitive. An inspector is expected to give professional support to educators and managers to improve the quality of delivery. The impact of this work will be maximized if there is a high degree of mutual respect and trust exhibited among all concerned. Therefore inspectors require experience, knowledge; skills and positive attitude towards what they do (MoES, 2016). On the other hand, instructional effectiveness is the achievement that teachers attain when they prepare for teaching; apply appropriate teaching methods to result in learners performing well in tests and examinations. Learners should not only perform well but also acquire and apply skills for example in numeracy, literacy, writing etc to address challenges in their day to day life situations. In order to achieve teacher instructional effectiveness, teachers demonstrate preparedness to teach including scheming, lesson planning, assessment of their learners, sharing assessment results with the appropriate stakeholders and providing technical assistance that will lead to learner recovery. Since school inspection is an externally oriented examination and systematic evaluation of schools (Mwanazia, 1985, Aguti, 2015) if appropriately applied, it adds value that will lead to instructional effectiveness. Today, there are individually owned private primary schools and public schools owned by government. While in the running of private schools, government has limited hand , in the government-aided both the local communities and government have a big hand extended to providing the infrastructure, teaching – learning materials, training and re-training teachers but most importantly paying the teachers’ salaries. As it is in most least developed countries, Uganda’s national quality assurance body is called the Directorate of Education Standards (DES) and in the local government there are district inspection units. The local government inspectors majorly focus on pre- primary and primary schools and those from the center are mandated with monitoring what local government inspectors do and also to ensure quality service provision in secondary and post secondary education institutions. The Central inspectorate not only sets the operational standards but monitors compliance to them. Inspectors at all levels guide institutions of learning to achieve desired management standards and to ensure that the curriculum is effectively and efficiently implemented. II. C hallenges to I nspection that C ould be A ddressed to add V alue to T eacher I nstruction Conceptually, inspection is done to ensure that teacher instruction is effectively and efficiently carried out (MoES, 2016). For teacher instruction to take place appropriate inspection approaches must be applied because inspection in pivotal in teacher instructional effectiveness. • As required by law in every country, the Uganda school inspectorate is staffed with people of the desired training levels and experience, but they lack the financial facilitation to do their work as expected. The financial provision is so poor that they cannot acquire appropriate transport means and even when they acquire the means of transport in form of vehicles or most commonly motor cycles they may not be as efficient as required to deliver them to their destinations timely and efficiently. • Inspectors in Uganda, like it is in most least developed countries, frequently complain about lack of fuel and mechanical service to their vehicles or and motorcycles and yet lack of these two or even one of them is enough to fail them to reach their work destinations. It’s common for inspectors to use cumbersome rural buses or even to use own bicycles to avoid embarrassment caused by their unreliable transport means that often break down on their way to work. • Some of the inspectors recruited five or so many years back lack appropriate capacity to appropriately execute their work due to lack retooling to equip them with the desired subject content knowledge and modern school inspection approaches. All this is due to lack of facilitation from both the central and local governments. © 2021 Global Journals Volume XXI Issue IV Version I 58 ( G ) Global Journal of Human Social Science - Year 2021 School Inspectors do not add Value to Teacher Instructional Effectiveness in Government-Aided Primary Schools of the Least Developed African Countries: Case of Uganda