District inspection visits and teacher performance in public primary schools in Nyakishenyi Sub-County, Rukungiri District. A cross-sectional study.
DOI:
https://doi.org/10.64792/k8ye3a72Keywords:
District inspection visits, Teacher performance, Public primary schools, Nyakishenyi Sub-CountyAbstract
Background:
The performance of teachers in public primary schools within rural areas has historically been shaped by a complex interplay of structural, policy, and socio-cultural factors. The study aims to examine the relationship between district inspection visits and teacher performance in public primary schools in Nyakishenyi Sub-County, Rukungiri District.
Methodology:
The study will be guided by a descriptive, cross-sectional, and correlational survey design. The Quantitative data were obtained from the questionnaires administered to teachers and the School Committee Management (SCM) members. This data was coded, entered, and analysed using the Statistical Package for Social Sciences (SPSS) version.
Results:
The majority of respondents were male, 54% (54), and females accounted for 46% (46). The results show that a large proportion of respondents agreed that district education inspectors regularly visited schools throughout the academic year (Mean = 4.16). Similarly, respondents agreed that the frequency of inspection visits per term was adequate (Mean = 4.06) and that inspections were conducted consistently as scheduled (Mean = 4.07). Comparatively lower mean scores were observed regarding follow-up visits after initial inspections (Mean = 3.94) and the prevalence of unannounced inspection visits (Mean = 3.80). Inspection visits were effectively implemented and played a significant role in improving school performance, as supported by the agreement that such visits led to meaningful improvements in school performance (Mean = 4.09). The findings show that district inspection visits had a strong positive relationship with teacher performance (r = 0.734, p < 0.01).
Conclusions:
District inspection visits have a positive and significant influence on teacher performance in public primary schools in Nyakishenyi Sub-County. Regular inspection visits contribute to improved lesson planning, classroom management, and teacher accountability.
Recommendations:
The Ministry of Education and District Education Offices should increase the frequency and consistency of district inspection visits to public primary schools.
References
1. Akseer, S., Spogmai, K., & Karamperidou, D. (2020). Time to Teach: Teacher attendance and time on task in primary schools in Uganda. UNICEF Office of Research – Innocenti. https://learningportal.iiep.unesco.org/en/library/time-to-teach-teacher-attendance-and-time-on-task-in-primary-schools-in-uganda
2. Bennell, P., & Akyeampong, K. (2007). School monitoring in sub-Saharan Africa and South Asia (DFID Researching the Issues Series No. 71). Department for International Development. https://assets.publishing.service.gov.uk/media/57a08bd8ed915d622c0011d1/ResearchingtheIssuesNo71.pdf
3. Mulkeen, A. (2006). Teachers for rural schools: A challenge for Africa. World Bank.
4. Nuwagaba, E. (2021). School inspection practices and teacher performance in government-aided primary schools in Kamwenge district, Uganda (Master’s thesis). Kyambogo University. https://hdl.handle.net/20.500.12504/452
5. UNESCO. (2014). Teaching and learning: Achieving quality for all. Education for All Global Monitoring Report 2013/4.
6. UNICEF. (2020). Time to Teach: Teacher attendance and time on task in primary schools in Uganda. UNICEF Innocenti. https://www.unicef.org/innocenti/media/4841/file/UNICEF-Time%20to%20Teach%20Uganda%202020.pdf
7. Zhang, M., Yu, G., & Luo, X. (2022). Remote co-teaching improves student outcomes in rural schools: Evidence from China [Preprint]. arXiv. https://arxiv.org/abs/2203.16042
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Copyright (c) 2026 Alicestidia Ensiyareta, Dr. Muhammad Ssendagi, Edmand Kabashaba (Author)
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