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INSPECTORAL PRACTICES IN PRIMARY SCHOOLS IN NSUKKA EDUCATION ZONE

Abstract 

 The purpose of the study was to find out the inspectoral programme of primary schools in Nsukka education zone. Five research questions and thee null hypotheses were formulated to guide the study. Review of literature was under four sub-headings, namely: Concept and importance of inspection, nature of the inspectoral programme, constraints to inspection, review of empirical studies and summary. A 34 item research questionnaire was developed and administered to 24 inspectors and 225 primary school heads in the Nsukka education zone. The data collected were analyzed with regard to each research question using mean sore and standard deviation. A mean of 2.50 was adopted as the acceptance level for the items while the z-test statistic was employed in testing the three null hypotheses formulated. The following results emerged. Primary school inspectors and head teachers in the Nsukka education zone agreed that the purposes of primary school inspection included assessing schools immediate problems, finding out whether funds are judiciously spent accessing the tone of schools, assisting teachers in the selection of textbooks, monitoring school to ensure they are run in line with government policy and recommending teachers for in-service programmes. Both respondents agreed that the types of inspection undertaken included routine, investigative, special, full, follow-up, approval and assessment inspections. Primary school inspectors and head teachers further reported that the ways in which inspectors carry out their assignments include checking punctuality and overall attendance of staff, scrutinizing all official records, looking into the structure and organization of schools, assessing student enrolment and staff attitude to work as well as collecting data on teaches and students per class. The problems encountered by school inspectors in carrying out their assignments include inadequate number of inspectoral personnel, inadequate funding of the inspectoral unit, lack of pre-appointment training, poor motivation of inspectors ad remoteness of schools. The strategies that should be evolved to improve inspectoral practices in Nsukka education zone include providing adequate funds for the inspectoral unit, training and retraining education officers on inspection techniques, provision of vehicles for inspection, ensuring adequate motivation of inspectors, provision of conducive and comfortable accommodation for inspectors and organization of workshops for inspectors. There was no significant difference between the mean opinion scores of inspectors and primary school heads on ways in which inspectors carry out their assignments. There was no significant difference between the mean opinion scores of inspectors and primary school heads on the problems encountered by inspectors in carrying out their assignments. There was no significant differences between the mean opinion scorers of inspectors and primary school heads on the strategies to be evolved to improve inspectoral practices in the Nsukka education zone. There were no significant difference between the opinions of primary school inspectors and head teachers. Finally, the results were discussed followed by the implications, recommendations, limitations and suggestions for further studies.

Project detailsContents
 
Number of Pages88 pages
Chapter one Introduction
Chapter two Literature review
Chapter three  methodology
Chapter  four  Data analysis
Chapter  five Summary,discussion & recommendations
ReferenceReference
QuestionnaireQuestionnaire
AppendixAppendix
Chapter summary1 to 5 chapters
Available documentPDF and MS-word format


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