Teachers' Perception Towards School-Based Instructional Supervision and Its Practice in Afar Regional State
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Date
2009-02
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Addis Ababa University
Abstract
School-based instructional supervision (SBS), which is conducted by principals,
vice principles and department heads at the school level, is aimed to help
teachers to become effective in their teaching and in bringing about improved
student learning. The purpose of the study was to investigate the perception of
teachers towards SBS, the practice and the major factors affecting SBS
practices in secondary schools of Afar regional s tate. To realize this purpose,
how secondary school teachers practice school based instructional supervision,
how teachers perceive the purpose of supervision and what factors affect the
practice of school-based supervision were raised as bas ic questions. To
answer the basic questions both quantitative and qualitative research design
were used. The method employed here was descriptive survey method. The
study was conducted in three secondary schools in zone one of Afar Regional
State. Thus, the supervisees (teachers), department heads, vice principals,
principals and external supervisor from the Regional Education bureau used as
sources of data. These respondents were selected by simple random and
purposive sampling techniques. Data were collected from these respondents
using questionnaire, interview and focus group d iscussion. Then the
quantitative data that involve frequency counting were coded and processed
using SPSS. The qualitative data is analyzed with dp.;::,th examination of related
document. The finding of the study revealed that teacher's perception towards
SBS was negative; school based supervision was not conducted in proper
manner and teachers have no proper perception about school based
supervision. It was also found out that supervisors lack training to conduct
SBS. Thus, depending on the result of the findings the researcher recommends
that collegial supervis ion, experience s haring and training to be given to school
based supervisors. It is recommended that school based supervisors must
create awareness about SBS and have to practice it to improve instruction
rather than using it for performance appraisal.
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School-Based Instructional Supervision, and Its Practice in Afar Regional State