The purpose of this study was to examine the actual practice of supervisory service in curriculum, instructional, and staff development with collaborative approaches and problems that affect the implementation of instructional supervision of Mecha Woreda Secondary schools. The basic questions of the research were: What is the status of supervisory practice in secondary schools? What are the current challenges facing supervisory practices in secondary schools? Quantitative and qualitative methods of inquiry were used in this study. The survey was used for teachers, principals, and supervisors of Mecha Woreda Secondary schools, to the extent in which the supervisory service was practiced and the problems that were affected the supervisory program in the schools. The qualitative data were obtained through the use of semi-structured interviews that incorporate open-ended questions. The interviewees were five principals and one supervisor of the studied schools. Participants' responses were analyzed according to the research questions. The total sample of the study were 148 government schools of teachers, principals and supervisor who where selected by purposeful sampling. The findings revealed that curriculum, instructional, and staff developments with collaborative supervisory service were not implemented as the need for instructional supervision process in the schools. The major problems that encountered the implementation of instructional supervision were lack of training, resources, work burden on principals and supervisors, unbalanced number of teachers and schools for the supervisors, far geographical location of schools to get supervisory service from external and internal supervisory service were occurred so that, the instructional supervisory process of the studied schools were highly dominated by the problems. Finally, based on the findings, to proceed the instructional supervision in the schools providing different types of trainings, emphasizing on different domains of supervisory service with collaborative approaches, providing resources, leading the process by planning and organized systems, assigning appropriate number of supervises depending on the number of teachers and geographical location of schools, minimizing the load of administrative jobs on the supervisors were some of the recommendation given.

A Thesis Presented in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Educational Principalship