Supervisory Practice of Cluster Primary School Supervisors in Promoting Teachers' Professional Competences in West Gojjam Administration Zone
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Date
2008-07
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Addis Ababa University
Abstract
The main purpose of this study was to assess the practice of cluster primary school supervisors
in promoting teachers professional competences in West Gojjam Administrative Zone. To deal
with the problem, six basic research questions were formulated The research questions were
focused on supervisory leadership styles and skills that supervisors' exercising, supervisory
practices in promoting teachers' professional competences, familiarity of supervisors with
professional competence standards of teachers' and the extent that teachers benefited from
supervisory practices. To conduct the study, quantitative approach specifically descriptive
survey design was employed The study was carried out in Woredas of West Gojjam. Then 5
Woredas, 18 clusters, 28 schools, and 267 teachers were selected using multistage sampling
technique. All the 28 principals and 18 supervisors of the sample schools and clusters were taken
as samples of the study. Ten Woreda Education Office and two Zone Education Department
Experts as well as eight supervisors were selected using random sampling for interviewing. For
the focused group discussion, 50 teachers who had not respond to the questionnaire and 10
principals of the FGD targeted schools were taken purposefully. Questionnaire was the main
instrument of data collection. Interview and focused group discussion were also utilized to
substantiate the data gained through the questionnaire. Frequency, percentage, mean and t-test
were utilized to analyze the questionnaire. The qualitative data obtained through interview and
focused group discussion were analyzed using narration. The result of the study indicated that
leadership styles, supervisors practiced were more of inspection. Laissez-faire and absence of
self confidence were also observed Supervisors were ineffective in exercising leadership skills,
promoting cluster and school-based supervision and in-service trainings were found to be
discouraging, acquaintance of supervisors with teachers' competence standards were also found
to be low. The major reasons for the ineffectiveness were inadequacy of professional trainings
given for the supervisors, supervisors' low competences in performing supervisory tasks, the
number of institutions to be covered by each cluster school supervisor and negligence of the
Werda Education Office. Absence of opportunities for teachers and principals to hold meetings
with supervisors and the Woreda Education Office Experts so as to evaluate supervisory
practices was also reason for ineffectiveness. Finally, to minimize and if possible to solve the
problems encountered the practices in promoting teachers competences, tasks of inspecting
schools need to be performed by its own experts. Teachers, principals, supervisors and Woreda
Education Officers need to meet together at the Woreda level with regular time interval to
discuss on issues of supervision. Short-term refreshment trainings through seminars, workshops
or through discussion forums should be organized and implemented Experience sharing
programs regarding supervision within and across the Woredas should be practical. The
number of schools under a cluster should be as stated in the guideline of the guide line of the
Amhara National Regional State Education Bureau cluster schools organization. Further
investigation need to be carried out regarding the problems that impede supervisory practices
towards achieving teachers' professional competences.
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Keywords
Supervisors in Promoting Teachers' Professional Competences