THE PRACTICE AND CHALLENGES OF SCHOOL-BASED SUPERVISIONIN GOVERNMENT PRIMARY SCHOOLS IN SHANKOR WOREDA, HARARI PEOPLES REGIONAL STATE

Abstract

This study investigates the practices and challenges of school-based supervision in government primary schools within Shankor Woreda, aiming to enhance the professional development of teachers and improve student learning outcomes. Utilizing a mixed-methods approach, data were collected from 66 teachers and 37 school-based supervisors through structured questionnaires, interviews, and document review. Quantitative data were analyzed using descriptive and inferential statistics such as percentage, frequency, mean and independent sample t-test, while qualitative data were examined through narrative analysis. The findings reveal significant disparities in understanding school-based supervision among teachers and supervisors. While supervisors believe that teachers are well-informed about the purpose and benefits of supervision, many teachers express a lack of orientation and do not recognize the importance of these activities for improving student learning. The study identified collegial supervision as the most practiced model, yet other forms, such as clinical and informal supervision, were largely neglected. Further, the analysis indicated shortcomings in the implementation of classroom observations. Supervisors often failed to conduct pre-observation meetings, leading to ineffective observations that typically occurred only once per semester. Additionally, supervisors were found to be inadequate in organizing supportive meetings and professional development opportunities for teachers, which hindered effective teaching practices. Key challenges to effective school-based supervision include inadequate training for supervisors, a shortage of experienced personnel, budget constraints, overwhelming workloads, and negative perceptions of supervision among teachers. In conclusion, the study underscores the need for improved training and support for schoolbased supervisors and greater engagement with teachers to foster a collaborative environment. Recommendations include developing comprehensive training programs, establishing clear supervision guidelines, and promoting a positive view of supervision among educators to enhance the effectiveness of school-based supervision in Shankor Woreda.