THE STUDY'S BACKGROUND
In most developing countries around the world, education is regarded as a critical change agent capable of promoting socioeconomic and political development. Because of the demand, education has been expanded to provide the much-needed manpower. In other words, education plays a critical role in the development of any nation and thus holds a high priority in the minds of its citizens.
According to Harrison (1974), the speed and ease with which any society advances toward solving its political, social, and economic problems are directed and positively related to the quality and quantity of education available to its people; in other words, the survival of any nation is dependent on the effectiveness of its educational enterprises.
Primarily, education is the first stage of education and is an important factor in the overall success or failure of the educational system.
Primary school is widely regarded as a stepping stone to secondary and higher education, particularly in Nigeria. The primary school level can be viewed as a tool in the process of socioeconomic development. To that end, substantial sums of money are set aside in the Nigerian government's annual budget for the provision of education services. In recognition of the importance of primary school education, the federal government of Nigeria included it in the new national education policy formulated in 1977 and reviewed in 1981.
Schools are becoming larger and, as a result, more bureaucratic. A large number of teachers are either unqualified or underqualified, putting additional strain on school administrators who are attempting to coordinate school activities. According to Aderoimu and Ehimentalor (1941), the school system in Nigeria is a major industry catering for the mass education of its citizens to meet the demand and challenges of a changing world.
As a result, the school system has become very complex, requiring that report and budget for the various activity and program geared toward the maximum utilization of the scare resources goals. The introduction of the scheme in the western region significantly increased the number of schools that are required to be inspected.
Following that, the military government in Nigeria maintained the idea, so it was not surprising when, in 1976, then military government of Nigeria Gen. Olusegun Obasanjo declared free Universal Primary Education throughout the country, along with the recent one also launched by retainers Gen. Olusegun Obasanjo free Universal Basic Education throughout the country in the year 2000.
The scheme's goal was to effect national development by providing free education to all citizens of legal school age from primary to junior secondary school level. The program requires a large number of teachers to keep up with the increased number of teachers needed to improve teaching and learning activities in the classroom.
In Nigeria, geographical divisions are made on a local government basis, with each local government area office led by a Chief Inspector of Education. The Inspector of Schools is one of the other subordinate workers who work with the Chief Inspector.
Wiles (1969) defined inspection as “assistance in the development of a better teaching learning situation.” Inspection is thus recognized as a critical component in enabling the teaching learning process to thrive because it exports for the primary goal of improving the school's instructional program. As a result, good supervision is a prerequisite for an effective pupil-teacher relationship, which is critical to the success of any educational system.
With the new 6-3-3-4 system and the ever-increasing demand for education, there is a need for functional types of school inspection that would contribute to improving and maintaining standards in our school. Based on the foregoing considerations, the main objective of school supervision is as follows:
The establishment and maintenance of standards for control, comparison, and corrective action in order to achieve a specific overall goal of the educational system. Education supervision perception and practice in Nigeria, according to Ogunsaju (1983).
Despite the fact that some form of supervision is sometimes carried out by education inspectors, headmasters, and others to check the teaching learning process in the classroom, the Nigerian child who has spent approximately six years in primary school and twelve years including secondary school still performs relatively poorly.
Many students fail the common entrance examination or the West African School Certificate Examination, despite receiving a pass grade. It is thus asserted that if the function of school inspections and the role of the headmaster are clearly defined, schools in edo state, particularly Oredo L.G.A., at the primary school level, which is the foundation of a child's education, can help to maintain and improve standards in later years.
i. School inspection is concerned with the improvement of instructional ideas, and it involves people management supervisors, teachers, students, parents, and other citizens. It also includes the curriculum, the subject matter, as well as its selection and arrangement.
ii. The scope of inspections The content of inspection should include not only a body of techniques but also a substantial body of knowledge and understanding of the purpose in many situations where work done by a group of people must be effective as a unit.
iii. The falling standard in the educational system may not be unrelated to the poor quality of inspection and headmaster negative attitude towards school inspection specifically in ordered local government area of Edo State in particular, which is the area of study in question to the school inspectors is do the school inspector in Egor L.G.A. of Edo State have the right supervision concept and skills to carry out supervision?
Is the current inspection division of the Ministry of Education and its total manpower sufficient to meet the ever-expanding needs of schools in the face of limited personnel from inspection instruction in schools? The researcher hopes that by seeking answers to the following questions, these problems will be solved.
a) Does the headmaster's day-to-day administration and the influence of school inspection have any impact in Egor L.G.A., Edo State?
b) Is there a difference in the negative attitude of the headmaster and the headmistress toward school inspection?
c) Does experience influence perceptions of obstacles to effective inspection and headmasters' negative attitudes toward school inspection?
d) Is there a difference in age-related perceptions of the role of school inspection?
OBJECTIVE OF THE STUDY
The study's goal is to determine the impact of the headmaster's negative attitude toward school inspection in Egor L.G.A., Edo State.
The researcher is interested in discovering whether;
a) The headmaster/experience headmistress's influences the negative attitude toward school inspection.
b) The headmaster's/gender headmistress's influences their negative attitude toward school inspections.
c) The age of the headmaster/headmistress has an impact on their role in school inspection.
d) The school's location influences the headmaster's/negative headmistress's attitude toward school inspection.
e) The school's qualification influences the headmaster's/negative headmistress's attitude toward school inspection.
QUESTION FOR RESEARCH
The project will specifically seek to answer the following research question;
i. What are the roles and responsibilities of school inspectors?
ii. What are the primary school principals' negative attitudes toward inspection?
f) Does the negative attitude of the school's primary school affect the headmaster/school headmistress's inspection?
THE STUDY'S IMPORTANCE
There appears to be a general consensus among the public that the educational standard has declined, which they may have arrived at by comparing the academic achievement of primary school children today with that of children who performed better than today yesterday.
The fall in primary school standards will undoubtedly affect secondary school standards. As a result of this fear, the need for adequate and positive contribution in the headmaster's negative attitude toward the role of school inspection gains momentum.
THE STUDY'S OBJECTIVE
This study looked at the headmaster's negative attitude toward the role of school inspection because he or she holds a different position in the educational system.
As a result, some teachers, headmasters, and headmistresses were required to provide information about the study. To study is restricted to a few selected primary schools in Edo State's Egor L.G.A.
In this study, it is assumed that the headmaster/headmistress has a negative attitude toward the role of school inspection. It is also assumed that some barriers must exist in the way of effective school administration and inspection.
Perception: In the study, perception refers to the angle from which something is seen by a person based on their needs, disposition, and experience.
The administrative and professional heads of the primary school are usually the headmaster/headmistress.
Primary school: This is the first stage of the Nigerian educational system where a six-year course is officially offered; pupils enter primary one, which is the first year of their five-to-six-year-old lives.
School inspectors are statutory officers in the Ministry of Education who are in charge of school inspection.
Headmasters with more than ten years of experience and those with less than ten years of experience are referred to as experienced, while those with less than ten years of experience are referred to as inexperienced.
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PRIMARY SCHOOL HEADMASTERS' NEGATIVE ATTITUDE TOWARDS SCHOOL INSPECTION