Abstract:
Instructional supervision is responsible for ensuring that decision about curriculum; instructional
strategies, assessment, and professional development are based on sound research, best practices,
and appropriate date and other contextual in formations. The purpose of this study was therefore to
analyze the practices of instructional supervision; by assessing the level of implementation and
applying supervisory procedures, applied perception by principals and teachers and the challenges
faced during practice in government secondary schools of Anywa-Zone, to suggest some possible
means and ways for future improvement. Accordingly, four basic questions were raised with regard
to the current practice and problem of instructional leadership in the schools for the
implementation of supervision. A descriptive survey design was employed. Samples of schools and
study participants were drawn from five schools and education office by using random sampling
and purposive techniques. Self-administrated questionnaires were employed as the main data
collection instrument in addition to interview and document analysis. Quantitative data were
analyzed using descriptive statistics including mean, average mean, standard deviation and an
independent sample t-test. Qualitative data were analyzed by using narration. The findings of the
study revealed that, pertaining to major tasks (instructional development, curriculum development
and staff development) of educational supervisors was not in a position of accepting their
responsibility sufficiently. The findings also reveal that the practices of clinical supervision was notfor assisting teachers rather conducted for appraising teachers’ performances. Moreover, the
instructional supervision is a requirement to be practiced in schools as a means to meet the
individual needs of the teacher for the sake of instructional improvement. Therefore, a wider variety
of supervisory options should be provided for teachers. To this end, it is recommended that for
instructional supervisors to create an opportunity for teachers need to be engaged in various
curriculum development activities since they are the implementer of the curriculum. In the
implementation instructional development the function of supervisors are to assist teachers in
developing and improving instructional skills and the supervisor may help teachers in the selection
of appropriate resources and strategies of presentation as well as by helping them to organize their
presentations. Against these, it could be concluded that teachers did not gain proper instructional
development support from supervisors in order to improve their instructional skills and yet
teachers’ instructional skills remain unchanged in the sampled schools
