Practices of Instructional Supervision and Teachers’ Professional Development in Secondary Schools of North Shoa Zone of Oromia Region
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Date
2023-05
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Addis Ababa University
Abstract
The purpose of the study was to investigate the current practices of instructional supervision approaches in secondary schools of North Shoa. The study particularly focused on the practices and contributions of instructional supervision approaches, and the factors affecting their implementation in promoting teachers professional development. The study has employed a descriptive survey design, which was added by qualitative research to augment quantitative data. Data where gathered from seven randomly selected secondary schools in North Shoa Zone. The respondents included 250 teachers were selected using systematic random sampling technique. In addition 5 supervision were included in the study. All seven principals and, five secondary school supervisors had participated. Questionnaire was the main instrument of data collection supplemented with interview method. Frequency, and percentage, were working to analyze the data. While the qualitative data obtained through interview was analyzed using descriptive narrative method. The results of the study reveal that the practices of instructional supervision approaches and their contribution to teachers’ professional development were low. Instructional supervisors were found to get involved in the difficult task of supervision without having past trainings, and their contributions were also unsatisfactory in promoting professional development of teachers. Also, the study shows that: lack of trained supervisors, lack of supervision manuals, lack of training, shortage of budget, and high teaching load of supervisors and assignment of small number of supervisors hinder proper implementation of instructional supervision. As a result, awareness on the part of instructional supervisors and teachers through seminars, workshops and discussion opportunities about the different approaches of supervision in order to bring professional growth of teachers and improving their instructional practices were optional. Moreover, suggestions were forwarded to solve the factors that hinder proper implementation of instructional supervision practices.