Inspection and Evaluation Services as Determinants of Teacher Effectiveness in Public Secondary Schools in Southwest, Nigeria

Abstract

The study investigated inspection and evaluation services as determinants of teacher effectiveness in public Secondary Schools in Southwest, Nigeria. Descriptive research design of the survey type was adopted in this study. A total of 1800 teachers and 90 principals participated in the study. The samples were selected following a multi stage sampling procedure. Two instruments: inspection and evaluation Services Questionnaire (IESQ) and Teacher Effectiveness Questionnaire (TEQ) were used to collect data for this study. The face, and content validity of the instruments were ascertained and has reliability co-efficients of 0.83 and 0.82 for IESQ and TEQ respectively. The null hypotheses were analyzed using Pearson product moment correlation at 0.05-point significant level. The findings of the study revealed that there was significant relationship between inspection and teacher effectiveness. The findings further showed that evaluation was significant to determining teacher effectiveness in public secondary schools in southwest Nigeria. Based on the findings, it was recommended that schools should be frequently inspected by the inspectorate division of the ministry of education through supervising teachers’ activities, teachers’ regularities and punctuality using the time book, regularity and punctuality in their lesson and ensuring the use of up to date materials for teaching. and teachers should be evaluated based through regular rating and ascertaining the value of teachers’ record keeping, teaching methods, coverage of the scheme of work, students’ internal and external examination results.