Effects of School Based Supervision in Enhancing Quality Education in Secondary Schools of West Wollega Zone, Oromia Regional State.

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Addis Ababa University


The purpose of this study was to examine the effects of school-based supervision in enforcing quality education in secondary schools of West Wollega Zone. To conduct the study, a descriptive survey design was employed and qualitative methodology was used to enrich data. The study was carried out in 8 selected secondary schools of West Wollega Zone using simple random sampling techniques.The reason for using simple random sampling technique was to give equal and non- zero chance for each woreda and town administration. Then from these schools 78 randomly selected teachers for questionnaires. All the 8 principals and 7 SSS selected for interview, 64 school-based supervisors selected for FGD. Questionnaire was the main data gathering instrument for this study. Quantitative data collected through questionnaire was analyzed by using mean scores, frequency, standard deviation, and result from SPSS v.21. Interview, FGD and document analysis were also used to substantiate the data gathered through questionnaires. The major findings of the study were, ineffectiveness of the practices of supervisory options matching with the individual teacher’s developmental level and inability of supervisors to implement the necessary procedures for classroom observation. School-based supervisors were also inefficient in promoting teachers professional development and in improving instructional processes in the classroom. Furthermore, as the findings of the study indicated, factors affecting the implementation of school-based supervision and quality education were: teachers’ wrong perception and resistance toward supervision, lack of relevant training programs for supervisors, scarcity of experienced supervisors in school-based supervision activities, lack of supervision manuals and guidelines in the schools, shortage of budget, lack of time due to work load of supervisors, less community participation and students’ language barriers. Accordingly, instructional school-based supervisory practice was failed to contribute for development of teachers’ competency and to the improvement of instructional processes in secondary schools of West Wollega Zone.. To minimize the problems of school-based supervision and to promote quality education through school-based supervision, it is recommended that supervisors have to provide different supervisory options and approaches to teachers; supervisors should aware teachers about significance of supervision and apply all procedures of classroom observation (clinical supervision).



Effects of School Based Supervision