Contributions and Challenges of Primary School Cluster Supervision in Promoting School Improvement Program in Eastern Zone of Tigray Region
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Date
2013-06-01
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Addis Ababa University
Abstract
The purpose of the study was to assess the contributions and challenges of primary school cluster supervision in promoting school improvement program in Eastern Zone of Tigray region. The study employed a descriptive survey method which is supplemented by quantitative and qualitative research methods to enrich the data with these respect teachers, principals, school improvement committee members, cluster supervisors and WES (Woreda education supervisors) were conducted. The data gathering instruments included questionnaire, focus group discussion, interview and document analysis. Data obtained through questionnaires were quantitatively described and interpreted in light of available literature. The questionnaire was tested in one primary school and modified before distribution .However, infonnation obtained through FGD and interviews were qualitatively described to supplement to the main data. Frequency and percentage were used for data analysis. The sample primary schools and respondents were selected by using different techniques. For teachers and SIC members used simple random sampling, purposive sampling for selected principals and cluster supervisors, and available sampling techniques used for the WES. Likertfive scale questionnaire, unstructured interview and FGD were used as major tools of the data collection. Based on the analysis, As the findings of the study displayed, cluster supervisors failed to support teachers in promoting the curriculum and evaluating the existence so as to take corrective measure The findings also reveal that involvement of community for SIP was important that is the awareness of SIC members about value of community participation in school improvement activities was medium regarding to the current level of local community participation in SIP. ,. Based on these evidences, one can conclude that teachers have perceived supervisory roles, they expect of cluster supervisors don't to meet their expectations. As a result, cluster supervisors are found to fail in giving the expected supervisory support in schools Consequently, teachers expectation from supervisory support aggravate the negative attitude and they assume as finding faults. In light of these findings and conclusion the following recommendations were forwarded WEO & TREB had not provided sound professional support for cluster supervisors to facilitate the promotion of SIP. They were not frequently supervised & evaluate the progress of the program. This implies that local educational managers didn't demonstrate their responsibilities in monitoring the program as expected of them.
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CONTRIBUTIONS AND CHALLENGES OF PRIMARY