The Practice S and Problems of Instructional Supervision In Government Secondary Schools of Anywaa- Zone, Gambella-Ethiopia

Abstract

Instructional supervision is responsible for ensuring that decision about curriculum; instructional strategies, assessment, and professional development are based on sound research, best practices, and appropriate date and other contextual in formations. The purpose of this study was therefore to analyze the practices of instructional supervision; by assessing the level of implementation and applying supervisory procedures, applied perception by principals and teachers and the challenges faced during practice in government secondary schools of Anywa-Zone, to suggest some possible means and ways for future improvement. Accordingly, four basic questions were raised with regard to the current practice and problem of instructional leadership in the schools for the implementation of supervision. A descriptive survey design was employed. Samples of schools and study participants were drawn from five schools and education office by using random sampling and purposive techniques. Self-administrated questionnaires were employed as the main data collection instrument in addition to interview and document analysis. Quantitative data were analyzed using descriptive statistics including mean, average mean, standard deviation and an independent sample t-test. Qualitative data were analyzed by using narration. The findings of the study revealed that, pertaining to major tasks (instructional development, curriculum development and staff development) of educational supervisors was not in a position of accepting their responsibility sufficiently. The findings also reveal that the practices of clinical supervision was notfor assisting teachers rather conducted for appraising teachers’ performances. Moreover, the instructional supervision is a requirement to be practiced in schools as a means to meet the individual needs of the teacher for the sake of instructional improvement. Therefore, a wider variety of supervisory options should be provided for teachers. To this end, it is recommended that for instructional supervisors to create an opportunity for teachers need to be engaged in various curriculum development activities since they are the implementer of the curriculum. In the implementation instructional development the function of supervisors are to assist teachers in developing and improving instructional skills and the supervisor may help teachers in the selection of appropriate resources and strategies of presentation as well as by helping them to organize their presentations. Against these, it could be concluded that teachers did not gain proper instructional development support from supervisors in order to improve their instructional skills and yet teachers’ instructional skills remain unchanged in the sampled schools