The Contribution Of Instructional Supervisionin In Improving Teachers’ Pedagogical Skills In Abobo Anuak Zone Secondary Schools

Abstract

The purpose of the study was conducted in nine selected government secondary schools in Abobo Anuak Zone in Gambella Regional States. The main objectives of the study was to investigate the contribution of instructional supervision in improving teachers’ pedagogical skills in the schools. To achieve this purpose, descriptive survey research design was employed. Questionnaires, interviews and document analysis were used as data gathering tools. Then 135 teachers and 56 internal supervisors such as department heads, unit leaders, principals and vice-principals were selected from the sample school based on their proportion to size in each schools by using simple random sampling technique. In addition to that, all 56 internal supervisors, 9 selected teachers, 4 clusters supervisors, and 4 woreda supervision focal persons from education office were included in the sample by census and purposive sampling. In analyzing quantitative data percentage and frequency were used. The qualitative data was thematically analyzed by using descriptions. Consequently, the obtained results revealed that, the roles of internal supervisors in supporting teachers to improve active learning or pedagogical skills were unsatisfactory. Besides, the internal supervisors were not in a good position or mood to support teachers to imparts and interactive various assessment techniques in the classroom. Moreover, the study revealed lack of consistent support from internal supervisors to let the teachers engaged in action research to improve their pedagogical skills. In addition, low commitment of internal supervisors and shortages of teachers who can work as internal supervisors were found as major challenges. Finally, as the researcher, my conclusion in this point of view is that Regional Education Bureau, Zone and Woreda Education office experts with local Education, Colleges and University experts, who work on the areas of supervision and support service, should provide an adequate training for internal supervisors to encourage teachers to implement active learning process effectively and conduct action research to improve students’ performances and to meet their goals and objectives on the study and the future plan of supervision in the region at large.