The Evolution of School Inspection towards the Attainment of

International Comparative Evaluation in Education

Azlin Azlan Philip Kinjawan, Chan Yuen Fook and Leele Susana Jamian

Faculty of Education, University Teknologi MARA,UiTM Puncak Alam Campus,42300 Puncak Alam, Selangor, Malaysia

Keywords: School Inspection, Leadership Performance, Standard Quality of Education in Malaysia.

Abstract: School Inspection is regarded as the core mechanism of quality improvement in education. Undeniably, the

current demand for greater quality assurance and accountability has emerged as the prominent force in

education influencing sustainable development goals of a nation. International comparative evaluations of

education systems such as TIMSS, PISA and PIRLS have further prompted continuous reforms to fulfill the

requirement of student attainment. These have created significant demand towards the changing face of

school inspection. Henceforth, this study aims to investigate the leadership roles to meet the demand of

change and growth in school inspection as a monitoring system in education. A mixed-methods approach

was employed for the analysis and comparison of data from 120 leaders of the Malaysian High Performing

Schools and three inspectors of the Malaysian School Inspectorate. Findings of this study identified the

prominent roles of leadership featured in the inspection manual known as the Standard Quality of Education

in Malaysia contributed to the leadership performance which gives rise to student outcome. This is parallel

with the aspiration of the organization to promote improvement through school inspection in nurturing the

quality of teaching and learning, leadership and management as well as the overall educational standards.

1 INTRODUCTION

A number of Asian countries have utilized the

mechanism of school inspection as the central

monitoring system in education. The early stages of

school inspection can be traced back to the

nineteenth century when public schools were

established and were required to adhere to

centralized mandated rules and regulations. In the

recent evolving global wave, international surveys

assessing and comparing students' outcome have

become the news headline as countries are ranked

according to their students' performance.

International comparative evaluations of education

systems such as TIMSS (Trends in International

Mathematics and Science Study), PISA (Programme

for International for International Student

Assessment) and PIRLS (Progress in International

Reading Literacy Study) have induced a continuous

urge of reforms and refinement in the effort to meet

the requirement of higher student performance

outcomes. Significantly, international surveys

function as the main source of information and data

for governments to keep track of the progress in

systems where leaders allocate resources to match

up the needs of various sector. Also, data of global

analysis surveys is beneficial for schools and leaders

to reflect and consider appropriate recommendations

with regards to instructional practices. The surveys

additionally provide supplementary data and

information for national research and professional

development programmes aiming towards the

improvement in education.

As Malaysia is approaching on a mission of

Vision 2020 which targeted to become a fully

developed nation by the year of 2020, one of the

biggest challenges is to prepare its human capital as

the fundamental assets. Hence, the Ministry of

Education (MOE) carries vital responsibilities in

shaping the desired human capitals (Malaysia,

2010). In addition, the emergence of the Malaysian

Education Blueprint (2013-2025) has posed a further

demand for greater quality assurance and monitoring

as well as organizational efficiency and

accountability. The recent development in education

additionally poses a global achievement gap due to

the global shift from an industrial economy to a

knowledge economy which demanded students to

master divergent competencies to survive the

coming world of work. In order to ensure the

Kinjawan, A., Fook, C. and Jamian, L.

The Evolution of School Inspection towards the Attainment of International Comparative Evaluation in Education.

DOI: 10.5220/0008427200280034

In Proceedings of the 2nd International Conference on Inclusive Business in the Changing World (ICIB 2019), pages 28-34

ISBN: 978-989-758-408-4

attainment of these current demands and policies,

the MOE has to have strong and influential

governance and monitoring of quality education

which is designated to the Malaysian School

Inspectorate.

Dedering & Mueller (2011) gave prominence to

the evaluative and systematic assessment upheld by

the practice of school inspection. In Malaysia, one of

the major contributions of the Malaysian School

Inspectorate has been the dissemination and

publication of the Standard Quality of Education in

Malaysia featuring the inspection framework and

tool to assist schools in self-assessing their current

operational quality and condition. The instrument

and tool provide quality standards with regards to

the core operations in schools and offers attainable

benchmarks to be adopted as a resource of internal

review for Malaysian schools. This contributed to

the assurance of the elements of transparency as the

widely shared framework of inspection indicates

how inspection judgments are formed. Over the

years, this solitary inspection framework and

instrument continues to contribute as a significant

guide for school inspection and has been highly

regarded by the Malaysian schools as well as

educational stakeholders.

2 LITERATURE REVIEW

Vanhoof & Van Petegem (2007) traced the

development of school inspection by signifying the

increasing demand for quality education in schools.

De Wolf & Janssens (2007) identified that external

inspections in schools focused on the attainment of

standards of quality. Ehren & Visscher (2008)

further noted that the practice of school inspection is

not merely for the purpose of monitoring, rather it is

closely linked to the expectation of improvement.

Fundamentally, Dedering & Mueller (2011) agreed

that school inspection is greatly concerned with

evaluative and systematic assessment based on

standardized criteria related to working methods,

conditions of work and student outcome.

Past literature on school inspection has

significantly shown the importance of evaluating

schools based on standardized quality expectations

and frameworks determined by educational

authorities. In reference to quality, various

prominent domains such as school culture,

leadership, instruction, management as well as

quality development are merged and transformed

into the tool or instrument of inspection. Dedering &

Mueller, 2010; Gaertner & Pant (2011) emphasized

that the instrument widely utilized in school

inspection consisted of the objective and data-based

evaluation. In the light of quality, assessments are

strictly based on data gathered through multiple

methods such as questionnaires, interviews, lesson

observation and document analysis of which will

finally be produced into a detailed-final report to be

delivered to schools and educational authorities.

The current demand for evolution in the practice

of school inspection came into existence due to the

increase in autonomy and responsibility entrusted to

schools. This policy direction has apparently

resulted in a greater demand for accountability to

match the increased autonomy. For that reason, the

practice of school inspection has become one of the

central mechanism of school evaluation which

serves to effectively track the progress and

development in schools. This has witnessed the start

of advancement in school inspection which has

gradually shifted by a great amount from its

historical roots and purposes. Inspection is now

becoming a complex component of a broad and

contemporary concept of public sector management

and governance which strives for quality,

improvement, accountability, transparency and cost

effectiveness. In this vein, it is interesting to note on

the fact that school inspection has become an

interesting instance of how the changing political

policies and governance placed significance impact

on the management and delivery of public services.

In the past, school inspection was exclusively

concerned with compliancy of regulations and

policies in terms of school evaluation whereby

recently, the development of it is more concerned

with establishing a regulatory framework to allow

for greater autonomy in schools while at the same

time holding them responsible for student

performance.

The most recent theories of public sector

governance in most countries in Asia were

predominantly driven by creating autonomous

professionals and the demand to impose

accountability through effective inspections. In

Malaysia, through the effort to provide transparency

on improvement and adherence to regulations to

educational stakeholders, an external monitoring

system such as school inspection sufficiently

attended to the demand for accountability. As the

focal key of accountability is geared towards school

improvement and performance, inspection becomes

a fundamental mechanism not only to evaluate

schools but to improve them to a certain

standardized level of quality where they can take

charge of their own progress.

The Evolution of School Inspection towards the Attainment of International Comparative Evaluation in Education

This current conceptualization of school

consequently suggests that an updated and

contemporary inspection models to be adopted and

practiced to cater to the demand of accountability in

education. Findings by Husain, W.H.B.W &

Othman, N.B. (2018) indicated that the current batch

of contemporarily-trained school inspectors in

Malaysia was ready to face the recent change and

demand in the current education sphere. Another

finding by Roberts & Sampson (2010) also revealed

on the advancement in terms of competence and

professionalism among the present assembly of

school inspectors. On that account, the Malaysian

School of Inspectorate and Quality Assurance,

Ministry of Education Malaysia stands in need to

develop and evolve in respect of evaluation literacy

and innovation capacity to improve the system of

education as well as to accommodate the call for

advancement in international students’ performance.

Reflecting on the broad concept of inspection,

the present paper explores on the impact of the

recent alteration on the evaluation tool which fulfills

the function as the inspection model in Malaysia

generally known as the Standard Quality of

Education Malaysia (SKPMg2 hereafter). This

document is utilized to check and evaluate on the

compliance on the five main standards inclusive of

Standard 1: Leadership Practice, Standard 2:

Organizational Management, Standard 3:

Curriculum, Co-Curricular and Students’ Affair,

Standard 4: Teaching and Learning, Standard 5:

Students’ Outcome. This external monitoring gives

prominence to raise Malaysian schools’ adeptness

towards self-evaluation in order to enable them to

respond and adhere to current changes and reform in

national education systems. This paper purposely

investigates on Standard 1 which consists of the

leadership practice specifically focusing on the

leadership performance measured by the recently

revised and improved tool of inspection.

This paper embarks on placing the practice of

school inspection in the context of the amendment in

education as one of public sector governance in

Malaysia. It further investigates on the factor of

leadership performance measured in school

inspection which consists of the three prominent

roles of school leaders to achieve high-performance

leadership. The three distinct roles contained in the

recently revised inspection tool consisted of the roles

as the Frontrunner, Guide and to Inspire.

3 METHOD

To increase the credibility and validity of results,

this study utilized a methodical triangulation of

quantitative and qualitative approach. In specific,

this study employed a mixed-methods approach with

convergence parallel research design for the analysis

and comparison of data from two High Performing

Schools and three branches of School Inspectorate in

Sabah, Malaysia. The participants involved in this

study comprised of 120 school leaders and senior

teachers in the Malaysian High Performing Schools.

Clustered-stratified-random sampling was used in

determining the sample of 120 respondents

representing the population of school leaders in the

High Performing Schools.

The survey method was employed quantitatively

to explore school leaders’ views on the roles of

school administrators as instructional leaders. The

instrument in this study is based on the recently

reviewed SKPMg2 (Inspectorate and Quality

Assurance, 2017) which is the document and

inspection tool used in the practice of school

inspection in Malaysia. For the purpose of

quantitative data gathering, respondents were

expected to appropriately respond to questionnaires

pertaining criteria of High Performing Leadership as

set forth in the SKPMg2 document consisted of

school leaders’ roles as the Frontrunner, the Guide

and to Inspire. A descriptive analysis employing

mean score and the standard deviation was used to

interpret the quantitative findings.

The investigation into qualitative data which

included three school leaders as participants which

were coded as School Leader 1 (SL 1), School

Leader 2 (SL 2) and School Leader 3 (SL 3) was

employed to support and triangulate the quantitative

findings. For this purpose, open-ended questions and

semi-structured interview were used in the

qualitative approach to explore school leaders’

views on the pertinent roles of school leaders as

instructional leaders. Open coding was used to

identify concepts and properties through

comparative analysis to discover and categorize the

variables according to their similarities and

differences based on the emerging from the analysis.

4 FINDINGS AND DISCUSSION

As mentioned earlier, this study aims to examine the

factors of leadership performance measured in

school inspection. From a broad perspective, the

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leadership performance measured during the conduct

of school inspection in the Malaysian setting

correlates with the theoretical constructs originated

from a diverse principal of leadership models as well

as the inspection tool known as the SKPM which

corresponds with school effectiveness. Witziers,

Bosker, & Kruger (2003) prescribed on the need of

appropriate guidelines and starting point to

effectively investigate the impact of leadership

performance on students’ attainment as they outfit

the analytical framework to interpret on what makes

schools effective.

In the virtue of school inspection, this

perspective aims for transformation in education

which drives schools towards improvement. Gray

and Wilcox (1995) advocate that school inspection

and improvement are indeed interconnected to each

other as it is because of the process of inspection

that schools are required to undergo constructive

changes which lead to improvement.

4.1 Leadership Performance Measured

in School Inspection

The quantitative data were analyzed in order to

present the findings where descriptive analysis

employing mean score and the standard deviation

was used to interpret the data. Table 1 shows the

mean score on school leaders role as an instructional

leader.

The finding indicates that school leaders have

successfully utilized all three facets of high

leadership performance. All three roles of high-

performance leadership gained a relatively high

mean scores ranging from 4.05-3.96. Of the three

roles, leadership as the frontrunner has the highest

mean score of 4.05, followed by leadership as the

guide (3.98). In contrast, the role to inspire has the

lowest mean score of 3.96. Henceforth, the finding

exhibited that the predominant factors to achieve

high-performance leadership are by performing the

roles as the frontrunner, followed by being an

effective guide and taking the initiative to inspire

others.

In the present study, the factors of high-

performance leadership measured in school

inspection corroborate with the three critical roles

stipulated in the SKPMg2 as the exclusive tool of

inspection to evaluate the performance of Malaysian

school leaders. As prescribed by Witziers, Bosker &

Kruger (2003), factors on the attainment of

leadership performance needed to be investigated

and set in place as a starting point to effectively

generate the desired impact of school leadership on

student outcomes. Within the virtue of school

inspection, Gray & Wilcox (1995) affirmed that

inspection and leadership improvement are

interconnected as it drives leaders to undergo

constructive evolution which leads to advancement.

Table 1: Leadership performance measured in school

inspection.

Dimensions N Mean SD

The role as the Frontrunner 120 4.05 .588

The role as the Guide 120 3.98 .658

The role to Inspire 120 3.96 .540

Overall 120 4.01 .545

Scale: 1= Strongly Agree, 2=Disagree, 3=Somewhat

Agree,4=Agree, 5=Strongly Agree

In correspondence with the above literature, the

quantitative results revealed school leaders’ notable

endorsement on all investigated roles to meet the

current requirements to be adopted in school

leadership which is in line with the demand of

globalization in education. Botha (2013) draw

attention on the need of continual reform and

adjustment in schools to meet the current concept

instructional leadership which have shifted to a

global discourse. In a similar manner, there exists an

expanding demand for school leaders to acquire

specific knowledge to keep abreast with vast

changes occurring in the delivery system of

education. Botha (2013) further emphasized that a

vast change is needed in the province of leadership

for the philosophy and adaptation to be best

institutionalized in schools.

4.1.1 The Role as the Frontrunner

Table 2 indicates that the role of a school leader as

the frontrunner opens the door for consistency and

effectiveness to govern the school the precise

direction by addressing the exact key areas to be

improved. Subsequently, it also accommodates to

lead the planning and preparation of the school

development plan. Furthermore, the role as the

frontrunner provides sustainable guidance to lead the

instructional activities in teaching and learning. To

sum up, factors supporting the enhancement of the

role of a school leader as the frontrunner

conceivably provide clear direction to the main goal

of instructional leadership towards the attainment of

students’ performance.

The Evolution of School Inspection towards the Attainment of International Comparative Evaluation in Education

Table 2: The role as the frontrunner.

Items N Mean SD

Consistently and effectively

aligning the school’s

direction based on key areas

120 4.13 .709

Leading the planning and

preparation of the school

development plan

120 4.09 .674

Leading the instructional

activities in teaching and

learning

120 4.04 .666

Overall 120 4.05 .588

Scale: 1= Strongly Agree, 2=Disagree, 3=Somewhat

Agree,4=Agree, 5=Strongly Agree

4.1.2 The Role as the Guide

Table 3 demonstrates the role of a school leader as

the guide by providing professional and effective

guidance to teachers and staff. Following this, it also

furnishes professional and systematic guidance to

middle leaders of the school. In brief, findings of

this current study specified that the role of a school

leader to guide was acclaimed to be of great

assistance in the province of directing teachers and

middle leaders by extending professional course of

route towards future improvement.

Table 3: The role as the guide.

Items N Mean SD

Providing professional and

effective guidance to teachers

and staff

120 4.08 .784

Providing professional and

systematic guidance to the

line of school leaders

120 3.88 .611

Overall 120 3.98 .658

Scale: 1= Strongly Agree, 2=Disagree, 3=Somewhat

Agree,4=Agree, 5=Strongly Agree

Table 4: The role to inspire.

Items N Mean SD

Providing professional and

effective motivation to

school citizen to carry out

their responsibilities

120 4.14 .714

Providing professional and

organized inspiration to the

school citizen by setting an

excellent example

120 3.88 .511

Providing professional and

effective motivation to the

school citizen to share input

for the purpose of school

development

120 3.87 .564

Overall 120 3.96 .540

Scale: 1= Strongly Agree, 2=Disagree, 3=Somewhat

Agree,4=Agree, 5=Strongly Agree

4.1.3 The Role to Inspire

Table 4 shows the role of a school leader to inspire

by the virtue of providing professional and

organized inspiration to the school citizens by

establishing an excellent example. The role also

contributes as professional and effective motivation

to the school citizens through the practice of sharing

information for the purpose of development. Finally,

the role equips the school citizens with constructive

motivation to carry their responsibilities

professionally. Succinctly, findings of this current

study concerning the role of a school leader to

inspire was pronounced by educational leaders as an

essence in yielding professional and functional

ground of inspiration for the whole school citizen to

execute their given responsibilities which will

capacitate towards school development as well as

students’ attainment.

4.2 Qualitative Findings

Findings from the qualitative data supported and

corroborated with the main findings discussed above

which distinguishes school leaders' discernment and

acknowledgment on the significance of high-

performance leadership as a vital factor towards the

effective management of their schools.

"High-performance leadership concerned with the ability

of a leader to motivate and inspire staffs to work towards

achieving the goal of the organization". (SL 1)

“Being able to listen and consider all sorts of ideas and

opinions put forward by the staffs and in the end adamant

making an important decision”. (SL 3)

"High-performance leadership is accomplished when an

institution performs and produces good performances”.

(SL 2)

School leaders also substantially manifested

confidence on the prominence of all three leaders’

roles mentioned above in allowing for distributed

leadership to take place in school.

“in fact, we have what we called a G-10 meeting every

week for one or two hours to discuss the issues of

management in the school. My senior assistants, head of

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departments and counselors will be involved in this ‘think-

tank' like meeting. We brainstorm and try to find solutions

for every issue being brought up by the management team

and teachers, students and the non-teaching staffs." (SL 1)

"Through discussions, brainstorming sessions and

meetings, issues in school will be identified or brought up,

and the management team will try to come up with

solutions to address them". (SL 3)

“As the school leader, collaboration and cooperation are

maintained through fellowships and meetings”. (SL 2)

On the whole, both the quantitative and qualitative

findings revealed school leaders' perspective towards

the relevance of leadership qualities measured in

school inspections to boost high-performance

leadership in the Malaysian institutions. Mustamin

& Yasin (2012) pointed put that it is the prime role

of an effective school leader to work hand-in-hand

with the stakeholders and school community to meet

the urgent need of accountability for quality

education and school effectiveness.

5 CONCLUSION

Having explored and investigated the variable of

leadership performance in measured school

inspection sufficiently indicated on the prominent

roles of school leaders to lead the school as the

Frontrunner, to Guide and to Inspire the school

citizen towards achieving greater performance.

Visscher (2010) postulated that the principal of

leadership is constructed around the behavior of

ownership of findings and action plans geared up to

attain overall school improvement. Recent research

in the USA further affirmed that it is a role of the

school leader to be in total charge of external as well

as internal accountability for the school to

accomplish improvement (Knapp and Feldman,

2012). This implied that successful school leaders

exploit external forces such as those measured and

highlighted in the practice of school inspection to

navigate expectation in supporting the growth of

accountability and leadership performance.

As an important constituent in education, school

inspection emerged as a formal process to evaluate

the quality and performance of school leaders by a

distinctive criterion. In recent years, it has appeared

that many countries adopting the practice of

inspection as a mechanism of evaluation have re-

examined their system to meet the current demand

of the globalization which called for schools’

accountability and transparency. Botha (2013)

prompted that “there must be a major shift in the

definition of educational leadership” to facilitate the

regenerating of thinking and adaptation of sound

leadership practices.

Essentially, the role of high-performance

leadership is considered one of the prominent factor

contributing to the success in schools. Huber (2004)

noted that to ensure success in schools, leaders must

possess competency and practice sound leadership

process. This has been affirmed by the OECD

(2009) in highlighting the need to distribute school

leadership by employing wider participation

amongst the management team. Leithwood (2012)

confirmed this by stating that leaders should

distribute leadership broadly among staff to establish

active participation in decision making.

All in all, both the quantitative and qualitative

findings revealed school leaders’ outlook on the

current practice of school inspection. The qualitative

data is conceived to be pertinent as part of the

triangulation measure to reinforce the main findings

derived from the quantitative data. On the whole,

there seems to be a mutual consensus and

parallelism from both quantitative and qualitative

findings in portraying school leaders’ endorsement

of the work of the Malaysian School of Inspectorate

and Quality Assurance, Ministry of Education

Malaysia. However, some inadequacy with regards

to the current practice of school inspection was also

discerned in this current study. Above all, both

methodologies of quantitative and qualitative were

engaged to present the empirical findings of school

leaders' perspectives on the current practices of

school inspection towards leadership performance.

It can be deduced that findings of this present

study are aligned with studies of Angelo, 2005 and

Mortimore, Sammons, Stoll, Lewis, & Ecob (1988)

which have highlighted that leaders in effective

schools were corresponded to effective reform

movement and specific leadership attributes

associated to excellent student achievement. Perhaps

it can be inferred that all of the qualities of school

leaders emerged as a result of this current study can

be further associated with the relentless effort for

school leaders to meet the standard of high

performing leadership in the Malaysian schools. As

prescribed in the ‘Shift 5’ of the Malaysian

Education Blueprint, it is of crucial requirement that

high performing school leaders will give rise to

effective and excellent schools.

In sum, the paper embarks by placing school

inspection in the context of evolution and

improvement of public sector governance. It

examines some of the factors that have led to the

rapid change of inspection as a school governance

The Evolution of School Inspection towards the Attainment of International Comparative Evaluation in Education

mechanism. It also goes on to propose that

developing a dynamic tool for inspection is one of

the ways in which inspection can be employed to

achieve the range of outcomes with which it is

tasked are leading to an evolving toolkit of

inspection approaches and models. This tool was

investigated in detail with a view not only to the

description but in terms of whether some of the

requirements posed on schools are, in point of fact,

realistic and effective in practice. The changing face

on the practice of school inspection is indeed

inevitable in keeping up with the current demand in

education as well as to increase students’

performance in the international comparative

evaluations.

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