The main goal of the study was to assess the extent of the problem and recommending possiblernsolutions. To conduct the study, descriptive survey design was employed and different samplingrntechniques were applied to select the sample schools and respondents. To this end, four secondaryrnschools with 4 school principals, 26 department heads, and 132 teachers were included in thisrnstudy. Questionnaire was the main data gathering instrument for this study. Thus, 132 teachersrnand 26 department heads with different experience and educational levels filled it. Principals andrnvice principals were interviewed to enrich the quantitative data. Descriptive statistics andrnpercentages were the main tools used in the analysis. The data gathered through interview wererndiscussed in line with the questionnaire. The results of the study suggested that the schoolrninstructional supervisory practice was ineffective. School supervisors were involved in the difficultrntask of supervision without having sufficient trainings. Schools supervisors were also inefficient inrnpromoting professional competence of teachers. Furthermore, the study revealed that: lack ofrnenough time and emphasis towards instructional supervision, lack of support , like providingrnsuitable environment for discussion with teachers, need of training and experience sharingrnsession, absence of accountability and teachers commitment , shortage of budget and principalsâ€™rnengagement on other tasks out of their instructional leadership, higher teaching load ofrnsupervisors, inadequate communication skill of supervisors, and teachers hindrance of teachersrnin proper implementation of school instructional supervision. Finally, recommendations wererndrawn based on the conclusions which include: allowing the instructional leaders of the schoolsrnwith full authority to manage their teachers professionally, providing awareness about the purposernand proper implementation of instructional supervision on the part of school supervisors andrnteachers through trainings, workshops and discussion forums about the different strategies ofrnsupervision with the sub city education office and Education bureau in order to bring professionalrngrowth of teachers and improving their instructional practice. In addition to these; instructionalsupervisors should be committed to provide professional support to teachers in order to improvernteachersâ€™ instructional limitations; suggestions were also forwarded to minimize challenges thatrnhinder proper implementation of supervisory practice.