Practices of Instructional Supervision in Secondary Schools in Limu Kosa Woreda

Abstract

The purpose of this study was to assess the practices of instructional supervision in secondary schools in Limu Kosa Woreda. Instructional supervisory support strategies, the role of school leaders, the practice of instructional supervision, and effectiveness of supervisory practice and challenges of supervisors were the major variables used in the assessment. Through cross-sectional survey research design a quantitative data was collected randomly from 147 participants involving teachers, principals, supervisors and department heads. Frequency, percent and mean or average score were employed to summarize the data and answer descriptive research questions which probe to identify the type of supervisory support strategies employed across schools and the nature of the practice and effectiveness. In addition, bivariate correlation, and one-way analysis of variance were used as inferential statistical tools to investigate if there exist statistically significant difference between schools in terms of instructional supervisory support practices. The results showed that the supervisory support was low and less diverse. Peer teaching, mentoring and collegial coaching identified as supervision support techniques observed. Effectiveness of supervisory practices is generally observed low. Perceived negative attitude and supervisors’ relationship with teachers reported as major attributing factors for this. The result also shows variation between schools in the practice of instructional supervision. To improve teachers’ instructional performance it is important for supervisors and school leaders to diversify supervisory support styles, improves relations with teachers and provides support based on the needs of teachers and learners.