Practice of instructional supervision in secondary schools of kaffa zone

Abstract

The purpose of the study was to assess practices of instructional supervision in Government secondary schools of Kaffa zone and recommending possible solutions. To conduct the study, descriptive survey design was employed and purposive sampling technique was used to select the sample schools. To this end, 20 secondary schools with 100 teachers, 20 school principals, 20 supervisors& 30 experts were included in this study. Questionnaire was the main data gathering instrument for this study. Thus, teachers, principals, supervisors and experts from different levels filled the questionnaires. Focused Group discussions were hold with principals and supervisors and interview were conducted with school teachers to enrich the quantitative data. Descriptive statistics and percentages were the main tools used in the analysis. The data gathered through interview and from focused group discussion was discussed in line with questionnaire. The results of the study reveal that the instructional supervisory practices were ineffective. Supervisors were involved in the difficult task of supervision without having prior trainings. School supervisors were also inefficient in promoting professional competence of teachers. Furthermore, the study indicate that: lack of trained supervisory personnel, lack of support materials like manuals, guide lines, training materials, lack of training and experience sharing session, shortage of budget, task load of supervisors out of their mission, transportation and inadequate communication skill of supervisors hinder proper implementation of instructional supervision. Finally recommendations were drawn based on the findings. which include: awareness ,goal setting, commitment on the part of teachers, principals, supervisors and experts through trainings, workshops and discussion program about the different strategies of supervision with the zone education office and woreda education office in order to bring professional growth of teachers and improve their instructional practice. In addition to these; instructional supervisors should be aware and committed to provide professional support to teachers in order to improve their instructional deficiencies.