The Contributions of Cluster Supervisor’s in Primary Schools of Sheka Zone

Abstract

The general objective of the study was to assess the contributions of cluster supervisor’s in Primary schools of Sheka Zone. To this end, four research questions were addressed regarding, the cluster supervisors contribute for the improvement of teaching learning process, cluster supervisors support the school leadership to improve their management skills, cluster supervisor involved on teachers ‘professional development and challenges primary school cluster supervisors face in carrying out supervisory tasks. As data was presented and discussed on the contributions of cluster supervisor for the improvement of teaching learning process shows that majority of the respondents were disagreed on organizing program. Along with classroom observation to see progress of teaching learning in actual classroom, majority of the respondents were disagreed and indicated their ineffectiveness. Class observation helps planning for improvement by identifying strengths and weakness. Cluster supervisors checking the preparation and use of lesson plans or not, respondents, majority of the respondents were disagreed. The qualitative data gathered through interview similarly indicated that, cluster supervisors were not actively arranging training for school's management. Regard to helping school management in solving various management problems such as school resources teachers that they were not helping in solving various management problems to the required level. The teachers and principals during interview informed that, cluster supervisors were not take part in solving various management problems in the schools. Government should give in service training to school principals to be effective. The Woreda Education Office and the Regional Education Bureau are advised to provide educational supervision training cluster schools effectively. Supervisors need to conduct and engage with teachers in professional dialogue, and they need to have the opportunity and practice to make decisions about collective instruction actions. Supervision for successful schools should attempt to remove the challenges in the work environment so that teachers can supervise each other at work, receive feedback from each other’s and from their supervisors.