Role Of School Supervision In Teachers Professional Development In Governmental Secondary Schools Of Mirab Badewacho Woreda (hadiya Zone)

This study investigated the role of school supervision to teachers’ professional development inrnSecondary schools in Mirab badawacho Woreda. To meet the intended objective of the study, itrnused both qualitative and quantitative research method. Relevant data were gathered fromrnsample population through structured interview and questionnaires. Sample was selected fromrntarget by using Simple random sampling. According data was gathered from 322 samplern(teachers=211, department heads=110, principals=5, supervisors=5, WEOTDPO=1). Datarnediting and checking was held before organizing and analyzing information to identify relevantrndata. Data analysis was done based on the data type. Quantitative data collected were analyzedrnusing descriptive statistics such as frequencies and percentage with the help of SPSS computerrnprogram. Qualitative data were summarized in narrative form. The findings highlighted thatrndespite efforts made regarding the role of school supervision to teachers’ professionalrndevelopment, there were gaps such as conducting regular visit to classrooms and informingrnteachers to attend district and national meetings on handling their teaching subject. Also withrnregard to approach there were gaps in inviting subject specialists and resource persons fromrnconcerned institutions, and promoting motivated teachers that attend professional developmentrnprogram. In addition, the study report highlighted that the role of school supervision to teachers’rnprofessional development was encountered with some challenges that may hinderrnaccomplishment of the school supervision activities. Thus, these situation indicates that therernwere gaps in school supervision to teachers’ professional development in secondary schools ofrnthe study area that may have negative effect on the process. Accordingly, a due attention of keyrnstakeholders in conducting regular visit to classrooms and informing teachers to attend districtrnand national meetings on handling their teaching subject as well as collaborate with relevantrnstakeholders, and facilitating subject specialists and resource persons from concernedrninstitutions, enhance motivated teachers through supervision as well as allocating adequaternfunds/budget or promoting alternative financial sources, alleviating high workload on teachersrnthrough recruiting sufficient human power at secondary schools, promoting effectiverncommunication among key stakeholders, and continuous capacity building of human power inrnthe study area forwarded as a suggestions

Get Full Work

Report copyright infringement or plagiarism