Educational supervisors are responsible for ensuring that decisions about curriculum,rninstructional strategies, assessment, and professional development are based on sound research,rnbest practices, and appropriate data and other contextual in formations. The purpose of thisrnstudy was therefore to analyze the practices of educational supervision; by assessing the level ofrnimplementation and applying supervisory procedures applied, perception by principals andrnteachers and the challenges faced during practice in government secondary schools of Yeka SubrnCity in Addis Ababa City Administration to suggest some possible means and ways for futurernimprovement. Accordingly, four basic questions were raised with regard to the current practicernin the schools primed for the implementation of supervision. A descriptive survey design wasrnemployed. Samples of schools and study participants were drawn from five schools andrneducation office of Yeka Sub-City Administration using random sampling and purposiverntechniques. Self-developed questionnaire was employed as the main data collection instrument inrnaddition to interview and document analysis. Quantitative data were analyzed using descriptivernstatistics including mean, average mean, standard deviation and an independent sample t-test.rnQualitative data were analyzed by using narration. The findings of the study revealed that,rnpertaining to major tasks (instructional development, curriculum development and staffrndevelopment) of educational supervisors was not in a position of shouldering their responsibilityrnsufficiently. The findings also reveal that the practices of clinical supervision was not forrnassisting teachers rather conducted for appraising teachersâ€™ performances. Moreover, thernsupervisory practice has suffered from the following problems: lack of applying techniques ofrnsupervision skills, lack of adequate number of supervisors, lack of relevant supervision manual,rnlack of interpersonal or human relation skills and also less emphasis were given for supervisionrnactivities; teachersâ€™ perception such as fault finding and inspector and lack of interest on the sidernof teachers to be supervised. Besides, lack of support to develop the spirit of collegiality and lackrnof encouraging teachers for their own self professional improvement were also considered as thernmajor problems related with supervisory practices. Based on this, it was recommended that thernCity Administration Bureau of Education take appropriate measures including supply ofrnadequate material and professional support to sub city and providing needed training andrnadministrative support for supervisors to fill their gaps in knowledge, roles and skills thernprofession requires so that they would better be able to assist teachers and principals andrnimproved their attitudes.