School inspection has long played a crucial role in ensuring quality education. Initially established to maintain accountability, it now seeks to drive continuous school improvement. Despite its widespread adoption, the mechanisms by which inspections actually contribute to such improvements remain under-researched, presenting a critical gap addressed by this study. This research aims to investigate the evolution and characteristics of school inspection systems and their impact on school improvement. Specifically, it explores key factors, such as power dynamics, quality measures, and self-evaluation, that influence inspection outcomes. Additionally, it examines how national and international contexts shape inspection frameworks, as well as the role of inspection in informing education policy and practice. A qualitative case study methodology was adopted, focusing on four distinct inspection systems in Dubai, Ireland, New Zealand, and Pakistan. Data were collected through an extensive review of literature, analysis of official documents and websites, and semi-structured interviews with school leaders and inspectors. These four regions were selected to provide a broad comparative analysis of inspection systems across varying socio-political environments. The results highlight significant variations in how school inspection systems evolved across jurisdictions. While all systems emphasise accountability, their approaches to fostering improvement differ, shaped by socio-political contexts. The study also found that transparency in inspections remains a challenge, with school leaders often questioning the reliability of feedback. However, positive perceptions of inspection processes encourage greater school improvement. Additionally, power dynamics—ranging from regulatory authority to collaborative engagement—play a pivotal role in determining inspection efficacy. In conclusion, this study features the need to balance regulatory oversight with school autonomy and self-evaluation. Establishing systematic feedback mechanisms enables school leaders to share their insights, fostering continuous improvement of inspection processes. Future research should prioritise broader stakeholder perspectives, including teachers, students, and parents, while expanding comparative analyses across diverse socio-political contexts to identify global best practices.