Practices and Challenges of Instructional Supervision in Government Primary Schools in Sululta Woreda, Oromia Special Zone Soround Finfine

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Addis Ababa University


The main goal of the study was to assess the extent of practice and challenges of instructional supervision. To conduct the study, descriptive design was employed. While random sampling techniques were used for quantitative, purposive sampling techniques were applied to select the sample schools and respondents. Accordingly, 16 (grade 1-8) primary schools with 16 principals and 8 vice principals, 32 department heads, 64 teachers, 7 CRC supervisors and 4 WEO were included in this study. Questionnaire which was the main data gathering instrument for this study was filled by 64 teachers and 32 department heads. 16Principals, 8vice principals, the 7CRC supervisors and 4woreda education officers were interviewed to enrich the quantitative data. Descriptive statistics and percentages were used to analyze the data. The data gathered through interview were discussed in alignment with the questionnaire. The findings of the study revealed that the practice instructional supervision was ineffective. School supervisors performed ineffectively or they didn’t exercise their responsibilities and duties in promoting and implementing the practices of instructional supervision as expected. The lack of emphasis towards instructional supervision, lack of support for the teachers, teachers’ attitude and unhappiness towards instructional supervision, supervisors’ skill gap and lack of material and financial resources are challenges in implementing practices of instructional supervision. Finally, based on the conclusions, the following recommendations were drawn: Different tasks of instructional supervision should be implemented; practices of instructional supervision were suggested as to be planned and carried out as a part of the supervisors and school activities, and team leaders should take responsibilities and work on finding financial and material resources .



Practices and Challenges of Instructional Supervision in Government Primary Schools