Research
School Inspectors do not add Value to Teacher Instructional Effectiveness in Government-Aided Primary Schools of the Least Developed African countries: Case of Uganda.
A least developed country is one with a less developed industrial base and low human development index relative to other countries. In Africa, there are thirty- three countries that are classified as least countries. Such countries in Africa include: Burundi, Eretria, Ethiopia, Malawi, Rwanda, Tanzania, Zambia, Togo, Guinea Bissau, Central African Republic and Uganda to list a few (Mwanazia, G.M, 1985). These countries are doing everything possible to cause social, economic, industrial and agricultural development so as to be among the developed countries. They visualize education as the key to the development status they intend to achieve. Their budgets are targeting strengthening primary education which will be enhanced by the school inspection systems they each have ( Wanga, H. K, 1985). Uganda, a former British protectorate that won her independence in 1962, located within the tropics of cancer and Capricorn also has the equator imaginary line horizontally running through it. According to its Vision 2040, primary education is one of the fundamental bases the country hopes to use to achieve the middle income social – economic development status. Uganda hopes that to achieve a strong primary education base, teacher instructional effectiveness will be the way to go.
The Availability of Teaching Materials alone in Tropical African Government-Aided Primary Schools has not Yet Facilitated Teacher Instructional Effectiveness
North of the Tropic of Capricorn and South of the Tropic of Cancer are the countries geographically known as the countries within the tropics. There are such countries in South America, Africa and Asia too. Those of Africa include: Ghana, Chad, Central African Republic, South Sudan, Eretria, Malawi, Zambia, Tanzania, Zimbabwe and Uganda to mention a few. These countries visualize their development strategies through instituting strong education systems like it was with the already developed countries of the world (Nyenje, J. (2017). It’s believed that all countries’ education systems are based on primary education. Further to this, the strength of a country’s social- economic status explains how strong its primary education base is and therefore teacher instructional effectiveness is pivotal. Worldwide, it is believed also that Several factors like quality of teacher training, experience of teacher, teacher knowledge and collaboration, support supervision, attitude of teacher towards work and the environment in which work is conducted contribute to teacher instructional effectiveness (Lockeed & Vespoor, 1991).
