Kebede, Desta (2014) Practices and Problems of Instructional Supervision in Secondary Schools of Nefas Silk Lafto Sub- City in Addis Ababa. Masters thesis, Addis Ababa University.
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Abstract
The purpose of this study was to investigate the prevailing practices and problems of instructional supervision in secondary schools of Nifas Silk Lafto Sub-City of Addis Ababa and to suggest possible solutions to the identified problems. It was focused on determining whether there were significant differences between supervisors and teachers on perceiving instructional supervisory skills, functions, processes and problems that were encountered in the practice. The method employed for the study was descriptive survey method. The study was conducted in five secondary schools found in the sub-city, on the bases of purposive and simple random sampling techniques. The samples of the study were one hundred thirty-five teachers, twelve department heads, fifteen principals and six sub-city supervisors drawn from the sample schools and the sub-city supervisors. Data were collected through a pilot- tested questionnaire, interview, focus group discussion and document observation and were analyzed using frequency percentage. The findings of the study revealed that supervisor and teacher respondents agreed on the unsatisfactory practices of the instructional supervisory skills, functions and processes in the secondary schools of the sub-city. It is also confirmed by the findings that the major problems of instructional supervisory services and supports were the incompetence of supervisors in the proper utilization of supervisory leadership skills, lack of knowledge in facilitating in-service education and organizing workshops for professional development and instructional improvement. Moreover, inadequate budget and insufficient manpower were found to be major hindrances in the practices of instructional supervision in the subcity. As revealed by the findings, one to two classroom observations were conducted in a semester. This was not for instructional improvement and professional development but rather for performance appraisal for teachers. In general, instructional supervision was not practiced as a service and support for teachers, and therefore, the program failed to attain its objectives. Hence, it is recommended that short- term and long-term professional training for supervisors must be planned by sub-city education offices in collaboration with the concerned NGOs (stakeholders). In addition, inter-sub-city education offices and inter-school sharing of experiences for supervisors should be planned by the sub-city. Furthermore, the regional education bureau and the sub-city education office have to allocate sufficient budget and manpower for supervision programs in order to bring about improvement and progress in the quality of education.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools |
| Divisions: | Africana |
| Depositing User: | Emmanuel Ndorimana |
| Date Deposited: | 17 Sep 2018 12:47 |
| Last Modified: | 17 Sep 2018 12:47 |
| URI: | http://thesisbank.jhia.ac.ke/id/eprint/5297 |
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