Organization and Role of Inspection and Supervision in Improving Quality of Public Primary Schools in Addis Ababa: Policy and Practices
| dc.contributor.advisor | Kenenissa Dabi (PhD) | |
| dc.contributor.author | Esayas Gorfe | |
| dc.date.accessioned | 2024-11-08T07:39:08Z | |
| dc.date.available | 2024-11-08T07:39:08Z | |
| dc.date.issued | 2024-04 | |
| dc.description.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 | |
| dc.identifier.uri | https://etd.aau.edu.et/handle/123456789/3613 | |
| dc.language.iso | en | |
| dc.publisher | Addis Ababa University | |
| dc.subject | School Inspection | |
| dc.subject | School Supervision | |
| dc.subject | The role of Power | |
| dc.subject | Leadership and Power | |
| dc.subject | Inspection and Supervision Policy | |
| dc.subject | Purpose of Inspection and supervision | |
| dc.subject | Inspection and supervision models | |
| dc.title | Organization and Role of Inspection and Supervision in Improving Quality of Public Primary Schools in Addis Ababa: Policy and Practices | |
| dc.type | Thesis |