The roles of internal school supervision in improving teaching and learning process in East Wollega Zone
Tadesse Regassa Mamo, Getahun Nigussa
The purpose of this study was to establish supervisory activities undertaken by supervisors in improving the instructional activities in schools. The study adopted mixed method research design whereby descriptive survey design was used to collect both quantitative and qualitative data from the appropriate sources. The participants of this study were Zonal supervision expert, Woreda education officers; supervision expert, educational leaders (secondary school supervisors, principals, deputy-principals, department heads) and teachers were the participants of the study. From all of the Woredas secondary Schools, a total of ten (10) secondary schools were selected by availability sampling. Then from each ten (10) sample schools 64(100%) education leaders (10 school principals, 10 deputy school principals,4 secondary school supervisors and forty (40) department head teachers) were selected by available sampling techniques. Questionnaire, interview and document analysis were used as data gathering instruments. In addition, the researcher consulted relevant reference books; internet sources and supervision manuals to support the findings of the study and document analysis. Data was using mean score and t-test whereby the qualitative data was narrated to triangulate the qualitative data. The finding of the study revealed that internal supervisors were not playing the roles they have given as they are overloaded by teaching assignment. Moreover, they were not improving their instructional skills as they were not getting any professional support from the school based supervisors. On top of these the finding also revealed that the major challenges for internal supervisors were: teaching burden on supervisors, internal supervisors were few in number, lack of instructional support skills on supervisor side, attitude of both supervisors and supervises as well as less attention given to school based supervision. Therefore, it can be said that the actual practices of school based supervision was not as per the intension. Hence, the education offices at various levels need to give due attention to enhance the skills of internal supervisors through rigorous pre- and in-service training program. It is also better to reduce the teaching load of internal supervisors so that they can get time to support teachers in the classroom as per the intention to have school based supervision.