Practices And Challenges Of School-based Supervisionin Government Secondary Schools Of Abuna Gindeberat Woreda Of West Shoa Zone

The purpose of this study was to assess practices of school-based supervision: in the case ofrngovernment’s secondary schools of AbunaGindeberetWoreda, West ShoaZone inOromiarnRegional State. The descriptive survey method was employed. Samples were drawn from sevenrnsecondary school found in woreda, four Government secondary schools was selected usingrnsimple random sampling techniques for the study: The reason for using simple random samplingrntechnique was to give equal and non- zero chance for each school. Accordingly, from fourrngovernment secondary schools 83 teachers were selected randomly while 16 head of Departmentrnand 18 senior teachers, 8 principals, 2 cluster supervisor and 1 Woreda Education Officerncoordinators of supervision were also selected using availability sampling technique for thernstudy. Data were collected through questionnaire, interview and document analysis. Frequency,rnPercentage and mean score were used to analyze and interpret the data collected throughrnquestionnaire. The data collected through interview and document analysis were analyzed andrninterpreted using narration to enrich the data obtained through questionnaire. The findings of thernstudy revealed that school –based supervisors were assigned to their roles through competitionsrnand among the school based supervisors vice -principals, department heads and senior teachersrnhave played their supervisory roles fairly. The outcomes of the study suggested that lack ofrnexperience relation to supervision practice, lack of supervision manual, lack of short termrntraining supervisors in areas of supervision, lack of adequate budget as well as absence of schoolrncoordination, lack of commitment of supervisors, workload of the supervisors and teachersrnresistant against the supervisory activity were found to be the major factors that affected thernpracticing of school based supervision in the sampled secondary schools. Based on the abovernfindings, revising the current selection criteria of school -based supervisors, training thernsupervisors in areas of supervision, using different options of supervision to promote teachersrnprofessional development, facilitating opportunities of an experience sharing between thernschools and departments , assigning sufficient number of teachers to schools to reduce thernworkload of the supervisors, allocating budget for supervisory activities and providingrnsupervision manual which help to carry out supervisory activities accordingly werernrecommended to reduce or alleviate the factors that affected the practices of school basedrnsupervision.

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