The Practice and Challenges of School Based Instructional Supervision in Government Elementary Schools of Bishoftu Town, Oromia, Ethiopia
| dc.contributor.advisor | Degefa, Demoze (PhD) | |
| dc.contributor.author | Biru, Dejene | |
| dc.date.accessioned | 2019-09-05T13:21:42Z | |
| dc.date.accessioned | 2023-11-10T14:46:38Z | |
| dc.date.available | 2019-09-05T13:21:42Z | |
| dc.date.available | 2023-11-10T14:46:38Z | |
| dc.date.issued | 2019-06 | |
| dc.description.abstract | The purpose of the study was to assess practices and challenges of instructional supervision in Government elementary schools of Bishoftu town and recommending possible solutions .To conduct the study, descriptive survey design was employed and different sampling technique was employed to select the sample schools and teachers. To this end, six elementary schools with 12 school principals, 18 department heads, one CRC-supervisor , one education office supervision coordinator, 12 senior teachers and 91 teachers were include in this study. Questionnaire was the main data gathering instrument for this study. Thus, 91 teachers from different levels filled the questionnaires. FGDs were hold with department heads and senior teachers and interview were conducted with CRC Supervisor, Bishoftu education supervision Coordinator and school principals to enrich the quantitative data. Descriptive statistics, percentages, mean and standard deviation were the main tools used in the analysis. The data gathered through interview and from focused group discussion were discussed in line with questionnaire. Consequently, the main findings come out from this study were: School based instructional supervisors were not sufficient to identify strengths and limitations of teachers in the classroom in order to design appropriate intervention; 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 not enough. The beneficiaries view on the practice of instructional service was insufficient to reveal a positive force for teachers and instructional improvement. On the other hand, the effectiveness of School based instructional supervision program in the study area is affected by major problems like lack of adequate supervisory experiences, shortage of time for supervision activities, inadequacy of specific budget for supervisory activities, teachers’ attitude as fault finding, Lack of convenient offices to provide feedback to teacher. Finally, to alleviate these problems of school based instructional supervision in elementary schools, it is recommended that a) the school and the town education office raising awareness on the part of SBIS) and teachers through seminars, workshops and discussion forums on the different strategies of supervision in order to bring professional growth of teachers and improve their instructional practice b) Bishoftu town education office in collaboration with OSU (Oromia state University); could prepare project proposal to alleviate the problems. C) School and the town education office is suggested to allocate reasonable budget for the program by considering its importance for the development of the education sector in general and the improvement of school based instructional supervision in particular. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/12345678/19006 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | Education | en_US |
| dc.title | The Practice and Challenges of School Based Instructional Supervision in Government Elementary Schools of Bishoftu Town, Oromia, Ethiopia | en_US |
| dc.type | Thesis | en_US |