The Practices And Challenges Of Instructional Supervision In Government Primary Schools In Tello Woreda Of Kafa Zone ,In Southern Nation-Nationalities And Peoples’ Regional State.

Abstract

This study was conducted to assess the Practices and Challenges of Instructional Supervision in government primary schools of Tello woreda of Kafa Zone in SNNPR. To conduct the study, descriptive survey research design was employed and mixed research method of explanatory sequential design were employed, this methods involves combining or integration of both qualitative and quantitative research and data in a research study. For sampling from simple random sampling technique lottery sampling was employed to select sample teachers, and quota sampling was employed to select school educational leaders (principals, vice principals and school supervision committee), cluster supervisors & woreda educational officers. To this end, 4 woreda education office experts, 4 cluster supervisors,18 primary schools with 5 school principals ,5 vice principals, 5 school supervision committee leaders (totally 15 School Educational leaders) and 29 teachers included in this study questionnaire was the main data gathering instrument for this study. Thus, 29 teachers and 5 school principals, 5 vice principals, 5 ischool supervision committee leader responded for questionnaire and 4 cluster supervisors and 4 woreda educational officers were interviewed. Quantitative data collected through questionnaire analyzed by using mean scores, standard deviation and t-test by using SPSS version of 16.o. Consequently, the main findings of the study were: Instructional supervisors not evaluate instructional process to check progress of planned activities in school and not provide support on SIP preparation. And major factor that affect the proper implementation of instructional supervision: uncooperative attitude of staff members, insufficient availability of educational resources and excessive work load given for instructional supervisors. Conclusions shows that the instructional supervision activity does not provide sufficient professional assistance for teachers’ in classroom and instructional supervisors not provide advice on basic teaching skills for teachers’ to develop teachers’ performance, and the possible strategies to improve practices of instructional supervision: give capacity building training , give limited work load for instructional supervisors and giving adequate technical support for instructional supervisors. To strengthening instructional supervision and to overcome the problems the following recommendation were forwarded: Tello woreda education office should work with schools to create change and to overcome the challenges on the practice of instructional supervision activities in schools and must be work with zonal and regional bureaus to alleviate the problem.