Practices and Challenges of Instructional Supervision in Government Primary Schools of Lideta Sub- City in Addis Ababa City Administration
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Date
2019-11
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Addis Ababa University
Abstract
This study was conducted to assess the practices and challenges of instructional supervision in Addis Ababa the case of lideta sub-city government primary schools.
For this purpose, descriptive survey design was employed and Multi-stage sampling technique was employed to select the sample woredas, cluster -centers, school principals and teachers. Questionnaire was the main data gathering instrument for this study. An interview was also conducted to enrich the quantitative data .Quantitative data were analyzed by using SPSS v.16.o.
Consequently, the main findings come out from this study were: instructional supervisors attempt to identify strengths and limitations of teachers in the classroom in order to design appropriate intervention was insignificant; in addition, intervention of instructional supervisors so as to assist teachers improve their limitations was insufficient; teachers gained support from supervisors in order to improve their instructional skills was insufficient. Instructional supervisors‟ effort in liaising schools/clusters with various organizations, community groups and other interests that affect quality education were also insufficient.
The major challenges that primary school instructional supervisors come across while implementing instructional supervision was multiple. They were overburdened with other tasks, teaches the same credit like other teachers, teachers are challenged to accept recommendation and do not have financial allowances.
Finally, to minimize and if possible to solve the problems, the following recommendations were drawn; the woreda education office, sub-city education office and Addis Ababa city administration education bureau in collaboration with schools should give training for instructional supervisors; instructional supervisors in lideta sub-city education office should arrange induction training for beginner teachers; experience sharing programs and support teachers in doing action research. In addition to these; instructional supervisors should give professional support to teachers in order to improve their instructional limitations; they also had great responsibility to link the schools with other stakeholders and finally recommended that instructional supervisors were overburdened with other works and the school and woreda education offices should fulfill the required offices with furniture and stationery.
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Education