Abstract:
The purpose of this study was to examine the practices and challenges of school-based
supervision to improve education quality in government secondary schools of Anywa
Zone.Five basic questions were formulated, which emphasized to what extent do the
practice of school based supervision in government secondary schools of Anywaa Zone, to
what extent do practices of school based supervision correspond to the expected standards
to assist teachers’ professional improvement in secondary schools of Anywaa zone, to what
degree does the school supervision contribute on the practices in government secondary
schools of Anywaa Zone and What are the major challenges that affect the practices of
School based supervision in government secondary schools of Anywaa zone. To conduct
the study quantitative and qualitative research method was employed. One Zonal and four
Woreda Education Office supervision coordinators were selected through purposive
sampling technique. Among the 20 government secondary schools found in the Zone, 6 of
them were selected randomly as sample schools. From these sample schools, 12 principals
and 6 school-based supervisors, 38 teachers were also included as respondents used
purposive sampling technique. Furthermore, 38 teachers have participated in the study
through availability sampling technique. Questionnaire was used as main tool of data
collection. Interview and document analysis were used to substantiate the data gathered
through questionnaires. The study used various statistical tools like frequency, mean,
percentages, ANOVA, and t-test were utilized to analyze quantitative data gained through
the questionnaires. The qualitative data gathered through interview and document analysis
were by narration. The result of the study indicated that teachers, lack awareness and
orientation on the activities and significance of school-based supervision, ineffectiveness of
the practices of supervisory options matched with the individual teacher’s developmental
level, and inability of supervisors to apply the necessary procedures for classroom
observation properly. On the other hand, among the factors influenced the school-based
supervision, lack of relevant trained programs for supervisors, scarcity of experienced
supervisors in school-based supervision activities, lack of supervision manuals in the
schools and shortage of allocated budget for supervisory activities. Finally, to minimize the
problems of school-based supervision in secondary schools, it was recommended to give
relevant in-service trained for supervisors to upgrade their supervisory activities,
necessary resources such as supervision manuals and an adequate budget for the success
of supervision at the school level was suggested.
