Assessment of Principals' Supervisory Behaviors as Instructional Leaders: The Case of School Based Supervision in Pr mylary Schools of Arbaminch Town
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Date
2003-07
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Addis Ababa University
Abstract
The purpose of the study was to investigate the status of school based instructional supervision in
Government Upper primary Schools of Arbaminch Towl1. The study particularly, treats the practice of
primm)' 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 pwpose, 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 primm)' schools of Arbaminch Towl1. 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 SIIch 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 supervisOl)' practices were ineffective. School principals were also
inefficient in setting mutually s11pportive 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. '{'he
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
S1lpervisiol1 in order to bring professional growth of teachers and improve their instructional practice.
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Keywords
professional development,providing resources, communicating school goals