Organization and Role of Inspection and Supervision in Improving Quality of Public Primary Schools in Addis Ababa: Policy and Practices
No Thumbnail Available
Date
2024-04
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Addis Ababa University
Abstract
An extensive study was carried out to investigate the policies, structures, processes, and supports
influencing the leadership role of school inspectors and supervisors in improving the quality of
primary education in Addis Ababa. The study also sought to pinpoint challenges related to the
objectives of inspection and supervision organizations. This comprehensive research involved an
in-depth analysis of the policies and organizations, focusing on the Ministry of Education, the
Education Bureau, the Regulatory Authority, Sub-cities, and Cluster School Centers. Using a mixed
methods approach involving both qualitative and quantitative methods, the study encompassed 35
districts (woredas), 40 public primary schools, 58 inspectors, 96 supervisors, and 135 principals.
Qualitative data collection methods included interviews and document reviews, while closed-ended
questionnaires were utilized to gather data from supervisors and principals. Rigorous analysis
techniques such as organizing, coding, translating, and thematically analyzing qualitative data
were employed. Additionally, statistical methods like percentages, means, standard deviations, and
inferential statistics including one-way ANOVA, independent sample t-test, and post hoc test were
utilized for robust data analysis. The research revealed several discrepancies in existing policies,
making their implementation quite challenging. There were instances of recruitment policy misuse
and a lack of accountability measures for violators. Ensuring a well-coordinated inspection and
supervision structure within the Ministry is crucial. The value and resources of cluster supervision
were diminished by being placed under the school improvement team. There was a clarity problem
for inspectors and supervisors when implementing the self-review process. Overlapping purposes
of inspection and supervision led to conflicts, complicating the cooperation process, and
reconsidering the need for two organizations with overlapping purposes. Communication,
coordination, and relationships between inspectors and supervisors presented significant
challenges. Impromptu meetings disrupted supervisors' scheduled tasks, signaling a need for
smoother communication. The policies failed to empower supervisors and inspectors to adapt their
leadership style according to the organizations’ and employee’s changing needs. A lack of
resources, experience, and training hindered supervisors' and inspectors' effectiveness. Certain
school standards (classroom size, playing ground, toilet, discipline, good governance, student
outcome, and more) proved difficult to measure, leading to accountability challenges for
inspectors. The current policy assigned conflicting responsibilities to the regulator, who accredits
and reaccredits schools while ensuring accountability. Ministry, Bureau, and Regulatory Authority
should establish comprehensive, consistent, and easily accessible policies. They need to hold
themselves accountable for any lapses and apply appropriate consequences. It is crucial to create
a robust inspection and supervision system with sufficient authority, resources, independence, and
skilled manpower. A separate supervision team at the district level, independent from the school
improvement team, should be established. The Bureau should provide training and establish clear
responsibilities for inspectors, supervisors, and schools to ensure effective school self-evaluation
execution. It is essential for the Ministry, Bureau, and Regulator to jointly clarify and assess if
separate inspection and supervision entities with overlapping purposes are necessary.
Emphasizing the importance of policies that consider the evolving needs of organizations and
individuals and addressing communication and coordination gaps is critical. Inspectors should be
allowed to adapt their approach based on the creative potential within schools. There should also
be a reallocation of the responsibility for accrediting and re accrediting schools to the education
bureau and a revision of school standards and inspection checklists for more effective and
responsible inspections. The research findings prompt a reevaluation of school oversight processes
and how inspectors and supervisors enforce policies and ensure accountability in educational
institutions.
Keywords: School Inspection, School Supervision, The role of Power, Leadership and Power,
Inspection and Supervision Policy, Purpose of Inspection and supervision, Inspection and
supervision models
Description
Keywords
School Inspection, School Supervision, The role of Power, Leadership and Power, Inspection and Supervision Policy, Purpose of Inspection and supervision, Inspection and supervision models