Abstract:
This is a qualitative study that investigated the experience of school inspectors in ensuring
quality teaching and learning in primary schools in Northern Uganda, using hermeneutics
phenomenological design. The study was underpinned by relative ontology, personal
epistemology and accountability theory. In-depth interviews and document analysis were used
to explore the understanding of the school inspectors on quality teaching and learning,
techniques they use to ensure quality teaching and learning, their effectiveness and challenges.
The study revealed that the inspectors understand quality teaching and learning as a
multidimensional reality that entails attaining of literacy and numeracy; life skills; holistic
development of learners; teachers’ competencies and professionalism; measure of learning
achievement; broadness without ambiguity; collaborative; innovate; dynamic and contextual
issue. The main techniques that the inspectors used to ensure quality teaching and learning in the
primary schools are: assessment of quality of inputs into educational programs; assessment of
educational processes; assessment of learning outcomes;psychosocial support; ensuring
compliance with educational standards, laws and regulations; creating awareness on educational
standards, laws and regulations; administration of rewards and sanctions. The study showed that
the inspectors believe that they have been effective in supporting teachers; improving learning,
learning environment and professional development of teachers; fighting corruption and
malpractices among teachers. They however experienced insubordination of teachers; negative
attitude of teachers towards the teaching profession; inadequate training of teachers; failure of
teachers to adhere to educational laws; policies and regulations; excess work overload to the
school inspectors; negative perception of some teachers on school inspection; corruption; lack of
resources for school inspection; ineffectiveness of the head teachers; and difficulties in enforcing
educational standards, rules, regulations and laws. They mainly use laws, policies and
regulations and peer to peer support as the strategies to solve problems which they encounter in
ensuring quality teaching and learning in the primary schools. The unique contribution of the
study is that quality teaching and learning as understood by primary school inspectors is a
multidimensional reality that can best be achieved using a logical, psychosocial legal approach.
Policies, practices and future studies need to examine critically the dynamics and characteristics
of these approaches to quality teaching and learning in primary schools.
