The Practice And Problems Of Clinical Supervision And Teacher Development In Secondary Schools Of Jimma Zone

The purpose of the study was to assess the practice and problems of clinical supervision andrnteacher development in some selected Government first cycle Secondary Schools of Jimma Zone.rnTo accomplish this purpose, a descriptive survey method was employed. The study was carriedrnout in four randomly selected woredas of Jimma zone and the whole eight available secondaryrnschools of the selected woredas. Accordingly, 72 teachers and 52(department heads and seniorrnteachers) were selected by using simple random sampling whereas 25(principals, vice principalsrnand CRC supervisors) were included in the study by using availability sampling techniques. Allrnthe 8 principals and 4 cluster supervisors were also involved in the study for interview.rnQuestionnaire was the main instrument of data collection. In addition, interview and documentrnanalysis were utilized to substantiate the data gained through the questionnaire. Mean, weightedrnmean, standard deviation and independent sample t-test were utilized to analyze the data fromrnthe questionnaire with the help of computer by using SPSS version 16. The data obtainedrnthrough open-ended questions, interview and document analysis were analyzed throughrnnarration for the purpose of triangulation. The finding of the study revealed that clinicalrnsupervisors were not properly performing their role as a clinical supervisors; hence, the clinicalrnsupervision being practiced was ineffective in carrying out the procedures of clinicalrnsupervision; the contributions made by the clinical supervisors for the teachers’ developmentrnwas practiced poorly since the problems observed during classroom observations were notrnalleviated by using different mechanisms. Role diversity of clinical supervisor, lack of relevantrnskills on supervision, the selection and appointment problem of clinical supervisors were amongrnthe major problems that hinders clinical supervisors’ effectiveness on their role. From thernfinding of the study, it was concluded that the appointment of supervisors was made withoutrnhaving the prior basic knowledge needed for clinical supervision. Consequently, the proceduresrnof clinical supervision were not emphasized by clinical supervisors and also the clinicalrnsupervision was not directly connected with the purpose of teachers’ development and for thernpurpose of instructional improvement. Finally the researcher recommended that Zone EducationrnOffices, Regional Education Bureau and Woreda Education Offices should build supervisionrncapacities of the clinical supervisors by providing them with the necessary supervision trainingrnespecially before the appointment as a supervisors ;Clinical supervisors are advised to give duernattention to the five steps of clinical supervision and should focus to relate with the teachers’rndevelopment in continuously assisting and provide constructive feedbacks that fill the skill gapsrnof the teachers for the better improvement of instruction

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