The Contribution of Supervisory Development Practices To The Effectiveness of Supervision Activities in Primary Schools Of Ilu Aba Bor Zone

Abstract

The purpose of the study was to assess the contribution of supervisory development practices to the effectiveness of supervision activities in primary schools of Ilu Aba Bor Zone. To achieve the objectives, quantitative research method was employed. About 154 teachers, 10 basic teachers association, and 10 cluster supervisors took part in the study. Quantitative data were gathered through close ended questionnaire and analyzed using frequency, percentage, mean, standard deviation, t-test, ANOV and linear regression It was revealed that the overall supervisory development practices was weak in assigning proficient supervisor (M = 2.71, SD = 1.14), there are no adequate supportive instruments (M = 2.55, SD = 0.86) that professionally support supervisors. The effectiveness of supervisors in carrying out their role and function was lower than average (in instructional development M = 2.65 SD = 0.80), curriculum development M = 2.96) and teachers development M =2.72 SD = 0.9). Supervisors are busy in administrative routine activities and there is difference between teachers preference and supervisors performance. Distance of schools from resource center, number of schools they serve, low level of support from Woreda education office were among the major factor affecting effectiveness of supervisors. It was concluded that unless professionally fit supervisors are in place to develop both teachers and schools management; supervisors are free from challenges they face, quality of education will remain in question. It was recommended that Woreda and zone education office are advised to redesign supervisory development process, critically assess supervisors practice on their work and provide adequate on job training.