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Role of School Supervision in Teachers' Professional Development in Government Secondary Schools of Mirab Badewacho Woreda (Hadiya Zone)

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dc.contributor.author Olamo, Tadele
dc.date.accessioned 2020-08-26T08:24:25Z
dc.date.available 2020-08-26T08:24:25Z
dc.date.issued 2020-06
dc.identifier.uri http://etd.aau.edu.et/handle/123456789/22130
dc.description.abstract This study investigated the role of school supervision to teachers’ professional development in Secondary schools in Mirab badawacho Woreda. To meet the intended objective of the study, it used both qualitative and quantitative research method. Relevant data were gathered from sample population through structured interview and questionnaires. Sample was selected from target by using Simple random sampling. According data was gathered from 322 sample (teachers=211, department heads=110, principals=5, supervisors=5, WEOTDPO=1). Data editing and checking was held before organizing and analyzing information to identify relevant data. Data analysis was done based on the data type. Quantitative data collected were analyzed using descriptive statistics such as frequencies and percentage with the help of SPSS computer program. Qualitative data were summarized in narrative form. The findings highlighted that despite efforts made regarding the role of school supervision to teachers’ professional development, there were gaps such as conducting regular visit to classrooms and informing teachers to attend district and national meetings on handling their teaching subject. Also with regard to approach there were gaps in inviting subject specialists and resource persons from concerned institutions, and promoting motivated teachers that attend professional development program. In addition, the study report highlighted that the role of school supervision to teachers’ professional development was encountered with some challenges that may hinder accomplishment of the school supervision activities. Thus, these situation indicates that therewere gaps in school supervision to teachers’ professional development in secondary schools of the study area that may have negative effect on the process. Accordingly, a due attention of key stakeholders in conducting regular visit to classrooms and informing teachers to attend district and national meetings on handling their teaching subject as well as collaborate with relevant stakeholders, and facilitating subject specialists and resource persons from concerned institutions, enhance motivated teachers through supervision as well as allocating adequate funds/budget or promoting alternative financial sources, alleviating high workload on teachers through recruiting sufficient human power at secondary schools, promoting effective communication among key stakeholders, and continuous capacity building of human power in the study area forwarded as a suggestions. en_US
dc.publisher AAU en_US
dc.subject data were gathered from sample population through structured interview and questionnaires. en_US
dc.title Role of School Supervision in Teachers' Professional Development in Government Secondary Schools of Mirab Badewacho Woreda (Hadiya Zone) en_US
dc.type Thesis en_US


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