Practices and challenges of cluster supervisors In improving teaching and learning process: The case of yeki woreda primary schools

Abstract

This Purpose of this study was to assess the cluster supervisory practices of Yeki woreda primary schools in order to improve teaching and learning process and determine the major challenges that the supervisors face in carrying out their supervision tasks. To achieve this purpose, descriptive survey research design was employed. The quantitative approach was mainly used by supplementing with qualitative methods. By using simple random sampling technique 12 government primary schools were selected from37 primary schools. Then, 165 teachers were selected by using simple random sampling technique. In addition, 17 school principals, seven CRC supervisors and one Supervision Coordinator were included in the sample by purposive sampling. In order to collect relevant data; the study utilized questionnaire, interview and document analysis. Consequently; the main findings emerged from this study were benefits teachers gained from cluster supervisors practices were insufficient to promote teachers professional development and instructional improvement,Cluster supervisors support for the school management were insufficient and not effective in strengthening the capacity of school management practices with the main focus of pedagogical aspects, creating strong collaboration among stakeholders is not as expected level and restricted to the CRC supervisors and school principals, the work of CRC supervisors is highly challenged with lack of practical competence and preparation of supervisors on one hand and the poor working conditions of supervisors on the other hand. To minimize and if possible to solve the problems, the following recommendations were drawn; the Region Education Bureau and Yeki Woreda Education office should allocating adequate budget for the CRC supervisors work, arrange adequate training for cluster supervisors, providing a means of transport and other basic resources, attention should be given for cluster supervisory activities by Educational Administrators. The need to conduct another research on the area of CRC supervision and support service is also the part of the