|Title:||Role of School -Based Supervision in Secondary Schools of West Wollega Zone|
|???metadata.dc.contributor.*???:||Hailesilassie Woldegerima (Ass. Professor|
|Keywords:||Descriptive research method employed|
|Publisher:||Addis Ababa University|
|Abstract:||The purpose of this study was to assess the role of school- based supervision in secondary schools of West Wollega Zone in Oromia regional state. Descriptive research method employed to conduct the assessment. Among the 19 woredas and 2 town administrations found in the zone, four woredas and 2 town administrations were selected using simple random sampling technique for the study. The reason for using simple random sampling technique was to give equal and non- zero chance for each woreda and town administration. As their number is few, all government secondary schools available in each of the sampled woredas and town administrations were also selected using availability sampling technique for the study. Accordingly, from 15 government secondary schools found in the 4 woredas and the 2 town administrations,138 teachers and 47 school leaders were selected randomly while 6 coordinators of supervision in the education offices of the sampled woredas and town administrations were selected purposely to be subjects of the study. Data were collected through questionnaire, interview and FGD. Percentage, mean score and weighted mean score were used to analyze and interpret the data collected through questionnaire. The data collected through interview and FGD were analyzed and interpreted using narration to enrich the data obtained through questionnaire. The findings of the study revealed that school -based supervisors were assigned to their roles through competitions and among the school based supervisors vice -principals, department heads and senior teachers have played their supervisory roles fairly. However, the finding of the study also revealed that,97.9% of the school based supervisors were not qualified in the position, they did not fulfill the prerequisite criteria set by the regional education bureau, principals of the sampled schools were deficient in playing their respective supervisory roles, rare utilization of supervisory leadership skills by the school- based supervisors, rare arrangement of capacity building programs for the supervisors and the teachers, using clinical supervision as the only option for promoting teachers competence, conducting classroom observations without following proper procedures, negative attitude of teachers towards instructional supervision, lack of financial and material resources as major problems in the current practice of school- based supervision in the sampled secondary schools. Accordingly, it can be concluded that, lack of training in areas of supervision, loose collaboration among teachers, workload of the supervisors, lack of financial and material resources were found to be the major factors that affected the role of school- based supervision in the sampled secondary schools. Based on the above findings, revising the current selection criteria of school -based supervisors, training the supervisors in areas of supervision, using different options of supervision to promote teachers professional development, facilitating opportunities of collaboration and professional dialogue among teachers, assigning sufficient number of teachers to schools to reduce the workload of the supervisors, allocating budget for supervisory activities and providing material resources which help to carry out supervisory activities accordingly were recommended to reduce or alleviate the factors that affected the role of school- based supervision. 1 CHAPTER ONE: INTRODUCTION 1.1. Background|
|Appears in Collections:||Thesis - Educational Planning & Management|
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