The Role of Pedagogical Inspectors in the Moroccan Educational System: A Quantitative Research Approach

This investigation on the function of pedagogical inspectors in the Moroccan educational system, particularly middle and high schools, is based on quantitative research. The educational system generally refers to the structure of all institutions and the opportunities for obtaining education within a country. It includes all pre-school institutions, starting from family education, and/or early childhood education, through kindergarten, primary, secondary, and tertiary schools, then lyceums, colleges, and faculties also known as Higher education (University education). This framework also includes institutions of continuous (further) professional and personal education, as well as private educational institutions. The research generally aims to evaluate the validity of inspectors' interventions and how they affect public school teachers' performance in a good way. As a result, this paper's various components all contribute to its two major goals. One is to characterize how often an inspector visits a specific instructor over the academic year, and the other is a measure of teachers' levels of satisfaction with the influence inspectors have on their instruction. We hypothesize that inspectors do not have enough contact with the teachers they are in charge of inspecting and developing, and that teachers negatively approach the role of inspectors as officers whose main mission has long been falling off the goal of improving the effectiveness of teachers.