The Practices and Challenges of School Based Supervision to Improve Education Quality in Government Secondary Schools of Anywa Zone Gambella National Regional State

Abstract

The purpose of this study was to examine the practices and challenges of school-based supervision to improve education quality in government secondary schools of Anywa Zone.Five basic questions were formulated, which emphasized to what extent do the practice of school based supervision in government secondary schools of Anywaa Zone, to what extent do practices of school based supervision correspond to the expected standards to assist teachers’ professional improvement in secondary schools of Anywaa zone, to what degree does the school supervision contribute on the practices in government secondary schools of Anywaa Zone and What are the major challenges that affect the practices of School based supervision in government secondary schools of Anywaa zone. To conduct the study quantitative and qualitative research method was employed. One Zonal and four Woreda Education Office supervision coordinators were selected through purposive sampling technique. Among the 20 government secondary schools found in the Zone, 6 of them were selected randomly as sample schools. From these sample schools, 12 principals and 6 school-based supervisors, 38 teachers were also included as respondents used purposive sampling technique. Furthermore, 38 teachers have participated in the study through availability sampling technique. Questionnaire was used as main tool of data collection. Interview and document analysis were used to substantiate the data gathered through questionnaires. The study used various statistical tools like frequency, mean, percentages, ANOVA, and t-test were utilized to analyze quantitative data gained through the questionnaires. The qualitative data gathered through interview and document analysis were by narration. The result of the study indicated that teachers, lack awareness and orientation on the activities and significance of school-based supervision, ineffectiveness of the practices of supervisory options matched with the individual teacher’s developmental level, and inability of supervisors to apply the necessary procedures for classroom observation properly. On the other hand, among the factors influenced the school-based supervision, lack of relevant trained programs for supervisors, scarcity of experienced supervisors in school-based supervision activities, lack of supervision manuals in the schools and shortage of allocated budget for supervisory activities. Finally, to minimize the problems of school-based supervision in secondary schools, it was recommended to give relevant in-service trained for supervisors to upgrade their supervisory activities, necessary resources such as supervision manuals and an adequate budget for the success of supervision at the school level was suggested.