Following are some of the guiding principles of an effective system of inspection:
(a) It should focus on qualitative improvement of the instructional programme.
(b) Inspection is by no means synonymous with exercise of authority and power.
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(c) The powers assigned to an inspector should be exercised with the aim of improving school conditions and teaching-learning process.
(d) Democratic attitude should be the norm in the process of inspection.
(e) Suggestions given by an inspector should be practicable and feasible.
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(f) An inspector should not be bogged down with bureaucratic, administrative details and process as well as financial aspects but should contribute to the general effectiveness and efficiency of the school and to the professional growth of teachers.
(g) He/she should be objective, rational, unbiased, unprejudiced and a well-adjusted individual.
(h) An inspector should be progressive enough to appreciate, approve and encourage new experiments and innovations introduced by a school.
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(i) He/she should be able to comprehend a school’s problems in the light of local conditions.
(j) Suggestions and instructions should be given only after spending adequate time in a school, discussions with its principal and teachers and careful observation and analysis of the system.
(k) He/she should try to encourage and work for establishing healthy interaction among different schools in a particular area or locality so as to enable them to share their experiences, mutual exchange of teachers and academic information and to solve common problems.
(l) He/she should be able to solicit support and interest of prominent members of the society for a school’s programmes.
(m) He/she should not place an undue emphasis on judging a school’s progress through academic achievement of its students
(n) He/she should treat himself/herself as an equal partner in a school’s attempts at improvement along with its teachers rather than a superior human being on a visit to make negative remarks and on a fault-finding mission.