School Inspection and Learners’ Achievement in Secondary Schools in Uganda: A Case of Kasese District

School inspection is a critical quality assurance mechanism designed to improve educational standards and ensure compliance with policies for better student outcomes. Although the government of Uganda has made significant investments in education with a focus on improving access, quality, and outcome, there have been noticeable deficiencies in learners’ achievement manifested in the failure rate in the Uganda Certificate of Education (UCE) countrywide. The study assessed the influence of school Inspection on learners’ academic achievement in secondary schools in Uganda, using Kasese District as a case study. A mixed methods approach was used involving convergent parallel design. A sample of 326 respondents was investigated from a target population of 850 respondents. Questionnaires were used as the main data collection tool. Pearson Correlation and Regression Analysis were conducted to establish the relationship between school inspections and learners’ academic achievement. The study findings revealed that there was a statistically significant positive relationship between the effectiveness of school inspection activities and learners' achievement, with a Pearson correlation coefficient (r = 0.358, p = 0.000). This suggested a moderate positive association, implying that as the effectiveness of inspection activities improves, learners’ achievement also tends to improve. The regression analysis revealed a moderate relationship between school inspection and learners with R=0.391a. The study recommends enhanced effectiveness of school inspections by ensuring that inspections are comprehensive to lead to actionable improvements, and robust follow-up procedures to track the implementation of inspection recommendations to improve learners’ achievement.