Role of School Supervision in Teachers' Professional Development in Government Secondary Schools of Mirab Badewacho Woreda (Hadiya Zone)
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Date
2020-06
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AAU
Abstract
This study investigated the role of school supervision to teachers’ professional development in
Secondary schools in Mirab badawacho Woreda. To meet the intended objective of the study, it
used both qualitative and quantitative research method. Relevant data were gathered from
sample population through structured interview and questionnaires. Sample was selected from
target by using Simple random sampling. According data was gathered from 322 sample
(teachers=211, department heads=110, principals=5, supervisors=5, WEOTDPO=1). Data
editing and checking was held before organizing and analyzing information to identify relevant
data. Data analysis was done based on the data type. Quantitative data collected were analyzed
using descriptive statistics such as frequencies and percentage with the help of SPSS computer
program. Qualitative data were summarized in narrative form. The findings highlighted that
despite efforts made regarding the role of school supervision to teachers’ professional
development, there were gaps such as conducting regular visit to classrooms and informing
teachers to attend district and national meetings on handling their teaching subject. Also with
regard to approach there were gaps in inviting subject specialists and resource persons from
concerned institutions, and promoting motivated teachers that attend professional development
program. In addition, the study report highlighted that the role of school supervision to teachers’
professional development was encountered with some challenges that may hinder
accomplishment of the school supervision activities. Thus, these situation indicates that therewere gaps in school supervision to teachers’ professional development in secondary schools of
the study area that may have negative effect on the process. Accordingly, a due attention of key
stakeholders in conducting regular visit to classrooms and informing teachers to attend district
and national meetings on handling their teaching subject as well as collaborate with relevant
stakeholders, and facilitating subject specialists and resource persons from concerned
institutions, enhance motivated teachers through supervision as well as allocating adequate
funds/budget or promoting alternative financial sources, alleviating high workload on teachers
through recruiting sufficient human power at secondary schools, promoting effective
communication among key stakeholders, and continuous capacity building of human power in
the study area forwarded as a suggestions.
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data were gathered from sample population through structured interview and questionnaires.