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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/2242

Title: AN ASSESSMENT ON THE STATUS OF SCHOOL-BASED INSTRUCTIONAL SUPERVISION IN SECONDARY SCHOOLS OF WEST ARSI ZONE OF OROMIA REGION
Authors: MILLION, MORKI
Advisors: Haile Selalssie Wolde Gerima
Keywords: SCHOOL-BASED
SECONDARY SCHOOLS
Copyright: Jun-2010
Date Added: 3-May-2012
Publisher: AAU
Abstract: The purpose of the study was to investigate the status of school based instructional supervision in Government Secondary Schools of West Arsi Zone. The study particularly, treats the practice of school based supervisors in promoting teachers professional development and factors that affect the implementation of school based instructional supervision. To accomplish this purpose, the study employed a descriptive survey method, which is supplemented by qualitative research to enrich data. The study was carried out in randomly selected six secondary schools of West Arsi Zone. Then 132 teachers were selecting using random sampling techniques. All 72 school based supervision committee members were included in the study. All the 6 principals, 6 vice principals and 6 wereda supervision coordinators were also involved in the study for interviewing. Questionnaire was the main instrument of data collection. Interview was also utilized to substantiate the data gained through the questionnaire. Frequency, percentage, and chi-square were utilize to analyze the questionnaire. The qualitative data obtained through interview were analyzed using narration. The results of the study reveal that the school based instructional supervisory practice were ineffective. School based 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 revealed that: lack of trained supervisory personnel, lack of support like manuals, lack of training and experience sharing session, shortage of budget, big teaching load of supervisors and assigning small number of supervisors and inadequate communication skill of supervisors hinder proper implementation of school based supervision. Finally recommendations were drawn based on the above findings. The point of the recommendations include: awareness on the part of school based supervisors and teachers through seminars, workshops and discussion forums about the different strategies of supervision in order to bring professional growth of teachers and improve their instructional practice. Moreover, suggestion were forwarded to alleviate/solve the factors that hinder proper implementation of supervisory practice.
URI: http://hdl.handle.net/123456789/2242
Appears in:Thesis - Curriculum & Instruction

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