Teachers’ perception on the practice of instructional supervision in government secondary schools in metekel zone

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.