The Practice of the Utilization of Supervisory Feedback In Secondary Schools of Jimma Zone

Abstract

The purpose of the study was to assess the current practices of the utilization of the supervisory feedback in government secondary schools of Jimma Zone. To conduct this study, descriptive survey design and mixed research method was employed. The data sources used for this study were both primary and secondary sources. To this end, the primary sources were teachers, department heads, Woreda Education supervision coordinators, supervisors and principals. Whereas, written supervision minutes, supervisory annual plans and reports were used as secondary sources. The participants of this study were 90 out of 363 teachers and 77 out of 120 department heads were selected by cluster sampling, stratified proportional sampling and lottery methods. Moreover, 8 Woreda Education supervision coordinators, 8 supervisors and 8 principals were selected by purposive sampling method. The data were collected by using questionnaire, interview and document reviews. To ensure the quality of the tools in this study, a pilot test was conducted to check the validity and reliability of the instruments prior to the actual data collection. Finally, minor modifications were made on the instruments and make it ready for the final data collection. Accordingly, the quantitative data collected through questionnaire was analyzed by using computer program SPSS version 23 and presented in frequency, percentage, mean, standard deviation and Independent sample T-test. The data collected through interview and document review were analyzed qualitatively by narration in line with quantitative data to substantiate the data gathered through questionnaires. Finally, the research came up with following major findings: the current practices of the provision of supervisory feedbacks were focus on more of administrative issues; supervisory feedbacks were not properly implemented by secondary school principals and teachers; teachers perceive supervisory feedbacks as ineffective feedbacks and secondary school supervisors were not properly follow up the implementation of supervisory feedbacks. On the other hand, among the major challenges that hinder the implementation of supervisory feedbacks were: REB, ZED & Woreda Education office give less attention in providing continuous technical support and monitoring the implementation of supervisory feedbacks at school level, lack of school principals leadership experience, competency and commitment; lack of trust and openness between secondary school teachers and supervisors; teachers perceive supervisory service feedbacks negatively as fault finder rather than as supportive and developmental services; supervisors lack good supervisory knowledge, skills, ability and commitment ; lack of sufficient input supply such as human, financial and material resources. Based on the finding of the study, it was concluded that, supervisory feedbacks were not properly utilized in secondary schools of Jimma Zone. Finally, to minimize and to solve the problems, the following recommendation were drawn; REB, ZED and Woreda Education office collaboratively should give more attention for the provision of supervisory services and feedback utilization practices; REB and ZED should better to give relevant in service training for supervisors, principals and teachers to upgrade their supervisory understandings and allocating adequate financial, human and material resources for secondary schools for the success of supervisory services were suggested.