PRACTICES AND CHALLENGES OF SCHOOL BASED INSTRUCTIONAL SUPERVISION IN GOVERNMENT SECONDARY SCHOOLS OF DIRE DAWACITY ADMINISTRATION

Abstract

The purpose of this study was to assess, The practices and challenges of school-based instructional supervision in government secondary schools of Dire Dawa city administration, Ethiopia. The study sought to answer the questions which were, How do instructional supervisors carry out their instructional supervisory practices in school; The extent to which teachers gained professional support from supervisors in order to improve their instructional skills; Secondary school teachers perception of school-based instructional supervision. Descriptive survey design was employed in the study. From 12 government secondary schools in the city administration, 5 from city and 2 from rural totally 7 schools (58%) were selected using cluster sampling technique. 7 principals, 25 vice-principals, and 5 school supervisors(100%) were selected using availability sampling techniques, from the total of 461 teachers, 229 (50%) teachers were selected using simple random sampling techniques, and 3 expertise of education bureau were selected using purposive sampling. pilot test was conducted in selected secondary school.. Questionnaire was the main data gathering instrument, semi-structured interview and document review were also used. Data gathered through questionnaire was analyzed quantitatively. Data obtained through interview and document review were discussed qualitatively to triangulate the quantitative data. Quantitative data was tabulated and filled in to SPSS software version 20. Percentage, mean scores, and t-test were utilized to analyze quantitative data. The findings of the study revealed that, instructional supervisors were not adequately carried out their supervisory practices at school level; teachers’ professional support was in adequate; teachers’ perception towards instructional supervision was negative, and instructional supervisors were challenged by different factors in discharging their supervisory practices. From this, it can be concluded that Schoolbased instructional supervision practices were inadequate in the study area. Thus, the following recommendations are forwarded, Dire Dawa Administrative Education bureau in collaboration with MOE, NGOs and Local government should provide relevant professional training, instructional resources, allocate relevant budget and prepare clear work regulation on duties and responsibilities of instructional supervision. School-based instructional supervisors in collaboration, should create awareness for teachers about the benefits of instructional supervision for their professional development, establish in built supervision and conduct classroom observation regularly that enhance teaching-learning process positively.