The Practices of Instructional Supervision and Teacher‟s Professional development In Primary Schools of Sebeta Woreda of Oromia Special Zone

Abstract

The purpose of the study was to examine the “The Practices of Instructional Supervision and Teacher’s Professional Development in Primary Schools of Sebeta Woreda of Oromia Special Zone”. The study employed descriptive survey design and a mixed method approach to collect and analyze data. Samples of the Schools and participants were drawn from 8 randomly selected schools of Sebeta Woreda. Then, quantitative data which collected from261 teachers in the sample schools, and qualitative data also collected from 30 school leaders participated in the study. Self-developed questionnaire was the main instrument of data collection. Interview and document analyses were also utilized to substantiate the data obtained through the questionnaire. Percentage was employed to analyze the profile of respondents. The data gathered by quantitative through questionnaire were analyzed through SPSS… particularly mean and standard deviation. The qualitative data obtained through document analysis were analyzed by narration. The outcomes of the Study suggested that extent to which School based supervisors design various intervention strategies so as to assist teacher’s professional improvement was insufficient, the teachers didn’t gained enough support from supervisors in order to improve their instructional skills, and there was low perception of teachers towards the implementation of school based supervision. Thus, such a situation made difficult for supervisory to contribute adequately to the professional development of teachers. Based on this it was recommended that the supervisors should have enough knowledge in subject areas in order to provide effective feedback and guide towards the appropriate professional development activities. Supervisory practices should be outlined in school division policies, providing supervisors and teachers with the options in supervisory practices. Supervisors and teachers should collaboratively select a method that meets the individual needs of the teacher. In addition to these, teacher’s attitude toward School based supervision should be changed by providing them training.