Authors : Thiosop Edwane Tanu

Volume/Issue : Volume 11 - 2026, Issue 5 - May

Google Scholar : https://tinyurl.com/myp7x7vc

Scribd : https://tinyurl.com/5b6aet44

DOI : https://doi.org/10.38124/ijisrt/26May1979

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Abstract : This study assesses the influence of inspection planning strategies on teachers' instructional effectiveness within public and lay private secondary schools in the Centre Region of Cameroon. Utilizing a comparative descriptive survey research design, the study operationalizes inspection planning into three sub-variables: Strategic Resource Allocation Planning (SRAP), Collaborative Pedagogical Capacity Planning (CPCP), and Participatory Mentorship Framework Planning (PMFP). The theoretical framework is anchored exclusively on Deming’s Total Quality Management (TQM) core principles, which serves as a synthesis model bridging administrative regulatory compliance and continuous professional growth loops. Statistical evaluation data were gathered utilizing three newly developed 10-item 4-point Likert scales administered to a population of 599 teachers and 10 pedagogic inspectors across the region. Inferential analysis via independent samples t-tests and Pearson product-moment correlation coefficients reveals a statistically significant divergence between the sectors.

Keywords : Inspection Planning, Instructional Effectiveness, Public Secondary Schools, Lay Private Schools, Centre Region, Cameroon, Total Quality Management.

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