The Practice And Problems of Instructional Supervision In Secondary Schools of Hadiya Zonei Snnpri
| dc.contributor.advisor | Assefa, Meseret (PhD) | |
| dc.contributor.author | Woldegebriel, Chanyalew | |
| dc.date.accessioned | 2018-08-10T06:59:12Z | |
| dc.date.accessioned | 2023-11-05T09:04:37Z | |
| dc.date.available | 2018-08-10T06:59:12Z | |
| dc.date.available | 2023-11-05T09:04:37Z | |
| dc.date.issued | 2005-06 | |
| dc.description.abstract | The purpose of this study was to examine the practice and problems of instructional supervision operating in government secondary schools of Hadiay zone and to determine whether there are differences and similarities between the two study group in perceiving supervisory leadership skills, supervisory tasks, process of instructional supervision and supervisor competence in carrying out the supervisory responsibilities. The study was conducted in five government secondary schools of the zone on the basis of purposive sampling techniques. The subjects of the study were 60 supervisors and 115 supervisees drawn form the sample schools. Data were selected from sample respondents through open and closed ended questionnaire, document analysis and group discussion. The questionnaire was tested in one secondary school and modified before distribution. Percentage and one way ANOVA were used for data analysis. The method employed for the study was descriptive survey method. The findings of the study revealed that supervisor and supervisee respondents perceived the supervisory leadership skills, tasks and competency etc differently; and supervisor in the secondary schools of the zone were made to be involved in the complex task of supervision without having any prior training. Moreover, according to the finding, there was only one classroom observation carried out in the semester. The supervisors further confirmed that, this single, classroom observation was not carried out for the purpose of improving classroom instruction; rather for final performance appraisal purpose. In general, the instructional supervision was not perceived as a helping endeavor by the supervises and the program failed to attain the objective. Hence, it was recommended that creating awareness have to be a critical first step for supervisors in the accomplishment of the objective of classroom observation. At the same time, the classroom observation is undertaken as frequently as possible by reducing the teaching 'load from teachers who have carried the supervisory skills and task as to see the progress or improvement of the teaching-learning process | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/11522 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababauniversity | en_US |
| dc.subject | Supervision In Secondary Schools of Hadiya Zonei Snnpri | en_US |
| dc.title | The Practice And Problems of Instructional Supervision In Secondary Schools of Hadiya Zonei Snnpri | en_US |
| dc.type | Thesis | en_US |