Leadership Behaviors of Secondary School Supervisors in North Shoa Zone of Oromia Regional State

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Addis Ababa University


The purpose of this study was to identify leadership behavior of secondary school supervisors in government secondary schools of North Shoa Zone. Specifically, the study tried to sake and investigates the effectiveness of supervisors in using leadership skills, the proper use of interpersonal approaches by supervisors, and to identify challenges that affect the proper use of supervisors, and leadership behaviors. To achieve this purpose, the study employed mixed research method, which involved quantitative survey method (using questionnaire) and qualitative methods (using interviews and focus group discussions). The study was carried out in selected clustered Woredas in North Shoa Zone. 95 teachers were selected as samples using random sampling technique. Three department heads from each sample schools with a total of 21, all the 7 school principals, and 5 secondary school supervisors were selected and included in the sample using purposive sampling for focus group discussion. The department heads were selected purposely from language, natural, and social science departments. In addition, 5 process owner of Woreda education office supervision department were also taken as a sample for interviewing. The main instruments of data collection were questionnaire, focus group discussion, and interview. The data gathered through questionnaire were analyzed through frequency, percentage, and mean. The qualitative data obtained through focus group discussion, interview, and open-ended questions were analyzed using explanation. The findings of the study showed that secondary school supervisors do not have the necessary leadership skills to assist teachers. They come to school to gather information and faults for reporting. Moreover, they were not selected properly. They couldn’t identify teacher’s level of development to assist; they simply use directive control behavior for all teachers. The study also reveals that: lack of own office, budgets for stationery material, communication and transportation cost, workload and prior training were the factors that hampered the proper implementation of supervisors. Finally, recommendations were reached based on the above findings and conclusions. The central issues of the recommendations include: create awareness and understanding for secondary school supervisors through continuous assistance, workshops, seminars, and training on supervisory skills and interpersonal approaches supervisors use to improve teacher’s classroom practice. Moreover, recommendations were also provided to solve selection and infrastructure problems of supervisor