Lojamo, Abebayehu Desalegn (2016) Practices and Problems of Instructional Supervission in Government Secondery Schools of Doyogena Woreda, SNNPRS Ethiopia. Masters thesis, Addis Ababa University.
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Abstract
The purpose of this study was to assess the practices and problems of instructional supervision in government secondary schools of Doyogena Woreda SNNPR Ethiopia. To this end, descriptive survey method was employed. A total of 72 respondents were addressed as source of data. Stratified sampling technique was used to select 50 teachers and 10 department heads. While availability sampling technique was used to select 5 secondary schools, 2 supervisors, and 5 principals. Vice principals were selected through purposive sampling technique. Data collection tools were questionnaire, interview and focus group discussion. The data analysis resulted in the following major findings: Pertaining to major roles (instructional development, curriculum development and staff development) instructional supervisors was not in a position of shouldering their responsibility sufficiently. The findings also reveal that the practices of clinical supervision was not for assisting teachers rather conducted for appraising teachers performances. Moreover, the supervisory practice has suffered from the following problems: lack of adequate supervisory experiences, lack of interpersonal or human relation skills, lack of technical skills, inadequate training provision by supervisors, school, teachers perception such as fault finding, viewing supervision as instrument of controlling their activity, viewing supervision as simply for appraising classroom performance of teachers and fulfilling formality, and lack of interest on the side of teachers to be supervised. Besides, work load and shortage of time were also considered as the major problems related with supervisory practices. Based on this evidence gathered, one can conclude that the practice does not seem to reveal a positive force for teachers and instructional improvement. It rather seems a matter of appraising teachers’ performance and fulfilling formality. This finally could lead to teachers’ dissatisfaction towards the supervisory practice. In light of these findings and conclusions the following recommendations were forwarded. Short- term and long-term professional training for supervisors must be planned by Woreda education offices in collaboration with the Wachamo University. Supervisors in collaboration with teachers, principals vice principals and department heads would facilitate and organize an opportunities or create special session to discuss and decide on the purpose and procedures on each phase of classroom observation prior to the actual classroom observation. Doyogena Woreda education office is advised to allocate reasonable budget and manpower for supervision program by considering its importance for the development of the education sector in general and the improvement of instruction in particular.
| Item Type: | Thesis (Masters) |
|---|---|
| Uncontrolled Keywords: | Educational Planning and Management |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education |
| Divisions: | Africana |
| Depositing User: | Andriamparany Edilbert RANOARIVONY |
| Date Deposited: | 02 Aug 2018 09:37 |
| Last Modified: | 02 Aug 2018 09:37 |
| URI: | http://thesisbank.jhia.ac.ke/id/eprint/8247 |
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