Practice And Challenges Of Instructional Supervision In Governments Secondary Schools Of Jima Zone

The purpose of the study was to assess the practices and challenges ofrnInstructional Supervision in Jima Zone Secondary Schools. To conduct the study,rndescriptive survey design was employed and simple random sampling techniquernwas used to select the sample woredas. To this end, 6 Woreda Education Officers,rn3 cluster supervisors, 12 secondary schools with 24 school principals and vicernprincipals included by using availability sampling. Questionnaire was the mainrndata gathering instrument for this study. Thus, 157 teachers, 24 principals andrnvice principals, 3 clusters supervisors filled the questionnaires. An interview wasrnalso conducted to enrich the qualitative data. As a result, 6 Woreda EducationrnOfficers were interviewed. Quantitative data collected through questionnaire wasrnanalyzed by using mean scores and „F‟ test by using SPSS v.16.0. The datarngathered through interview was discussed in line with questionnaire.rnConsequently, the main findings come out from this study were: instructionalrnsupervisors attempted to identify strengths and limitations of teachers in thernclassroom in order to design appropriate intervention was insignificant: inrnaddition intervention of instructional supervisors so as to assist teachers improverntheir limitations was insufficient teachers gained support from supervisors inrnorder to improve their instructional skills was insufficient. Instructionalrnsupervisors‟ effort in liaising schools/clusters with various organizations,rncommunity groups and other interests in matters that affect quality educationrnwere also insufficient. The major challenges that secondary school instructionalrnsupervisors come across while implementing instructional supervision wasrnmultiple. They were overburdened with other tasks, teaching the same credit likernother teachers, lack of adequate financial allowances. Finally, to minimize and ifrnpossible to solve the problems, the following recommendations were drawn: ThernWoreda Education Office, Jima Zone Education Department and the region inrncollaboration with schools should give training for instructional supervisors:rninstructional supervisors in Jima Zone should arrange induction training forrnbeginner teachers: experience sharing programs and support teachers in doingrnaction research. In addition to these: instructional supervisors should givernprofessional support to teachers in order to improve their instructionalrnlimitations: they also had great responsibility to link the schools with otherrnstakeholders and finally recommended that instructional supervisors werernoverburdened with other works and the school and woreda education officesrnshould fulfill the required offices with furniture and stationeries.

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