Assessment of Principals’ Supervisory Behaviors as Instructional Leaders: the Case of School-Based Supervision in Primary Schools of Arbaminch Town

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Addis Ababa Univerisity


The purpose of the study was to investigate the status of school based instructional supervision in Government Upper primary Schools of Arbaminch Town. The study particularly, treats the practice of primary school principals in promoting teachers professional development,providing resources, communicating school goals, providing incentives for teachers, supervising instruction, promoting action research,coordinating the implementation of curriculum at the school level, and assessing and evaluating teachers. To accomplish this purpose, the study employed a descriptive survey method, which is supplemented by qualitative research to enrich data. The study was carried out in randomly selected six upper primary schools of Arbaminch Town. A total of 100 teachers and 60 school based supervision committee members were selected for the study. All the 6 principals, 6 vice principals, 2 cluster school supervisors and 12 teachers were also involved in the study for interviewing. Questionnaire and Interviews were instruments used in the study. Descriptive statistics such as frequency, percentage, mean average and inferential statistics such as independent samples t-test and MANOVA were used to analyse the data from the questionnaire. The qualitative data obtained through interview were analyzed using constant comparative method. The results of the study reveal that the school based instructional supervisory practices were ineffective. School principals were also inefficient in setting mutually supportive instructional goals, promoting professional competence of teachers, providing incentives and instructional resources( such as lack of support like manuals, shortage of budget), supporting teachers’ implementation of curriculum at school level, supervising instruction and providing frequent feedback for teachers . Furthermore, the study revealed that inadequate implementations of teachers assessment and evaluation hinder proper implementation of school based supervision. Finally, recommendations were drawn based on the above findings. The point of the recommendations include:raising awareness on the part of principals and teachers through seminars, organizing workshops and discussion forums on the different strategies of supervision in order to bring professional growth of teachers and improve their instructional practice