Abstract:
The purpose of this study was to examine teachers’ perception on the instructional
supervisory practices in Government Secondary Schools of Metekel Zone. The study
particularly treats teachers’ perception on instructional supervision function in
improving instruction, promoting teachers professional competence, supervisory
communication skills and the instructional leadership qualities of the supervisors in
improving the overall instructional activities in their respective schools. To accomplish
this, the study employed a descriptive survey method, which is supplemented by
qualitative research approach to collect and analysis the data. The study was carried out
in randomly selected 10(55.6%) secondary schools of Metekel Zone. The study involved
130 teachers who were selected using random sampling techniques. All the 10 principals,
10 vice principals and 4 secondary school supervision coordinators were also taken part
in the study for interviewing. Questionnaire was the main instrument of data collection.
Interview was also utilized to substantiate the data gained through the questionnaires.
Frequency, percentage, and mean values were computed and utilized to analyze the
questionnaires. The qualitative data obtained through interview was analyzed using
narration. The result of the study reveals that the instructional supervisory practices in
promoting instructional improvement activity in the schools were ineffective.
Instructional supervisors were involved in the difficult task of supervision without having
prior trainings to promoting staff development activities in the schools. Due to this, they
were not capable in promoting professional competence of teachers. Furthermore, the
study reveals that, work load, shortage of budget and inadequate communication skill of
supervisors hinder proper implementation of instructional supervision in secondary
schools of the study areas. Finally, based on the major findings, this study suggests the
following recommendations. Accordingly, Woreda education office and Metekel Zone
education desk in collaboration with schools and other voluntary governmental or NGOs
should organize training for instructional supervisors on a collegial, teacher-oriented
model of supervision that presents direct assistance to teachers and at the same time
provides teachers and supervisors with different options for professional growth to
improve school performance.
