School inspection is a measure for monitoring and evaluating teaching and learning in pre-tertiary education in many countries. The inspectors visit the schools with specific appointments in some regions. In contrast, in others, inspectors are part of schools' leadership, examining different daily conduct and aspects influencing learning as agreed contextually. Usually, inspectors write a report which informs teachers' qualifications, learning and teaching resources availability and accessibility, and schools' general functionality, including the relationship between actors and leadership. In addition, the information supports policymakers and other school stakeholders in regulating practices and resources and formulating appropriate policies to facilitate students' learning.
However, in postsecondary education, supervisors perform teaching tasks without external monitoring or evaluating their practices. Currently, most tertiary education institutions are multicultural learning centers with students and academics with different perceptions and experiences of the roles and responsibilities of teachers and students. Consequently, their understandings may greatly conflict and sometimes challenge their cooperation in supervision. Nevertheless, the notion that teachers are life-givers to their learners and more knowledgeable have sunk into the mind of people in many regions; hence tertiary teachers remain uninspected and untouchable. Indeed, this tendency has created inequality between students and their supervisors even though institutional leadership neglect students' expectations of their supervisors.
Moreover, with the increasing number and diversity of students in most postsecondary institutions, some supervisors are incompetent with contextual teaching norms. However, when students complain about teachers' practices, they do not receive fair judgment from those currently dealing with supervision cases, hence dropping out or changing the supervisor. Indeed, univ
