[Enter Post Title Here]
www.davefitsu.comHaramaya university
COLLEGE
OF EDUCATION AND BEHAVIORAL SCIENCES
DEPARTMENT
OF EDUCATIONAL PLANNING AND MANAGEMENT
ASSEESSING
THE PRACTICE AND CHALLENGES OF SCHOOL BASED SUPERVISION IN THE SELECTED PRIMARY
SCHOOL OF ARBEGONA WOREDA
BY: BEKELECH BACHU
ADVISOR: Mr. ABDULAH Y.
JUNE, 2018
HARAMAYA ETHIOPIA
HARAMAYA
UNIVERSITY
COLLEGE
OF EDUCATION AND BEHAVIORA SCIENCES
DEPARTMENT
OF EDUCATIONAL PLANNING AND MANAGMENT
ASSESSING THE PRACTICE AND THE CHALLENGES OF SCHOOL
BASED SUPERVISOR IN SELECTED PRIMARY SCHOOL OF ARBEGONA WOREDA
APPROVED BOARD OF EXAMINERS
________________ ________________ _______________
Chair Person (Dep’t) Signature Date
________________ _______________ ______________
Advisor
Signature
Date
________________ _______________ ______________
Internal Examiner Signature Date
ACKNOWLEDGEMENT
First of all would like to thank my almighty god for
helping met to success full complete this work. Next from project research to
the finally write up of thesis, I am particular grate fully to my advisor Ato
Abdullah Yuye for his valuable comments, helping me in the completion of the
study. so I would like to extend my
deepest gratitude to him for his continuous technical support by using his own
pocket and gives me some text book to encourage my review of related literature
and general commitment through my research. In addition to these I would like
appreciate all my teachers and head of departments.
I heartfelt apparition also goes to family members,
especially my father and Mather for their constant moral and financial support
during the course of the study’s would like to acknowledge my brother and
sister for their support that helping me in accomplishing of the study .
lastly, but nosy list I am also indebted to Rikame kebele communities for their
cooperation and spending are valuable and precious of time during collection of
data for this study.
ACCRONYMS ABBREVATION
CSA
Center Statistics Agency
MOE
Ministry of Education
SNNPR
South Nation Nationality Property Region
UNESCO Untied
Nation Education Social Cultural Organization
Table of Contents
List of Table
Table 4.1. Characteristics of the
Respondents…………………………………………..….……23
Table 4.2. Currants States of school
based supervisors………………………………….………25
Table 4.3. The Factors the hinders
school based supervisors………………….………...………26
Table 4.4. The possible solution to
improve school based supervision…………………….……28
Abstract
The purpose of
this study was evaluating the implementation of supervision and to identify
same of the challenges affecting its implementation in Arbegona woreda primary
schools. Supervision is crucial ingredient in educational effectiveness. It is
a complex interpersonal process of helping and guiding behavior. In short, the
success or failure of supervision highly depends on the ability of the
supervisor to help and guide teachers and schools at large. The assessment was
conducted or surveyed on different school supervisors, Principals, teachers and
woreda education office experts selected by simple random sampling techniques.
And the questionnaires were disseminated for them so as to gather accurate
information. The assessment was started by identifying the major
defects that affects supervisory activities. Both qualitative and quantitative
data of data was obtained through questionnaires and interviews. Data of the
study was analyzed quantitatively by using percentages in the form of the
table. And was support by quantitatively the interviews response. Finally, the
finding was analyzed, interpreted, and conclusions and summery are given by the
group of researchers with a great conscious efforts.
CHAPTER ONE
1. INTRODUCTION
1.1 Background of the Problem
From the colonial time to till civil war in America,
supervision was run by laymen, including such people as clergy, school wardens,
trustees and citizens committees. During this time the focuses was placed on
enforcing rules and maintain existing standard. In 19th century,
most of the laymen was replaced by professionals and the inspection of school
and classroom continued in (MOE, 2006;140).
Supervisory activities were decided between school
principals and special supervisors; the focus of attention was placed up on
teacher’s weakness. Around 1935, supervisory programs were centered on the
cooperative study enterprises. Supervisory responsibilities have been shared by
supervisors, principals, directors, and other supervisory leaders.
In case of Ethiopia, it was in 1934 G.C that
supervisory /inspection/ was introduction in to Ethiopian education system.
Four distinct periods are identified in the development of supervision
/inspection in Ethiopia/.
The first period continued up to 1954 G.C. The
inspectoral activities were handled by layman. During the second period
(1955-1973 G.C) supervision replaced inspection but no clear justification for
the change of the terminologies. The major activities of supervisors were
administrative rather than academic.
In the third period (1974-1985 G.C) the name
supervision was changed to inspection. This time also, about 80% of the
inspectors per occupation had been on administrative duties. In the last period
(1986 E.C to till date), there was a change of the name from inspection to
supervision again. The supervisory program was centered on cooperative endeavor
supervisory responsibilities during this time had been by supervisors,
principals and other supervisory leaders.
Since its establishment, the organization of
educational supervision in Ethiopia has been continued to central, regional and
zonal levels. As a result, it was far from educational institutions (schools)
and could not provide adequate sustainable support. Until recent, the role and
authority of supervisors were also not clearly specified. In addition, the
focus of supervision was on administrative duties rather than strengthening the
teaching learning process.
Further, the competence of supervisors was not
better than that of principals and teachers. So it is important to conduct a
study on assessing the practice and problems of supervision.
Bearing all the above points in mind, this study
tries to assess the practice and problem of supervision at primary school in
Arbegona woreda,sidama zone south nation, nationalities and regional people’s.
Hence, this is the group of researchers target idea that initiate to conduct in
order to find remedial solution to the problem.
Finally, assessing the practice and problem of
supervision program becomes efficient and effective when it is planned,
directed, initiated, co-ordinate, communicated and evaluated by effective supervisory programs and activities held
in the school.
1.2. Statement of the problem
Among the four essential elements of school
improvement domain formulated by minister of education (MoE), the first
priorities have given for the element of teaching and learning. This
teaching-learning domain also includes students learning and learning outcomes,
professional competence of teachers, continuous assessment techniques, the
curriculum etc. Most educators agree that for effective teaching-learning
process, teacher’s competence, skill and continuous educational supervision are
very crucial. Educational supervision plays a great role in bringing desirable
change of behaviors in learners and in assisting the teaching learning process,
in order to bring about quality education. In line with this, supervision
should be theoretically sound, democratic, attitudinal and creative. However,
currently most Arbegona woreda primary school supervisors have no expert ice
and professional knowledge, attitude and skills of instructional supervision.
In addition to this, in this woreda most supervisors are often complained about
low ability in giving technical and professional support to teachers and giving
immediate professional advice for teachers on their routine teaching practice
(competence) after classroom observation program.
Based on this, the central intent of this study was
to investigate the major problems that hinder the effectiveness of educational
supervision in Arbegona woreda primary schools and to recommend possible
remedial solution in order to alleviate the problem.
1.3. Basic Research Question
To achieve this objective, of researcher raised the
following basic research questions:
- What is the supervisory practice with in the context of the school supervision?
- How well the school supervisory activities bring the desired positive change in Arbegona woreda primary schools?
- How often the school supervisors visit and monitor the improvement of teachers and classroom instruction in schools?
1.4. Objective of the Study
The
objective this study has been classified in two general and specific objective.
1.4.1. General Objective
The General objective of this study was assessing
the practice and challenges of supervision on school improvement program
particularly on teaching learning process in Arbegona woreda Primary schools.
1.4.2. Specific Objectives
1. To analyze
the current practices of school based supervision in primary schools in
Arbegona woreda.
2. To assess the
knowledge, attitude and skills of supervisors to give instruction leadership
support in the schools.
3. To examine
the extent of professional experience sharing among the supervisors and
teachers in the schools.
1.5. Significance of the Study
Many researchers have been conducted to study the
role of supervision in improving the teaching-learning process. But yet
adequate solutions are not met. Therefore, this study may help the woreda educational
supervisors, educational administrator, school principals and teachers to give
adequate information regarding the current practice of educational supervision
of Arbegona woreda primary schools.
Therefore, the study was expected to have the
following significance it may
- Improving teaching-learning practice in primary schools
- Help to improve school effectiveness by applying appropriate teaching learning practices.
- Helps to motivates teachers in order to improve their school effectiveness.
- Forward possible solutions that can influence supervision for teaching learning practices.
- Used as a reference material to the woreda educational experts and other practitioners who conduct research on similar related topics?
1.6. Delimitation of the Study
The study was delaminated three (3) primary
schooling Arbegona woreda there are 24 primary schools of Arbegona woreda.
Among them the study was delaminated only three (3) namely; Rikame, Gondoro and
Muchucho using simple random sampling techniques.
1.7. Limitation of the Study
The following problems were encountered by the group
of the researchers, while they were conducting this study:
ü Shortage
of current and adequate literature on the supervision.
ü The
absence of transportation falsities this may be have adversely affected the
richness of the study in scope and depth, because the data was gathered from
some selected primary schools of Arbegona woreda.
ü Lack
of experience of the group of teachers.
ü Shortage
of time gathers data and analyzes it.
1.8. Organization of the Study
This senior essay was organized in to five chapters.
The first chapter includes Background of the Study, Statement of the Problem,
Basic Research Questions, Objective of the Study, Significance of the Study,
Delamination of the Study, Limitation of the Study and Organization of the
Study. A second chapter contains Review of Related Literature. Three also
contains Research Design, Research Method, Source of Data, Population, Sampling
Size, Sampling Techniques, Data Collection Instrument, Data Gathering Producers
Methods of Data Analysis and Ethical Consideration. The fourth Chapter contains
Data Presentation, Data Analysis and Interpretation and the Fifth Chapter
contains, Summery, Conclusion and Recommendation and Bibliography and
Appendixes and seamy last respectively
CHAPTER TWO
2. REVIEW OF RELATED LITERATURE
This chapter presents issues on definition of
supervision, Historical development of supervision, roles and function of
supervision, necessary qualities of supervisor, skills in instructional
supervision, principles of educational supervision, problems related to
educational supervision and elements of teaching-learning process that need
supervision.
2.1. The Concept and Meaning of Educational Supervision
The concept of educational supervision was borrowed
from business enterprise where it is said to have evolved and used as a
controlling mechanism, (Lucio and Mc Neil, 1979). However, education has its
own discipline, which basically routed on the need of the society and aimed on
achievement of desirable skills, knowledge and attitude change of the pupil.
These educational disciplines are interrelated with students, teachers,
administrations and supervisors behavior. The concept of supervision,
therefore, could be considered as service to interpret to teachers and the
public educational policies of the government, (Jagannath, 1996. 6)
This is no one accepted definition of the term
supervision. However, supervision is defined as a leadership behavior and a service,
which aims at assisting teachers to improve their instructional approach.
(Simpkins, K 2009.6)
Similarly, Okumbel (1998) also defined supervision
as a dimension or phase of educational administration which is concerned with
improving instructional effectiveness. He underlines what supervision is to
stimulate teachers towards greater pedagogical productivity.
Another writer, Dull (1981), describes supervision
as those activities, which are primarily and directly concerned with studying
and improving the conditions, which surround the learning and growth of pupils
and teachers.
The dictionary of education cited in Hamer and hos
associated (1980), define supervision as, all efforts of designated school
officials directed towards providing leadership to teachers and other
educational workers in the improvement of instruction; and involve the
stimulation of professional growth and development of teachers, the selection
and revision of educational methods of teaching and evaluation of instruction.
According to B.W (1975), and Reavis 1935), cited in
Belyneh (2003) supervision is defined as what school personnel do with adults
and things to maintain and change the school operation in ways that directly
influence the teaching process employed to improve or promote pupil learning.
Therefore, instructional supervision is the process
of improving the instruction by working with people who are working with
pupils. It is usually refers to activities that serve to improve the quality of
teaching-learning and curriculum by performing any number of individuals such
as teachers, department heads, principals and consultants.
2.2. Historical Development of Supervision
Individual
supervisors or supervisory committees were charged with monitoring the quality
of instruction. These supervisors had nearly unlimited power to establish
criteria for effective instruction and to hire and fire teachers (Burke &
Krey, 2005). Because there was no necessary agreement as to the importance or
nature of pedagogical expertise, the quality and type of feedback to teachers
was highly varied. Supervision,
as a field of educational practice with clearly delineated roles and responsibilities
that did not fall from the sky fully formed. Rather, supervision emerged slowly
as a distinct practice, always in relation to the institutional, academic,
cultural, and professional dynamics that have historically generated the
complex agenda of schooling.
2.2.1. Global Development of Supervision
In colonial New England, supervision of instruction
began as a process of external inspection: one or more local citizens were
appointed to inspect both what the teachers were teaching and what the students
were learning. The inspection them was to remain firmly embedded in the
practice of supervision.
The history of supervision as a formal activity
exercised by educational administrators with in a system of schools did not
begin until the formation of the common school in the late 1830s. During the
first half of the nineteenth century, population growth in the major cities of
the United States necessitated the formation of city school systems. While
superintendents initially inspected schools to see that teachers were following
the prescribed curriculum and that students were able to recite their lessons,
the multiplication of school soon made this an impossible task for
superintendents and the job was delegated to the school principal. In the early
decades of the twentieth century, the movement toward scientific management
toward scientific management in both industrial and public administration had
an influence on school. Thus, school supervisors often found themselves caught
between the demand to evaluate teachers scientifically and the simultaneous
need to transform teaching from a mechanistic repetition of teaching protocols
to a diverse repertory of instructional responses to student’s natural
curiosity and diverse levels of readiness.
This tension between supervision as a uniform, scientific approach to teaching and
supervision as a flexible, dialogic process between teacher and supervision
involving the shared, professional discretion of both was to continue was to
throughout the century.
In the second half of the century the field of
supervision became closely identified with various forms of clinical
supervision. Initially developed by Harvard professors Morris Cogan and Robert
Anderson and their graduate students, many of whom subsequently became
professors of supervision in other universities, clinical supervision blended
elements of ‘objective’ and ‘scientific’ classroom observation with aspects of
collegial coaching, rational planning, and a flexible, inquiry-based concern
with student learning. In 1969 Robert Goldhammer proposed the following
five-stage process in clinical supervision:
- A pre-observation conference between supervision and teacher concerning elements of the lesson to be observed.
- Classroom observed;
- A supervisor’s analysis of notes from the observation, and planning for the post-observation conference;
- A post-observation conference between supervisor and teacher; and
- A supervisor’s analysis of the post-observation conference. For many practitioners, these stages were reduced to three: the pre- observation conference, the observation, and the post-observation conference. Cogan insisted on a collegial relationship focused on the teacher’s interest in improving student learning, and on a nonjudgmental observation and inquiry process.
The initial practice of clinical supervision,
however, soon had to accommodate perspectives coming out of the post-Sputnik
curriculum reforms of the 1960s that focused on the structures of the academic
disciplines. It was during this period that noted educator Madeline Hunter
adapted research findings from the psychology of learning and introduced what
was also to become avery popular, quas-scientific approach to effective
teaching in the 1970s and 1980s.These various understandings of curriculum and
teaching were frequently superimposed on the three to five stage process of
clinical supervision and became normative for supervisors’ work with teachers.
Nevertheless, in many academic circles the original
dialogic and reflective process of Cogan and Goldhammer continued as the
preferred process of supervision. This original process of supervision has been
subsequently embraced by advocates of peer supervision and collegial teacher
leadership through action research in classroom. Despite the obvious appeal the
clinical supervision in its various forms, it is time-consuming and
labor-intensive, rendering it impossible to use on any regular basis given the
large number of teachers that supervisors are expected to supervise (in
addition to their other administrative responsibilities).
Recognizing the time restraints of practicing
supervisors, and wanting to honor the need to promote the growth of teachers,
Thomas Sergiovanni and Robert Starratt suggested, in 1998, the creation of a
supervisory system with multiple processes of supervision, including summative
evaluation. Such a system would not require the direct involvement of a formal
supervision for every teacher every year. The supervisory system might cycle
teachers with professional status through a three to five year period, during
which they would receive a formal evaluation once and a variety of other
evaluative process during the other years (e.g, self-evaluation, peer
supervision, curriculum development, and action research on new teaching
strategies, involvement in a school renewal project). The once a cycle formal
evaluation would require evidence of professional growth including the
supervisory system with in that larger context.
2.2.2 Development of Supervision in Ethiopia Educational System
Educational supervision was introduced in to
educational system of Ethiopia in 1941 after the introduction of western type
of education in to the country. The need for inspection brought about the fast
growth of schools, coordinating the curricula and helping teachers in classroom
activities (Haile Selassie, 2005).
According to Ministry of Education (1995), the word
inspection and supervision were used interchangeably without any sufficient
changes in either the comment or purposes and function. Based on the change in
form and nature of supervision, it is divided in to four stages. The first
stage was from (942-1962) at that time, its name was inspection and run by
layman.
The office of inspectorate was established centrally
and headed by a foreign person and assisted by two Ethiopians. The major
responsibilities of inspectors were to collect and compile statistical data on
number of students and teachers, number of classroom available, (MoE, 1995).
However, it was transferred to Harrar, the training
program of inspectorate continued in the Emperor Menelik II school and finally
24 inspectors were graduated (MoE, 1995). According to Haileselssie (1997), the
training of inspectorate was discontinued. On the other hand, a continued
growth of schools and some of the already trained inspectors had either left
the Ministry of education for better paying jobs elsewhere or had been promoted
to better positions with in the ministry. Then the supervisory activity was
affected.
To address these problems training program was
restarted in 1954 in the premises of the Rikame School with an in take of 35
candidates selected from teachers and school and school principals. The
training program covered training of inspectors and /or directors. Up to 1962,
total of inspectors or directors were graduated. The next stage (1963-1978) was
known by dropping the name inspection and replacing by supervision.
The major responsibilities of this period focused on
the curriculum, preparing handbook, recruiting supervisors, content of
teaching, methodology, rendering professional assistance and guidance to
classroom teachers’. Moreover, the focus of the department changed from control
to assist teachers once again the shift was made from supervision to inspection
(MoE, 1995). According to Zewdie (cited in Haile Selassie 1997) inspection in
this period was defined as ‘an instrument with which the political and
administrative authorities maintain a necessary contact with schools, teachers,
pupils, and the community to assure that the system is working satisfactory and
efficiently. In this sense, the office of inspection was expected to fulfill a
controlling role.
The last period (1994-up to present) known by
democratic leadership which would seek the participation of all concerned in
all spheres of the educational establishment in terms of decision making,
planning and developing of objectives and teaching strategies in an effort to
improve teaching-learning process, i.e. due to the decentralization of
educational system.
2.3. Roles and Functions of Supervision
A.
Roles of Supervision
The role of supervision is making teaching learning
process more dynamic. According to Lucio and McNeil 1979) ‘are certain action
such as organizing abstract materials, defining need of learning and
coordinating with community group as well as personal qualities such as
cooperativeness and supportiveness.
In short, satisfaction of teacher with the school
system has been found to depend up on the extent to which they perceive that
the roles of supervisor’s meet their expectations.
B.
Functions of Supervision
Supervision is all
about reflecting on your role, the opportunity to grow professional and remain
competent in your role as well as keeping a professional relationship with
supervisor and team. Reflection is a process whereby a person reflects on what
she/he brings to an interaction and how this may impact on how she/he views and
manages that interaction. Supervision promotes a clear understanding of
capacity building of individuals and provides leadership and strategic thinking
in order to implement work related tasks. Understanding function, role and
authority of the position held involves openness, particularly open interaction
and honest communication (Borders, 2001). Therefore, supervision should:
Ø Improve the quality of decision-making and
innervations
Ø Enable effective line management and organizational
accountability
Ø Identify and address issue related to caseloads and
work load management
Ø Help to identify and achieve personal learning,
career and development opportunities
These functions are reinforced by the Alfred
Kadushin’s theory and model of supervision. There are many theories written
about supervision practice that are not mentioned in this article
The writer encourages people take time to visit and
read many theories in social work , social psychology and counseling that
discusses supervision. Alfred Kadushin argues supervision in social work is
useful and helpful in many ways. His argument goes back to earlier theories
such as John Dawson (1926) who stated the functions of supervision in the following
terms:
Ø Administrative:
the promotion and maintenance of good standards of work, co-ordination of
practice with policies of administration, the assurance of an efficient and
smooth-running office.
Ø Educational:
the educational development of each individual worker on the staff in a manner
calculated to evoke her fully to realize her possibilities of usefulness.
Ø Supportive:
the maintenance of harmonious working relationships, the cultivation of esprit
de corps (morale of the group or team spirit).
Supporting workers to learn and grow professionally
is one of the key of a manager within an organization. Some theories argue that
managers must have a concern for both performance and learning of workers
(Smith, 2012). The essentially managerial aspects of a managers work are their
responsibility for monitoring and improving the work of others; and their managerial
effectiveness is determined by their capacity to improve the work others. If
managers are not able to make this contribution, then what value are they
adding? The ultimate justification of managers’ existence is the improvement of
the work of their subordinates. If managers fail in this way they fail as
managers (Smith, 2012).
2.4. Characteristics of Supervision
What are the characteristics of a good supervisor?
The answer will be somehow the same to answers given by some academics and
practitioners who write up supervision theory. Good supervisor seems to have
many of the same qualities of good teachers and good practitioners. They are
empathic, genuine, open, and flexible. They respect their supervisees as
persons as developing professionals, and are sensitive to individual
differences such as gender, race, ethnicity, skin color and age of supervisees.
They appear to be clam, confortable with strategic thinking, evaluative and
function intrinsically in the supervisor role, giving clear and frequent
indications of their evaluation of the counselor’s performance.
Good supervisors must really enjoy supervision,
remain committed to helping the supervisor grow, and show commitment during
supervision as well as being prepared for the supervision session.
Supervisors show high levels of conceptual
functioning, have a clear sense of their own strength and limitations as a
supervisor, and can identify how their personal traits and interpersonal style
may affect the conduct of supervision. Finally, good supervisors have a sense
of humor which helps both the supervisor and supervise get through rough spots
in their work together and achieve a healthy perspective on their work. Such
personal traits and relationship factors are considered as significant as
technical ability in supervision (Borders, 2001).
Supervisors are expected to develop relationships
and environments that enable their supervisee to work together and respond to
change. Both the supervisor and supervise must be committed to their
performance, common goals, and willingness to share knowledge and experience’s
in a respectful manner (Smith, 2012). In terms of professional characters tics,
roles and skills, good supervisors are knowledgeable and competent
practitioners. They have extensive training and wide experience in the field,
which have helped them achieve a broad perspective of the work. They can
effectively employ a variety of supervision interventions, and can deliberately
choose from these interactions based on their assessment of a supervisee’s
learning needs, learning style, and personal characteristics. They seek ongoing
growth in counseling and supervision through continuing education activities,
self-evaluation, and feedback from supervisees, clients, other supervisors, and
colleagues (Carroll, 2007).
Good supervisors also have the professional skills
of good teachers (e.g. applying learning theory, developing sequential
short-term goals, evaluating interventions and supervisee learning) and they
are good consultants (e.g. objectively assessing problem situation, providing
alternative intervention’s and / or conceptualizations of a problem or client, facilitating
supervisee brainstorming of alternatives, collaboratively developing strategies
for supervisee and client growth). In fact, good supervisors are able to
function effectively in the roles of teachers, practitioner, and consultant,
making informed choices about which role to employ at any given time with a
particular supervisee Borders, 2001).
2.5. Necessary Qualities of Supervisions
The qualities of education, partly is the function
of managerial and administrative efficiency in the educational institutions.
Good supervisory are vital in any organization
Muluneh Guracha and Demekash Asregid, 1992). The necessary qualities of
supervisory duties effectively are:-
- Academic and Professional Quality
Ø Support
school to get vision, mission and be effective accordingly.
Ø Follow
up support the teaching learning process if it is participatory.
Ø Arrange
training and professional improvement programs.
Ø Support
teachers who teach classes with large number of students and varied age levels
Ø Give
professional support to teachers to apply different evaluation techniques based
on student’s interests.
- Ethical and Civic duties quality
Ø Be
committed to guide, follow up and support teachers and be endowed with
professional ethics
Ø Plan,
work and solve problems in collaboration with colleagues
Ø Show
continuous effort to improve professional competence
Ø Be
aware of the roles parents and the community for the teaching-learning process
Ø Respect
professional ethics; accept the constitution and democratic values etc.
- Constantly seek and consider the opinion of others
- Moving slowly and judiciously in effecting policies
- Seeks the cooperation of others
- Recognizes his mistake and seeks to avoid their repetition
- Appears to meet difficult situations with calmness
- Make others feel at home
- Tries to grasp ideas experienced by others
2.6. Skills in Instructional Supervision
The importance of acquiring these skills
cannot be left to chance or in the hands of charlatans or mediocre. This
informs the need to improve on the skills of school supervisors in order to achieve
the objectives of primary education in Arbegona woreda. Skill instructional supervision has been
narrowly considered as the observation of a performer (teacher) by a generally
agreed to be excellent performer (supervisor)The excellence of a supervisor
rest up on having proven teaching ability and proven mastery of content. A
lot of professional skills are required for supervision in schools. According
to Olowoye (1989), these skills can be classified into
four :
A.
Motivational Skills
Motivation is the act of creating interest in the
staff members. Thus the knowledge and skill of motivating teachers and staff
members is of a great importance to the supervisor. Motivating teachers to
higher levels of performance and ensuring that they continue to maintain
commitment to the school are essential in achieving organizational objectives.
Nowadays the interest of teachers in the profession was found out that school
teachers seem dissatisfied in their profession.
B.
Appraisal skill
Appraising the performance of teachers is very
crucial because behaviors and attitudes of appraiser have impact on the process
of appraisal. Due to this appraising skill is a complex and sensitive task
which requires appraiser’s adequate competence in human, technical and
conceptual skills. Performance appraisal methods are the means by which schools
and supervisors are assessing the effectiveness or teachers performance. The
criteria used for appraising teachers performance must be job related, hence a
full support towards the supervisor and commitment of teachers can be realized
when they have mutual understanding (Brihanu, B, 2006/7).
C.
Decision Making Skill
Decision making skill is the process of making the
selection of an alternative from several possible course of action.
Supervision as a series of integrated decisions that
from the staff members’ relationship, their quality contributes to the ability
of the school and teachers to achieve their objectives. The effective
supervisor makes all kinds of decisions daily (Brihanu, B, 2006/7).
D.
Communication Skill
Failure by the supervisor to develop good
communication skills (i.e. Oral, written and non-verbal) causes many
communication breakdowns. Therefore, the supervisors should create an environment
of trust and confidence, understanding why and for purposes he is going to
communicate and improving his poor communication habits (Brihanu, B, 2006/7).
2.7. Principle of Supervision
In supervision, principles are considered as a guide
to supervisory activity. It guides the lives and attitude of the people with
different back ground, experiences and opinions. The success of supervisory
activities largely depends on the principles; besides it also provides a sense
of direction and serves as boundaries, which keep efforts and energies confined
to relative issues and activates (Barburton and Burcher, 1947).
Principles in supervision therefore, guide the
action or thinking of the supervisor. Aggrawal (1969, MoE 1995, Khan, 1997),
have listed and discussed some of the most important principles of supervisor. Those
are:
Ø Supervision
is attitudinal,
Ø Supervision
is co-operate,
Ø Supervision
is group oriented to help teachers rather than to report about them,
Ø Supervision
in creative,
Ø Supervision should be democratic,
Ø Supervision
is the ability to influence people or others towards the accomplishment of
goals,
Ø Supervision is facilitative and collaborative,
Ø Supervision
is problem solving,
Ø Supervision
is dynamic and skillful process,
Ø Supervision
is smooth human interaction,
Ø Supervision
should be theoretically sound, and effective.
2.8. Problems/Challenges/ Related to Educational Supervision
Educational supervision is under severing attack
today from teachers and principals as well as educationalist and educational
administrators.
Most of the supervisors themselves feel that they do
not find time to supervise the school effectively. A large number of schools
remain unsupervised every year.
Everywhere though supervisory activities are
conducted, the supervisor is not adequately equip to give necessary guidance to
school, and therefore, the supervision remains by and large confined to looking
in to the administrative records. Moreover, there is no proper follow-up of
supervision reports (Singhal,et.al, 1996).
The factors that affect the supervisory practices,
according to (Aggarwal 1969, cited in Belaynh, 2003), have been divided in to
six broad heading and summarized as follows:
- Factors related to administration work: Time spent on administration work, inadequate office staff, investigating complaints against teachers and principals consume a good deal of the time of the supervision of school; no power to fill short term vacancies leaves many schools without teachers and to many statistical performance required to be collected by various agencies in the field of education from school to the supervision of distract6 their attention.
- Factors related to supervision: The number of teachers to be supervised during a year is very large. In view of too large number of and many holiday combined with monthly, half-yearly and annual examinations. Annual supervision of schools has got to be panned during four or five months. Annual supervision thus is planned very hurriedly; usually no action is taken by the various departments on supervision report of the schools. The supervision remains on paper only and there is no provision for keeping accumulative record of the supervision remarks relating to individual teachers.
- Factors related to various aspects of supervisory techniques: The supervisor of schools has no power to incur any kind of expenditure. This creates hindrances in his way of organizing conference and teachers are not stimulated to attend such programs as there are no incentives.
- Factors related to teachers: Lack of interest among teachers in doing their work honestly and sincerely, resentment show by the teachers in doing extra work, ineffective work of teachers’ organization.
- Factors related to the professional growth of supervisors themselves: Lack of sufficient provision of pre-service programs and lack of competence to learn them without waiting for provision of learning programs elsewhere.
2.9. Offering Continuous Assessment and Positive Feedback
Effective teaching requires teachers to check
continuously the development and improvement of students understanding and give
detailed positive feedback in order to make sure that students correctly
integrated new knowledge in to the existing knowledge structure.
In addition, if assessment occurs early in the
teaching learning sequence it reveal information about students, which can be
used to guide the planning of teaching so that it takes account of students’
existing conceptions.
Furthermore, the feedback should provide students
with adequate information about their performance and should guide students
about what to do next to improve (Bon Well, CC and Eison, JA. 1991.)
CHAPTER THREE
3. RESEARCH DESIGN AND METHOLOGY OF THE STUDY
This research was designed
at Arbegona woreda in three kebeles and methods that designed in this
study through essential and a good way. All
information and data are mentioned below briefly at each steps.
3.1. Description of the Study Area
The study was
conducted in Arbegona Woreda. The woreda is located in SNNPR in sidama zone. It
is located at 77km from SNNPR capital town of Hawassa city and also 352
km far from Addis Ababa. The Woreda covers a total of 39 Kebeles of which 33
rural and 6 urban; and has area covers of 112761.83 hectares. The Woreda
location is 6.47 North and 6.82 South latitude and 38.84 wests and 38.48 East
longitudes. It also founded by in the north direction Kokosa Woreda (Oromia
region), south direction Bona, south west direction Bursa, east direction Bensa
and west direction Gorche and Wonsho Woreda.
Population
size
According to central statistics agency in 2007
census conducted by the CSA, this woreda has total population of 135,862 whom
67,744 are men and 68,118 woman; 6.745 or 497% of its population are urban
dwellers. The majority of the inhabitants are Protestants with 88.91% of the
population reporting that belief 6.48% observed traditional religion, 2.93% are
Muslim and 1.63% practiced Ethiopian Orthodox Church.
The study area
has three majors topographic features such as mountain 40%, plain 30% and slope
are 30% respectively. The woreda known by growing different cereals crops such
as wheat, teff, maize barley and also some fruits and vegetables such as
tomato, onion, cabbage and cash crop like coffee, ensets etc. They are also
livestock production in the woreda (Woreda Agricultural office, 2007).
Agro ecological
zone of the woreda is 89% wet (moist dega and 11% are weina dega). The
temperature is between 7-210c and attitude between 2000-3336m and
mean annual rain fall
3.2 Research Design
In this study a
descriptive research design method was employed it was designed to collect
systematic descriptions of existing phenomena in order to describe or explain
what is going on.
Data was obtained by
direct questioning a sample of respondents. For this purpose mainly both quantitative
data was collected from representative samples .This helps to obtain different
but complementary data on the same topic to have good understanding of the
research problem. These data was collected separately: however, during
interpretation the results were come together. The intention is to draw
conclusion about the research problem by comparing results, or corporate quantitative
results with qualitative findings.
3.3 Research Method
Since the general
objective of the study was to assess the practice and problem of supervision in
government primary schoolof Arbegona woreda, descriptive survey research method
was employed.
The underlying reason
for employing this type of research design was appropriate to describe the
present conditions and gather along variety of data related to the problem. The
target populations of this study were teachers, principals and supervisors of
Arbegona woreda primary schools. From the total number of primary schools 35
teachers from 3 schools and 3 principals and 3 supervisors from 3 cluster
resource center were selected as a sample size.
3.4 Source of data
Both primary and
secondary source of data were used for the source
3.4.1 Primary source of data
Primary source of data
was collected from principals, supervisor teacher and experts through open
ended and close ended questionnaire and interview.
3.4.2 Secondary source of data
Secondary source of
data was collected from secondary source.
3.5 Population and Sampling Technique
There are 24 primary
schools in Arbegona woreda from these schools 3 of them were selected as a
sample of study simple random sampling techniques accordingly; Rikame Muchucho and
Gondoro primary schools were selected.
In order to get better
representation of the entire population of the Arbegona woreda first cycle and
second cycle primary schools teachers, principals, supervisors and woreda
educational office experts are listed as follow:
Table 3.1. Population, Sampling and Sampling
Techniques
|
No
|
Population
|
Sample
|
%
|
Techniques
|
|
1
|
24 Schools
|
3 Schools
|
12.5
|
Simple Random
Sampling
|
|
2
|
64 Teachers in
Sampled schools
|
35 Teachers
|
5.4
|
Simple Random
Sampling
|
|
3
|
3 Principals in
Sampled Schools
|
3 Principals
|
100
|
Purposive Sampling
|
|
4
|
3 Supervisors in
Sampled Schools
|
3 Supervisors
|
100
|
Purposive Sampling
|
|
5
|
1Coordinator of
Supervisors from Woreda education office expert
|
1 Coordinators
|
100
|
Purposive Sampling
|
3.6. Instrument of data collection
The study was used the
following data collection instruments in order to gather the relevant and
sufficient information from the selected primary school teachers, principals
,supervisors and woreda educational office expert s in the woreda.
3.6.1 Questionnaire
A questionnaire which
includes respondent’s background was employed as the source of data collection.
It was used to collect data from the selected school teachers, principals and
supervisors about the different aspects of the implementation of the study
area; the questionnaire was open ended and closed items.
3.6.2 Interview
Interview was hold with
supervisors working at Arbegona woreda selected clusters. A structured
interview guide was used to obtain detailed information about the overall
picture of the implementation of teaching – learning practices which help much
to complement the data obtained through questionnaire.
3.7 Data Gathering Procedures
The of researchers
distributes the questionnaires to teachers, supervisors and school principals
after explaining the objectives of the study. And also conduct interview with
woreda education office experts and getting their consensus.
3.8. Methods of the Data Analysis
The data was collected
through questionnaire was analyzed
quantitatively , using descriptive statistics such as frequency and
percent the data collected though interview was analyzed qualitatively using
narration and inter pretention
CHAPTER FOUR
4. DATA PRENTATION, ANALYSIS AND INTERPRETATION
This chapter was study
covers presentation, analysis and interpretation of data. The data collected
though questionnaires from teachers, principals and supervisors were analyzed
quantitatively using descriptive statistics such as percentage and frequency
where the data collected qualitatively from principals, supervisors and
education office expert were analyzed using narration and interpretation. This
chapter contains two sections; the first section presents demographic data of
the respondents and the second section present about main these study related
issues.
The questionnaires were
distributed to 35 teachers, 3 principals 3 supervisors. The interview was asked
from principals, supervisions and experts.
Table 4.1. Characteristics of the respondents
|
No
|
Item
|
Teachers
|
Principals
|
Supervisors
|
Expert
|
Total
|
||||||
|
f
|
%
|
f
|
%
|
f
|
%
|
F
|
%
|
f
|
%
|
|||
|
1
|
Sex
|
Male
|
22
|
62.8
|
3
|
100
|
3
|
3
|
1
|
100
|
29
|
69
|
|
Female
|
13
|
37.2
|
-
|
-
|
-
|
-
|
-
|
-
|
13
|
31
|
||
|
Total
|
35
|
100
|
3
|
100
|
3
|
100
|
1
|
100
|
42
|
100
|
||
|
2
|
Age
|
20-25
|
14
|
40
|
-
|
-
|
-
|
-
|
-
|
-
|
14
|
33.3
|
|
26-30
|
16
|
45.7
|
22
|
66.6
|
3
|
100
|
-
|
-
|
21
|
50
|
||
|
31-35
|
5
|
14.2
|
1
|
33.3
|
-
|
-
|
1
|
100
|
7
|
16.6
|
||
|
36-40
|
-
|
-
|
-
|
-
|
-
|
-
|
-
|
-
|
-
|
-
|
||
|
Above
|
-
|
-
|
-
|
-
|
-
|
-
|
-
|
-
|
-
|
-
|
||
|
Total
|
35
|
100
|
3
|
100
|
3
|
1oo
|
1
|
100
|
42
|
100
|
||
|
3
|
Work experience
|
>5
|
10
|
28.5
|
|
|
|
|
|
|
10
|
42.8
|
|
|
|
|
|
|
|
|
|
|
|
|
||
|
6-10
|
13
|
37.1
|
2
|
66.6
|
3
|
100
|
-
|
-
|
-
|
-
|
||
|
11-15
|
12
|
34.2
|
1
|
33.3
|
|
|
1
|
100
|
14
|
33.3
|
||
|
Above 16
|
|
-
|
-
|
-
|
-
|
-
|
-
|
-
|
-
|
-
|
||
|
Total
|
35
|
100
|
3
|
100
|
3
|
100
|
1
|
100
|
18
|
42.8
|
||
|
4
|
Qualification
|
Degree
|
2
|
5.7
|
1
|
33.3
|
2
|
66.6
|
-
|
-
|
5
|
|
|
Diploma
|
26
|
74.2
|
2
|
66.6
|
1
|
33.3
|
1
|
100
|
30
|
|
||
|
Certification
|
7
|
20
|
-
|
-
|
-
|
-
|
-
|
-
|
7
|
16.6
|
||
|
Total
|
37
|
100
|
3
|
100
|
3
|
100
|
1
|
100
|
42
|
100
|
||
Table 4.1 in terms of
respondent’s distribution by sex 22(62.8%) teachers’ respondents, 3(100%)
Principals 3(100%) Supervisors and 1(100%0 experts. Respondents were male
whereas 13(37.2%) of teachers respondents were female in generally 29(69%)
sampled respondents were male and 13(31%) female.
Regarding with
respondents distribution by the age 14(40%) teachers respondents found the age
between 20-25 years, 16(45.7%) teachers, 2(66.6%) principals, 3(100%)
supervisors. Totally 21(50%0 respondents were between the age 26-30 years and 5(14.2%)
teachers, 1(33.3%) principals and 1(100%) experts totally 7(16.6%) respondents
were found the age between 31-35 years.
Regarding with the
respondents distribution by the work experience in table 4.1 item numbers 3;
10(28.5%) teachers have the experience of less than 5 years, 13(37.1%)
teachers, 2(66.6) principals, 3(100%) supervisors totally 18(42.8%).
Respondents have work
experience the year between the 6-10 whereas 12(34.2%) teachers, 1(33.3%)
principals 1(100%) office experts totally 14(33.3%) respondents have the work
experiences between 11-15 years.
In terms of respondents
distribution by education qualification 2(5.7%) teachers, 1(33.3%) principals,
2(66.6%) totally 5(12.19%) respondents were degree holders, while 26(74.2%)
teachers, 2(66.6%) principals, 1(33.3%) supervisors and 1(100%) totally
30(73.17%0 respondents were diploma holders and 7(20%) teachers were certificate
holds.
In generally, the
respondents background the can conclude that, majority of the respondents were
male the female participation in the study low are regarding with the age
majority of the respondents were between the age between 20-30. This implies
the respondents were the productive age regarding work experience between 1-10
years and majority of the respondents were diploma holders.
Table 4.2.
Current states of school based supervisors
|
No
|
Items
|
5
|
4
|
3
|
2
|
1
|
|||||
|
f
|
%
|
f
|
%
|
f
|
%
|
F
|
%
|
f
|
%
|
||
|
1
|
The current
supervisors activities discussion before entering actual classroom
observation
|
-
|
-
|
-
|
|
4
|
11.4
|
21
|
60
|
10
|
28
|
|
2
|
The supervisors
availability in the school is usually year of school
|
-
|
-
|
-
|
|
9
|
25.7
|
15
|
42.8
|
11
|
31.4
|
|
3
|
The present
supervisors program helps you to improve teaching effectiveness
|
-
|
-
|
-
|
|
7
|
20
|
19
|
54.2
|
9
|
25.7
|
|
4
|
The current school
based supervision knowledge, skill are satisfaction or enough matured
|
-
|
-
|
-
|
|
15
|
42.8
|
10
|
28.5
|
10
|
28.5
|
|
5
|
The current School
supervision improve the quality of education in your school
|
-
|
-
|
-
|
|
8
|
22.8
|
21
|
60
|
6
|
17.1
|
On the above table 4.2
item numbers 4(11.4%) teachers respondents were undecided, 21(60%) disagreed
and 10(28%) respondents were strongly disagreed with the statement current
supervisors activities discusses before entering actual classroom observation. On
the same table item number 2; the statement regarding with present of
supervisors is usually 9(25.7%) undecided, 15(42.8%) and 11(31.4%) teacher respondents
were strongly disagreed.
In the same table item
number 3; 7(20%) undecided 19(54.2%) disagreed and 9(25.7%) strongly disagreed.
In the statement the current supervisors programs helps you to improve teaching
effectiveness.
ON the same table item
number4; the statement related with the current school based supervision
improve the quality education in your school, 8(22.8%) respondents were
undecided, while 21(60%) disagreed and 6(17.1%) respondents were strongly
disagreed.
Regarding with the
current school based supervision supervisors knowledge and skill are
satisfactions 15(42.8%) respondents were undecided while 10(28.5%) disagreed
and 10(28.5%) respondents were strongly disagreed.
In generally, table 4.2
teachers’ respondent to ward current school based supervision indicates not
effective in the schools.
Table
4.3. The factors the hinder schools based supervision
|
No
|
Items
|
Respondents
|
5
|
4
|
3
|
2
|
1
|
|||||
|
f
|
%
|
F
|
%
|
f
|
%
|
F
|
%
|
f
|
%
|
|||
|
1
|
Lack of
initiation commitment
|
Principals
|
-
|
-
|
3
|
66.6
|
1
|
33.3
|
-
|
-
|
-
|
-
|
|
Supervisors
|
-
|
-
|
-
|
-
|
3
|
100
|
-
|
-
|
-
|
-
|
||
|
Teachers
|
8
|
22.6
|
16
|
45
|
10
|
28
|
1
|
2.5
|
-
|
-
|
||
|
Total
|
8
|
19.5
|
19
|
46
|
14.3
|
31
|
1
|
2.4
|
-
|
-
|
||
|
2
|
Lack of
pre end post observation
conferences
|
Principals
|
2
|
66.6
|
1
|
33.3
|
-
|
-
|
-
|
-
|
-
|
-
|
|
Supervisors
|
|
|
2
|
66.6
|
1
|
33.3
|
-
|
-
|
-
|
-
|
||
|
Teachers
|
14
|
40
|
15
|
42.8
|
5
|
14
|
-
|
-
|
-
|
-
|
||
|
Total
|
16
|
39.4
|
18
|
43.9
|
6
|
14.6
|
-
|
-
|
-
|
-
|
||
|
3
|
Lack of
continuous training for supervisors to update his skill to words effective
supervision
|
Principals
|
-
|
-
|
2
|
66.6
|
1
|
33.3
|
|
-
|
-
|
-
|
|
Supervisors
|
|
|
1
|
33.3
|
1
|
33.3
|
1
|
33.3
|
-
|
-
|
||
|
Teachers
|
10
|
28.5
|
18
|
51.4
|
4
|
11.4
|
3
|
8.5
|
-
|
-
|
||
|
Total
|
10
|
24.3
|
21
|
51.2
|
6
|
14.6
|
4
|
9.7
|
-
|
-
|
||
|
4
|
Lack of
teachers motivation to words supervision
|
Principals
|
1
|
33.3
|
2
|
66.6
|
-
|
-
|
-
|
-
|
-
|
-
|
|
Supervisors
|
2
|
66.6
|
1
|
33.3
|
-
|
-
|
-
|
-
|
-
|
-
|
||
|
Teachers
|
3
|
8.5
|
9
|
25.7
|
20
|
57
|
4
|
11.4
|
-
|
-
|
||
|
Total
|
6
|
14.6
|
12
|
29.2
|
26
|
63.4
|
4
|
9.7
|
-
|
-
|
||
|
5
|
Lack of
sufficient numbers of supervisors
|
Principals
|
-
|
-
|
-
|
-
|
1
|
33.3
|
2
|
66.6
|
-
|
-
|
|
Supervisors
|
-
|
-
|
-
|
-
|
2
|
66.6
|
1
|
33.3
|
-
|
-
|
||
|
Teachers
|
-
|
-
|
-
|
-
|
11
|
31.4
|
20
|
57
|
6
|
17
|
||
|
Total
|
-
|
-
|
-
|
-
|
14
|
34.1
|
23
|
56
|
6
|
14
|
||
As indicated in table 4.3 items number 1 8(19.5%)
respondents were strongly agreed, 19(46%) agreed, while 13 (31%) respondents
were disagreed and 1 (2.4%) were strongly disagreed with the statement lack of
motivation and commitment of the supervision.
In the some table item number 2, 16(39%) were
strongly agreed, 18 (43.9) agreed while 6 (14.6%) were undecided on the
statement lack of pre and post observation conference
Regarding with the lack of
continuous training for supervision to update their skill to words effective
supervision in the some table item number 3, 10(24.3%)strongly agreed 21(51.2%)agreed while 6 (14.6%)undecided and
4 (9.7%) disagreed .
In the some table item number 4,
6(14.6%) strongly agreed 12(29.2%) agreed, 26(63.4%) undecided and 4 (9.7%)
respondents were disagreed on the lack of teachers motivation to words supervision.
Regarding with lack of sufficient
numbers of supervisors in the some table item numbers 14 (34%) respondents were
undecided, 23(56%) disagreed and 6 (14%) respondents were strongly disagreed.
In generally strongly this show
that, majority of the respondents strongly agreed and agreed on lack of pre and
post observation conference, lack of continuous training to the supervisory,
lack of initiation and commitment of the supervisors were the major one
Table
4.4. The possible solution to improve school based supervision
|
No
|
Items
|
Respondents
|
5
|
4
|
3
|
2
|
1
|
|||||
|
f
|
%
|
f
|
%
|
f
|
%
|
F
|
%
|
f
|
%
|
|||
|
1
|
Developing the habit
of preplanning with teachers before classroom observation
|
Principals
|
|
|
3
|
100
|
|
|
|
|
|
|
|
Supervision
|
|
|
2
|
66.6
|
1
|
33.3
|
|
|
|
|
||
|
Teachers
|
14
|
40
|
19
|
54.2
|
2
|
5.7
|
|
|
|
|
||
|
Total
|
14
|
34.1
|
24
|
58.5
|
3
|
7.3
|
|
|
|
|
||
|
2
|
Providing training to
supervisors to update their skill on supervisor issue
|
Principals
|
|
|
3
|
100
|
|
|
|
|
|
|
|
Supervision
|
|
|
|
|
3
|
100
|
|
|
|
|
||
|
Teachers
|
10
|
28.5
|
13
|
37.1
|
10
|
28.5
|
2
|
5.7
|
|
|
||
|
Total
|
10
|
24.3
|
19
|
46.3
|
13
|
31.7
|
2
|
4.8
|
|
|
||
|
3
|
Providing frequent feedback before and after
classroom observation
|
Principals
|
|
|
2
|
66.6
|
1
|
33.3
|
|
|
|
|
|
Supervision
|
|
|
|
|
3
|
100
|
|
|
|
|
||
|
Teachers
|
6
|
17.1
|
13
|
37.1
|
10
|
28.5
|
3
|
8.5
|
3
|
8.5
|
||
|
Total
|
6
|
14.6
|
15
|
36.5
|
14
|
34.1
|
3
|
7.3
|
3
|
7.3
|
||
|
4
|
Motivating and
initiating the teachers towards the concept of supervision
|
Principals
|
|
|
1
|
33.3
|
2
|
66.6
|
|
|
|
|
|
Supervision
|
|
|
3
|
100
|
|
|
|
|
|
|
||
|
Teachers
|
|
|
3
|
8.5
|
19
|
54
|
10
|
28.5
|
3
|
8.5
|
||
|
Total
|
|
|
7
|
17
|
21
|
51.2
|
10
|
24.3
|
3
|
7.3
|
||
|
5
|
Clarifying the legal
goal or objectives of the supervision to the teachers
|
Principals
|
3
|
100
|
|
|
|
|
|
|
|
|
|
Supervision
|
|
|
3
|
100
|
14
|
42.8
|
|
|
|
|
||
|
Teachers
|
10
|
28.5
|
10
|
28.5
|
1
|
24.3
|
|
|
|
|
||
|
Total
|
13
|
31.7
|
13
|
31.7
|
15
|
36.5
|
|
|
|
|
||
As the table indicated in the table 4.4 item member
1; 14(34.1%) respondents were strongly agreed, 24(58.5%) were agreed whereas
3(7.3%) respondents were undecided on the statement on developing the habit of
preplanning with teachers before classroom observation.
In the same table item number 2; the statements
related with providing training to supervisors to update their skill on
supervision issue, 10(24.3%) strongly agreed, 19(46.3%) agreed whereas
13(31.7%) undecided and 2(4.8%) respondents were responded disagreed.
In the same table item number 3; 6(14.6%) undecided
3(7.3%) disagreed and 3(7.3%) strongly disagreed on the statement providing
frequent feedback before and after classroom observation.
On the table number 4; regarding the motivating and
initiating the teachers towards the concept of supervision 7(17%) agreed,
whereas 21(51.2%) undecided 10(24.3%) disagreed and 3(7.3%) respondents were
responded strongly disagreed.
In the same table item number 5; 15(31.7%) respondents
were strongly agreed 13(31.7%) agreed whereas 15(36.5%) respondents were
undecided on the statement clarifying the goal (objectives) of the supervision
to the teachers.
Generally, majority of the respondents strongly
agreed and agreed on the developing the habit of preplanning with teachers
before observation provide training to the supervisors to update their
knowledge providing frequent feedback before and after observation and
clarifying the goal of supervision to the teachers.
Interview which is by principals, supervisors and
educational office experts. According to the principals, supervisors and
educational office expert from interview question the researcher narrates that
in terms of current school based supervision were not as much effective the
factors that affect effective school based the respondents said lack of
teachers motivation to wards supervision lack of continuous training and lack
of enough budget the remedies that used to minimize the factors that affect
school based supervision the respondents said providing feedback before and
after supervision, clarifying
supervision goal, providing enough budget to the supervision and giving
new skill and awareness for teachers.
CHAPTER FIVE
5. SUMMARY, CONCLUTION AND RECOMMENDATION
This chapter contains
summary, conclusion and recommendation of the study
5.1 Summary of the Study
The main objective of
the study was to assess the practice and challenges of the school based
supervision in the case of Arbegona woreda selected primary schools descriptive
survey research design was used for the study , both primary and secondary
source of data were used both qualitative and quantitative data analyzing
method were used the respondents of the study
were teachers, principals
supervisors and woreda educational office simple random and available random
sampling techniques were used for the study questionnaire and interview were
used as the techniques. Of data collections
The study was answering
the following questions
- What was the current status of school based supervisions selected primary schools?
- What are major factors the hindering school based supervision in selected primary schools?
- What are the mechanisms to minimize the problems that hinder school based supervision are selected primary schools of Arbegona woreda sidama zone?
Based on the
prepared questionnaire, responses the study was summarized as follows regarding
the current status of school based supervision, majority of the teacher’s
respondents and principals supervisors and expert by open – ended and close
–ended interview responded that the current
supervision activities is not effective .
Regarding with
the factors that hinders school based supervision majority of respondent’s
responded lack of pre and post observation, lack of training for supervisory to
update his skill to wards effective supervisory lack of initiation and
commitment of supervisors and lack of teachers motivation towards supervision
were the major problems.
Regarding with the
strategies to minimize the problem, majority of the respondents were agreed on:
developing the habit of pre planning with teachers before classroom
observation, providing training to the supervisors to update their knowledge
and skill on supervision issue, clarifying the goal objectives of the
supervision to the teachers and providing frequented back before and after
classroom observation
5.2 Conclusion
Based on the major
finding summarized above, it can be concluded as follows.
The issue related with
current school based supervision in selected primary schools of Arbegona woreda
the study concluded that it lack of pre and post observation lack training for
supervisory to update their skill towards effective supervision lack initiation
and commitment of supervisors and lack of teachers motivation to wards
supervision were the major factors for effective supervision in selected
primary school of Arebegona.
The supervision related with strategies to
improve school based supervision, the study concluded that, developing the
habit of preplanning with teachers before classroom observation, providing
continuous training to supervisors and principals to update their and knowledge
and skill on supervision issue, clarifying the goal (objectives) of the
supervision to the teachers and providing frequent feedback before and after
classroom observation were possible remedies to improve the problem of
supervision in selected schools.
5.3. Recommendation
Based on the
summery and conclusion of the study, the researcher wishes following
recommendation.
v School
principals and supervisors should clarifying the objective and importance of
supervision to the teachers and develop the attitude supervision to teachers.
v Supervisors
should have enough knowledge towards the supervision and should have developed
the pre and post observation conferences with teachers and should give
immediate feedback before and after supervision.
v Arbegona
woreda education office should allocate enough budgets to supervision related
issues and control its effectiveness.
v Woreda
education office should give continuous training to the supervisors and
principals to update their knowledge and skills and become matured enough to
the all supervision issue.
REFERENCES
Aggraw
J.C (1985). Development and planning of the modern education
Hindustan offset araw
publisher
Ayer.
C. Fred (1954). Fundamentals of instructional
supervision New York Horner and brother publisher back company (2nd ed
Benn.
W. harris (1975). Supervision behavior in
education (2nd edition). Englowaand cliffs N. J p
Birhanu.B
(2006) educational supervision and school improvement. (Distance matunpublished
Brad field Luther.
(1964). Supervision for modern elementary school ahio Charles E marrill.ID
WL
L.W.(1981).
Supervision and school leadership hand book: Columbus C E M publishing company.
Haileselase
W/Gerima (1977). Educational supervision
handaurt.A A U (unpublished).HarisB.M.(1985).supervisory behavior in education
new jersey prenticehall . INC.
Kumsadanisandfeyisa
(2005) educationalsupervisioninsepection.Adamauniversityunpublished.
LEV.E
.(2004) . thepartterns and purposes of school based and cluster teacher
professional washingtan DC
USAID.
Minstry
of education. (1987) educational supervision
manual.Addisababa: EMPDA.
Singhal
.R.Pet .al (1966).school inspection amodern
approach. New delh:uikas publishing hause put
LTD.
UNESCO.
(2001). Trends in supervision in four Africa countries national diagnosis 401.2
published by international
institute for educational planning. Addis ababa publishing company
APPENDEXS
HARAMAYA UNIVERSITY
COLLEGE
OF EDUCATION AND BEHAVIORAL SCIENCES
DEPARTMENTOF EDUCATIONAL PLANING AND
MANAGEMENT
QUESTIONAIRE TO BE FILLED BY SHOOL TEACHERS
The
main purpose of the questionnaire is to gather information on the topic
assessing the practice and the challenges of
Supervision in primary schools of Arbegona woreda
so you are kindly requisites provide your genuine response to the questionnaire
General
direction for questionnaire
No
need to write your name
Indicate
your response by putting work questions with options in box
Read
specific instruction before beginning of each section
Please
your complete provision of information is highly required for the quality
report of this research
Part I general information
1. Sex: A male B female 
2. Age 
3. Service in teaching
4.
Academic qualification educational
states------------------------------------------
5.
Field of the study (stream)
------------------------------------------------------------
Part II.
Questionnaire to be filled by teachers
Table4.1 this is allowed to only teachers and mark
(x) as follow:
5, strongly agree 4,
agree 3, undecided 2, disagree 1, strongly disagree
|
NO
|
I terms
|
Teachers responses
|
||||
|
5
|
4
|
3
|
2
|
1
|
||
|
1
|
The current supervisory activities discusses
before entering actual class room observation
|
|
|
|
|
|
|
2
|
The supervisory availability in the school
is usually in your schools
|
|
|
|
|
|
|
3
|
The present supervisory program help you to
improves teaching effective reps
|
|
|
|
|
|
|
4
|
The current school based supervisory improve the quality of education in your school
|
|
|
|
|
|
|
5
|
The current school based supervision
knowledge of skill are sati’s fact or enough matured
|
|
|
|
|
|
Table4.2 the factors that holders school based
supervision
|
No
|
I terms
|
5
|
4
|
3
|
2
|
1
|
|
1
|
Lack of in titian and commitments
supervisors
|
|
|
|
|
|
|
2
|
Lack of pre end post observation conference
|
|
|
|
|
|
|
3
|
Lack of continuous training for supervision
to update his skill to wards effective superior
|
|
|
|
|
|
|
4
|
Lack of teachers motivation to ward
supervision
|
|
|
|
|
|
|
5
|
Lack of teacher motivation of supervision
|
|
|
|
|
|
Table 4.3 remedies to improve school based
supervision problem
|
No
|
Items
|
5
|
4
|
3
|
2
|
1
|
|
1
|
Developing the basic of pre planning with
teachers before class room observations
|
|
|
|
|
|
|
2
|
Providing training to supervisor to update
their skill on supervisions
|
|
|
|
|
|
|
3
|
Providing frequent feedback before and after
class room observation
|
|
|
|
|
|
|
4
|
Motivating and initiating the teachers
towards the concept of supervisors
|
|
|
|
|
|
|
5
|
Clarifying the goal or objectives of the
supervision to the teachers
|
|
|
|
|
|
Interview
questionnaires for principals’ supervision and experts
1
What is
current school based supervision in your school?
-----------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------
2
what is the supervisory activities to improve instruction process?
---------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------
3 what are the factors that hinders effective
school based supervening your school?
------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
4 what is the strategies that your school use
to me Mize the school based supervision in your school?
------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
5
If your answer is never what is your reason?
-----------------------------------------------------------------------------------------------------------
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Thank you lord for this event's!!
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