The Current Practices and Problems of Subject-Area Instructional Supervision in Secondary Schools of Addis Ababa City Administration
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Date
2008-05
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Addis Ababa University
Abstract
The purpose of this study was to investigate the current practices and problems of subject area instructional supervision in the secondary schools of Addis Ababa City Administration. The study sample of this survey included 348 subjects. Among these; 216 teachers, 9 department heads, 27 principals and vice principals, from 9 sample government secondary schools, and 15 subject area instructional supervisors from 5 sample sub city education departments were selected through simple random and availability sampling techniques.
Data were collected through questionnaires and document observations, and analyzed using frequency percentage and arithmetic mean tables. The findings made clear that, the objectives were useful, however, the activities undertaken in terms of provision of trainings to introduce the subject area instructional super Vison; school based workshops, seminars, organization and implementation of experience sharing sessions, formal training programs were not practical at secondary school levels in Addis Ababa. Subject area instructional supervisors were not involved into care fit! planning, organizing, scheduling supervisory tasks, they were not accessible to schools and teachers in order to frequently observe schools and classroom instructions rather than focusing on administrative matters The organization and implementation of clinical and collegial supervision or peer coaching techniques of instructional supervision were found with low peljormances.
Providing best alternative methods of instruction, participating in the evaluation process of teachers ' pallor mince, and assisting teachers in the evaluation of curriculum were not successfully accomplished. The effects achieved were found to be unsatisfactory. In addition, subject area instructional supervision encountered severe problems that impeded supervisory services. Giving more attention to and spending more time on administrative functions than instructional improvement for each subject of the curriculum, the miss-match of the number of subject area supervisors with the fast growing number of schools and teachers, lack of clarity on the organizational structure of subject area supervision among all concerned bodies were among the major ones. Therefore, it was advised that the City Administration Education Bureau and Sub city Education Department decision makers should be willing to accept the weaknesses and problems of the subject area instructional supervision in secondary schools and to reengineer this supervisory approach in order to achieve the desired instructional improvements.
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investigate the current practices