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TEACHER ATTITUDE TO INSPECTORS AND INSPECTION: QUALITY CONTROL IN SECONDARY SCHOOL IN NIGERIA
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Inroduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This abstract provides a concise overview of the research study on teacher attitudes towards inspectors and inspection as a means of quality control in secondary schools in Nigeria. The study aims to explore the perceptions, attitudes, and experiences of teachers towards the inspectorate system and its impact on educational quality in the Nigerian secondary school context.
The research employs a qualitative research design, utilizing semi-structured interviews and focus group discussions to gather data from a sample of secondary school teachers in Nigeria. The participants are selected using purposive sampling to ensure diversity in terms of gender, teaching experience, and school location. Data analysis involves the identification of emerging themes and patterns through thematic analysis.
Preliminary findings indicate that teacher attitudes towards inspectors and inspection are influenced by various factors, including the perceived purpose and effectiveness of the inspectorate system, the quality of feedback provided by inspectors, and the level of support received from inspectors in their professional development. Positive attitudes are associated with perceptions of inspection as a constructive process that enhances teaching quality and student learning outcomes. However, negative attitudes prevail when teachers perceive inspection as a mere compliance exercise or a tool for punishment and criticism.
The study also highlights the need for effective communication and collaboration between inspectors and teachers to foster a positive relationship and a supportive inspection process. Recommendations include providing clear guidelines and criteria for inspection, offering relevant and timely feedback, and promoting professional development opportunities for teachers based on inspection outcomes.
This research contributes to the existing literature on teacher attitudes towards inspection, particularly in the Nigerian context. The findings have implications for policy and practice, emphasizing the importance of improving the inspectorate system to enhance the quality of secondary education in Nigeria. Future research could explore the perspectives of inspectors and other stakeholders to gain a comprehensive understanding of the inspection process and its impact on educational outcomes.
Keywords: teacher attitudes, inspectors, inspection, quality control, secondary schools, Nigeria.
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