Abstract:
The purpose of this study was to assess the practices and challenges of instructional
supervision in primary schools of Haramaya Woreda. Descriptive survey design was
employed to see the actual facts and practices in the existing situation and to forward
possible suggestions. 159 teachers out of 284teachers and 15 principals, 15 cluster
supervisors were identified and involved in the study. Teachers were selected from 15
schools using simple random sampling techniques. While school’s principal and cluster
supervisors were selected via availability sampling. Furthermore; purposive sampling
technique was employed to select 5 HWEO teacher development experts. Thus, 186
respondents filled and returned the questionnaires. An interview was held with 5
HWEO teacher’s development experts. Data were collected using questionnaire, semistructured interview and document analysis to maintain reliability. Quantitative data
collected through closed ended questionnaires were analyzed using mean scores and
“F‟ test by using SPSS version 20. The data gathered through open ended question,
semi-structure interview and document analysis were qualitatively analyzed to
triangulate the quantitative data obtained. The finding of the study revealed that the
practice of instructional supervision in major function of supervision and clinical
supervision instructional supervisors were not in a position of shouldering their
responsibility sufficiently. Besides to that lack relevant training, lack of transparent
communication between supervisors and teachers, lack of supervision guidelines and
the supervisors are overloaded with classroom activities and administrative tasks are
identified as the major problems. Based on the result it recommends that, conducted
class room observation, open discussion between supervisors and teachers has to be
made on the practice, supervision option, provision of training for supervisors and
teachers and developed clear guidelines on instructional supervision
