The Practices and Challenges of school-based supervision in Government Secondary Schools of Jimma Zone

Abstract

This study was conducted to assess the Practices and Challenges of SBS in Jimma Zone Secondary Schools. To conduct the study, a mixed research design and a Cluster sampling technique was employed to select the sample Woredas, cluster centers, school principals, and teachers. To this end, 52 school-based supervisors and 157 teachers were included in this study. The questionnaire was the main data gathering instrument for this study. Thus, 151 teachers, 52 SBS’s filled the questionnaires. Interview and data analyses were also conducted to improve the quantitative data. As a result, 4 Woredas and 1 Zonal education Office expert were interviewed. Quantitative data collected through questionnaires were analyzed by using frequency, percentage, mean scores, Standard deviation and t-test by using SPSS V.26.0. The data gathered through the interview and documents were discussed in line with a questionnaire. as a result, the main findings come out from this study were: the practices of challenged by both teachers and supervisors, the procedures of SBS employed in the classroom, the extent to which practices of teachers’ professional growth, School-based supervisors‟ effort in liaising schools/clusters with various organizations in matters that affect quality education were also insufficient. The major challenges that Secondary school SB supervisors come across while implementing SBS were multiple. They were, lack of training and support, overburdened with other tasks and lack of educational resources. In line with the above findings and conclusions, it was recommended that: to provide school-based supervisors with the necessary knowledge and skills, the, Zone and Woreda Education Officials may arrange short- and long-term training in collaboration with different concerning bodies, like NGOs to coup up the challenge encounter the implementation of SBS practice to ensure the teaching-learning process to bring the quality of education.