Practices and Challenges of School-Based Supervisionin Government Secondary Schools of Abuna Gindeberat Woreda of West Shoa Zone
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Date
2018-06
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Addis Ababa University
Abstract
The purpose of this study was to assess practices of school-based supervision: in the case of
government’s secondary schools of AbunaGindeberetWoreda, West ShoaZone inOromia
Regional State. The descriptive survey method was employed. Samples were drawn from seven
secondary school found in woreda, four Government secondary schools was selected using
simple random sampling techniques for the study: The reason for using simple random sampling
technique was to give equal and non- zero chance for each school. Accordingly, from four
government secondary schools 83 teachers were selected randomly while 16 head of Department
and 18 senior teachers, 8 principals, 2 cluster supervisor and 1 Woreda Education Office
coordinators of supervision were also selected using availability sampling technique for the
study. Data were collected through questionnaire, interview and document analysis. Frequency,
Percentage and mean score were used to analyze and interpret the data collected through
questionnaire. The data collected through interview and document analysis were analyzed and
interpreted using narration to enrich the data obtained through questionnaire. The findings of the
study revealed that school –based supervisors were assigned to their roles through competitions
and among the school based supervisors vice -principals, department heads and senior teachers
have played their supervisory roles fairly. The outcomes of the study suggested that lack of
experience relation to supervision practice, lack of supervision manual, lack of short term
training supervisors in areas of supervision, lack of adequate budget as well as absence of school
coordination, lack of commitment of supervisors, workload of the supervisors and teachers
resistant against the supervisory activity were found to be the major factors that affected the
practicing of school based supervision in the sampled secondary schools. Based on the above
findings, revising the current selection criteria of school -based supervisors, training the
supervisors in areas of supervision, using different options of supervision to promote teachers
professional development, facilitating opportunities of an experience sharing between the
schools and departments , assigning sufficient number of teachers to schools to reduce the
workload of the supervisors, allocating budget for supervisory activities and providing
supervision manual which help to carry out supervisory activities accordingly were
recommended to reduce or alleviate the factors that affected the practices of school based
supervision.
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Keywords
Challenges of School-Based Supervisionin