Practices and Challenges of Instructional Supervision in Enebsie Sar Midir Woreda Primary Schools

Dibekulu Alem

dc.contributor.author	Dibekulu Alem
dc.date.accessioned	2017-08-24T08:38:14Z
dc.date.available	2017-08-24T08:38:14Z
dc.date.issued	2012-08-24
dc.identifier.uri	http://hdl.handle.net/123456789/7816
dc.description	THE-THESIS SUBMITTED IN PARTIAL FULLLILMENT OF THE REQUIRMENT FOR THE DEGREE OF MASTER OF ARTS IN EDUCATIONAL LEADRSHIP	en_US
dc.description.abstract	The purpose of this study wps to assess the current practices and challenges of instructional supervision in Enebsie Sar Midir Woreda primary schools. The study was focused on the practices of supervision in staff, curriculum and instructional development. Furthermore, the role of supervisors in helping teachers to plan, present, evaluate their lesson as well as classroom management and also challenges those hampered the effective implementation of instructional supervision; that are, problems of views, supervisors competency, shortage of resources and communication problems between supervisors and supervisees were basically treated in this study. A descriptive survey design of research methodology was employed because of its importance to see the actual facts and practices in the existing situation without over exaggeration or simplification and to forward possible suggestions. Regarding sampling, there were 68 primary schools grouped in 21 cluster centers. From these cluster centers 12 cluster centers were selected using simple random sampling technique. After selecting the cluster centers, 17 primary schools were selected using multi-stage sampling technique. Having these . schools 172 (49. 43%) teachers were selected out of 348 teachers 'using proportional stratified sampling followed by systematic random sampling to select each teacher from the strata i.e. schools were considered as a strata. This constitutes 81.52% of the respondents. Only 160 teacher respondents were used in the analysis, 12 teachers are rejected as they did not return back and fill the questionnaire. On the other hand, 17 principals, 10 vice principals and 12 supervisors were selected using comprehensive sampling as they are highly responsible for supervisory activities and their number was alsomanageable. 4 Woreda Education office experts were also selected purposively for interview. The main instruments used to collect data were questionnaire and semi structured interview. The questionnaire was made to be closed ended followed by some open ended questions and designed as jive point Likert scaled type. The reliability of the questionnaire was checked using Cronbach alpha method after pilot test was conducted. The face and content validity of the tools were also checked by experienced teachers in the study area. Frequency count and percentage were used for the analysis of general characteristics of respondents. One sample I-test method of analysis was used to analyze the data collected through questionnaire and also Yj~rration for interview items. The results of the study revealed that the practice of supervision in the three domains and in helping teachers to plan, present, evaluate their lesson and class room management was not as expected. Moreover, the problems indicated as, view toward supervision and supervisors, supervisors competency, availability of resources, and communication problems between supervisors and supervisees were high. Based on the results of the study, it seems possible to conclude that the supervisory practices in the selected primary schools were not at the expected level. To this end, the following possible recommendations are forwarded. The practical performances of supervisors should be seen from the root whether they are able to do their task as expected or not, competency level of supervisor should be tested through standardized measurement and capacity building strategies should be designed to train and develop the supervisory knowledge, as supervision is a collaborative task the involvement of teachers, principals and supervisors should be improved, the research activities should have given attention to be conducted by all school personnel, training should be given by any able person, trust among staffs should be developed and also, the support system to school supervisors from higher officials should be strengthened. Moreover, sufficient budget should be allocated.	en_US
dc.subject	EDUCATIONAL PLANNING AND MANAGEMENT	en_US
dc.title	Practices and Challenges of Instructional Supervision in Enebsie Sar Midir Woreda Primary Schools	en_US
dc.type	Thesis	en_US