WOLAITA SODO UNIVERSITY

COLLEGE OF EDUCATION AND BEHAVIORAL SCIENCE

DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT

INVESTIGATING PROPLEMS OF IMPLEMENTATION OF INSTRUCTIONAL

SUPRVISION IN LEMAN SECONDRY SCHOOL IN KERSA MALIMA WOREDA

By: FIROMSA REGASA

Adviser: - Dr Demo D

JUIY 14/2013 WOLAITA SODO ETHOPIA

 Approval Sheet

Advisor ------------------------------------ ------------------------------- ---------------------------

Name Signature date

Examiner ----------------------------------- ------------------------------ ---------------------------

Name Signature date

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ACKNOWLEDGEMENTS
First and for most I would like to thank the almighty GOD for his providence and guidance
through my life.

Next to that I would like to express my greet appreciation and deepest gratitude to my advisor Dr
Dimo Didana for his remarkable comment, suggestion, advise, guidance and support from
proposal development to thesis write up.

My heartful gratitude also goes to my families for their financial and moral supports throughout
my education.

Finally I would like to express my heart full thank to Leman Secondary school principal,
teachers and student for giving the full information on my questionnaire.

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 Table Of Contents
Contents page
ACKNOWLEDGEMENTS..............................................................................................................i
LIST OF TABLES..........................................................................................................................iv
ABSTRACT....................................................................................................................................v
CHAPTER ONE.........................................................................................................................- 1 -
1. INTRODUCTION..................................................................................................................- 1 -
1.1 Back ground Of The Study.................................................................................................- 1 -
1.2 Statement Of the Problem.....................................................................................................- 2 -
1.2.1 Research Question..............................................................................................................- 2 -
1.3 Objective of the study...........................................................................................................- 2 -
1.3.1 General Objective..............................................................................................................- 2 -
1.3.2 Specific Objectives............................................................................................................- 2 -
1.4 Significant Of The Study......................................................................................................- 3 -
1.5 Delimitation Of The Study...................................................................................................- 3 -
1.6 Limitation of study................................................................................................................- 3 -
1.8 Definition of operational terms.............................................................................................- 4 -
2. Research Design And Methodology.......................................................................................- 4 -
2.1 Research methodology..........................................................................................................- 4 -
2.2 Research Design....................................................................................................................- 4 -
2.3 Research method...................................................................................................................- 4 -
2.4 Source Of Data.....................................................................................................................- 4 -
2.5 Population Sample And Sampling Technique......................................................................- 5 -
2.5.1. Target Population..............................................................................................................- 5 -
Table 1, Size of population sample teachers by schools.............................................................- 5 -
2.6 Instruments............................................................................................................................- 5 -
2.6.1 Questionnaire.....................................................................................................................- 5 -
2.6.2 Interview............................................................................................................................- 5 -
2.7 Procedure Of Data Collection...............................................................................................- 5 -
2.8 Methods Of Data Analysis...................................................................................................- 6 -
CHAPTER TWO........................................................................................................................- 7 -

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2. REVIEW LITERATURE......................................................................................................- 7 -
2.1 Concept of Supervision.........................................................................................................- 7 -
2.2 Purposes of supervision........................................................................................................- 7 -
2.3 Historical development of Supervision.................................................................................- 8 -
2.3.1 Administrative Supervision................................................................................................- 8 -
2.3.2 Scientific Supervision........................................................................................................- 9 -
2.3.3 Human relation supervision...............................................................................................- 9 -
2.3.4 Neo-scientific supervision................................................................................................- 10 -
2.3.5 Major skills of supervisors...............................................................................................- 10 -
1. Technical skill...................................................................................................................- 10 -
2. Human skill....................................................................................................................- 10 -
3. Conceptual skill.....................................................................................................................- 11 -
2.4 Domains of supervision and roles of the supervision.........................................................- 11 -
2.5 Function Of Supervision....................................................................................................- 12 -
2.5.1 Administrative Function..................................................................................................- 12 -
2.5.2 Educational Function.......................................................................................................- 12 -
2.5.3 Supportive Function........................................................................................................- 12 -
2.6 School Based Supervision..................................................................................................- 12 -
CHAPTER THREE...................................................................................................................- 14 -
3. DATA ANALYSIS AND INTERPRETATION................................................................- 14 -
3.1 Characteristics of the Respondents.....................................................................................- 14 -
3.2 Practice Of Supervision.....................................................................................................- 15 -
3.3 Roles Of Supervisors..........................................................................................................- 17 -
3.4 Management Of The Supervisor.........................................................................................- 18 -
3.5 Challenges Of Supervision..................................................................................................- 19 -
CHAPTURE FOUR..................................................................................................................- 20 -
4. SUMMARY, CONCLUSION AND RECOMMENDATION.............................................- 20 -
4.1 Summaries...........................................................................................................................- 20 -
4.2 Conclusions.........................................................................................................................- 21 -
4.3 Recommendation................................................................................................................- 22 -
References.................................................................................................................................- 23 -
Appendix 1................................................................................................................................- 24 -

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LIST OF TABLES
Table 1, Size of population sample teachers by schools
Table 2: General information of respondents
Table 3: view of teachers on practice of supervision aspects.
Table 4: view of teachers on practice of supervision aspects
Table5 view of teacher on roles of supervisors
Table6. View of teachers on management technique of the supervisor
Table7.challenges of supervision that affects supervision

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ABSTRACT
The main purpose of this study was to find out the investigating problems of implementation of
instructional supervision in Leman secondary school. This study utilized a descriptive survey
method and collected from secondary school directors, vice directors, department heads and
supervisors. The presentation, analysis and interpretation of data was based on the data
collected from the questionnaire and observation filled and returned by sample selection and
analysis by quantitative method .Based on the major finding of the study and conclusion drawn,
the role of supervisor in our education system is to enhance effectiveness of teaching learning
process and a source of guidance, support and control.

The main task of supervisor is to assist teachers to solve the problems in teaching learning
process and improve it. The major hindering factors were: lack of clear understanding about
supervision, lack of training and orientation of supervisors, personnel and lack of budget.

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vi
 CHAPTER ONE
1. INTRODUCTION
1.1 Back ground Of The Study
The concept supervision refers the process of administering, managing, evaluating, controlling
and providing valuable feedback. Hence, definition instructional supervision is the importance
way of raising Student's achievement and creating valuable educational opportunities for
students.

This can be achieved by the supervisor clearly defining goals for the teachers and facilitating
opportunities for the teachers to learn about local, state and federal requirements.

Regard to this,(dictionary of education,1992) defines instructional supervisions "All efforts of

designated school officials towards providing leadership to teachers and other educational
workers in the improvement of instruction; involves the stimulation of professional growth and
development of teachers, the selection and revision of educational objectives , materials of
instructions :involves the stimulation of professional growth and development of teachers.

The selection and revision of educational objectives materials of instruction and methods of
teaching and evaluation of instructions. Educational supervision is an inter personal process the t
enables to assure quality of education assist learning environment.

Teacher and professional development.

According to Glanth and Neville (1997) educational supervision is a vital partner in promotion
educational excellence through educational change and transformation. 'Supervision is a service
provided to teachers for maintaining and improving instruction with the student as the ultimate
beneficiary'.

Educational supervision is the most important factor to teaching learning process in the school as
well as in the class room activity. Its objective is to increase teacher performance that facilitates
student learning.

According to Sargiovani and Strarrat (2002) have asserted that the purpose of supervision in
school instruction assistance (teacher knowledge of the subject they teach, skill in teacher of
class room management. deposition that promote high achievement) to improve teachers
capacity in the teaching and learning process. The purpose of instructional supervision is to
improve instruction and to strengthen class room management and insure that the curriculum is

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following supervision aims at helping teacher ensure Poor effective teaching and all the ministry
policies, rules regulation are implemented (MOE,1996)

1.2 Statement Of the Problem

Instructional supervision plays the most important roles that are to increase teacher performance
and raising student’s achievement. Even if the is an important role there are dissatisfaction in
supporting service and way of supervision being the rendering factor in government secondary
schools of Leman in Kersa MalimaWoreda. Among this most of secondary school supervisors
supervise one school once in a weak. In these case some teachers are not satisfy with their job.
Supervisors cannot supervise the day to day activities of teaching learning process and some of
these teachers are not properly supporting supervisors in taking problem in the implementation
of the new teaching strategies in the class room. This and the like problem motivated researcher
to conduct this study on the issue of investigating problems of implementation of instructional
supervision in government secondary school of Leman in Kersa Malima woreda.

1.2.1 Research Question

1. What is the major problems that affect implementation instructional
supervision in Government Secondary schools of Leman in Kera Malima Woreda?

2. To what extent Supervisor manage or control their class room supervision procedures in
Government Secondary school of Leman in Kersa Malima Woreda?

3. To what extent supervisors use major roles and functions of instructional supervision in
Government Secondary schools of Leman in Kersa Malima Woreda?

1.3 Objective of the study

1.3.1 General Objective
The general objective of the study was aimed to investigate the major problems that affect
implementing instructional supervision in government secondary school of Leman in Kersa
Malima Woreda.

1.3.2 Specific Objectives

The identity the major problem and practices that affect the implementation of instruction
supervision in Government secondary school of Leman in Kersa Malima Woreda.

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To identify the techniques that the supervisor manage or control in the class room

To identify the major roles and function of supervision in the school

1.4 Significant Of The Study

The studies has the following significant

It may provide solution for the problem related to implementation instructional supervision.

It may create positive attitude to teacher toward supervision by creating good relationship.

It may assist supervision to understand the practice of supervision and then encourage them to
give more attention to more implementing supervisor’s activity in secondary school.

It will help the supervisor to put their effort for further investigation.

1.5 Delimitation Of The Study

This research was delimited only to Government secondary school of Leman in Kersa Malima
Woreda.

Due to finance, work load, time constraints difficult to conduct the study in secondary schools
of Leman in Kersa Malima Woreda. In this case this studies where delimited to investigate
problems of implementation instructional supervision on Government Secondary Schools of
Leman in Kersa Malima Woreda.

1.6 Limitation of study

Due to skill gap or less experience of research, time and work load the researcher were limited
only leman secondary schools. The other limitations were that some of the teachers and
supervisors were busy during the researches gather the data and some teachers may fill the
questioner carelessly, however we would tolerate the problem until we gate basic information
1.7Organization Of The Study

The research paper includes four chapter. The first chapter is introduction part which entail
background, statement of problem, objective of the study, significance of the study,
scope/delimitation of the study, limitation of the study, organization of the study, definition of
operational term, research methodology, research design, research method, source of data,

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population sample and sample techniques, instruments, procedure of data collection, as well as
methods of data analysis. The second chapter is review of related literature. The third chapter is
about presentation and interpretation of the study, and the last chapter would be about summary,
conclusion and recommendation.

1.8 Definition of operational terms

Secondary school: refers to the school established to offer two years lower general secondary
education
Challenges: refers to factors that affect instructional supervision.

Investigating: a study searching of the facts of a subject or problem of instructional supervision.

2. Research Design And Methodology

2.1 Research methodology
In this chapter, the research design, research method, source data, population sample size and
sample technique, data instrument, procedure of data collection, as well as method of data
analysis.

2.2 Research Design

In this study descriptive survey method was employed. This method helps to gather various
kinds of data in relatively minimum resource to obtain information about the current status and
also to know the existing problem of implementing instructional supervision on government
secondary school of Leman in Kersa Malima Woreda

2.3 Research method

The researcher were used both quantitative and qualitative method of data collection and analysis
techniques. Data collected using questionnaire were be analyzed quantitative techniques where
as data collected through interview was analyzed by using qualitative techniques.

2.4 Source Of Data

In order to get obtain the relevant and adequate data the researcher was used both primary
secondary source of data. From the primary source of data the research was collected from
teachers, principal as well as vice principal. The secondary source of data were collected from
document, books as well as internet.

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2.5 Population Sample And Sampling Technique

2.5.1. Target Population

There are many secondary school in Kersa Malima Woreda, out of these Leman secondary
school were selected by using purposive sampling techniques.

In general a total number of teachers are 68 where as 1 principal and 1 vice principal.

Table 1, Size of population sample teachers by schools

Types of Population percentage Sample Data gathering
respondent size techniques tool
Teacher 68 80% Simple Questionnaires
random
Principal 1 10% availability Interview
Vice principal 1 10% availability Interview
Total 70 100%

Kersa Malima education office (2013)

2.6 Instruments
The researchers were used two types of data collection instruments, such as questionnaire and
interview were used in the study. Because these are most important tool to gathering data in this
study.

2.6.1 Questionnaire.
The question was closed ended. Because it is a convenient item to record responses and sample
for respondents to read and respond the question in clear way.

2.6.2 Interview
Both structure and unstructured interviews would be employed for school principal and vice
principal secondary school to obtain detail information.

2.7 Procedure Of Data Collection

The data collection procedure was done based on the work plan of the research. Before collecting
data from the field the draft of 20 questionnaires were examined by advisor and friends. The
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comments were including the clarity of statements and grammatical errors. Similar, before the
questioners were administered to respondents, the purpose of the study was explained to them
by the researcher. After that questionnaires were distribute to respondents, after they filling the
questionnaires were collect the questionnaires. Finally the researcher were analysis
interpretation of the findings by using percentage and narrative.

2.8 Methods Of Data Analysis

The data would be collected from respondents and document organized in systematic form. To
analysis the quantitative data depending on the nature of the basic questions percentage and
narrative would be used to guide the analysis and interpretation of the finding. In order to
analyze data obtained through interview from school principals secondary school supervisors the
researcher would used with qualitative data to enrich the analysis and interpretation.

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 CHAPTER TWO
2. REVIEW LITERATURE
2.1 Concept of Supervision
Supervision is a way of stimulating, guiding, improving, refreshing and encouraging and
overseeing certain group with the hope of seeking their cooperation in order for the supervisors
to be successful in their tasks of supervision. Regard to this different writers provide a number of
definition of supervision different time, same are supervision as a process of facilitating the
professional growth of teachers, Interaction and helping the teacher to make use of the feed back
in order to make teacher more effective (glamthon.1992) education supervision is positive.
Continuous and forward looking process concerned with improving student learning bead on
formatting evaluation.

Educational supervision is behavior formally provided teaching behavior in such way as to

improve students learning (Oblige 1989) supervision as to enhance instructional supervision
and others noted that educational supervision. From this definition it is possible to understand
supervision is instructional leadership that relates perspectives to behavior classifies purpose
contributes to and supports organizational actions coordinates interactions, provides for
maintenance and improvement of the instructional program and global achievements.

2.2 Purposes of supervision

The purposes of supervision are:-to help people change their behavior on the job and to assist
them in doing their work better (Olilade 1989). According to Sergio vans and started, 2002 have
asserted that the purpose of supervision uses effectively to students academic success.
According to Glanth and Neville, 1997, educational supervisions a vital partner in promoting
educational excellence through educational change and transformations and also employing
varied methods. Educational leaders in professional growth of teachers. Faster curriculum
development and support instructional improvement, According Burton and Buckner (cited in
olive and paw les 1997).

The major purpose and features of supervision is characterized by variation and change whose
primary purpose was once to insure the enforcement and rules identifying deficiencies and
increase instructional efficiency, changed to quality assurance teacher development, satisfaction,
improvement, instruction and student learning.

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To summarize, the above different writers the purpose of supervisions are:-

 Improving the quality and instruction

 Improving the curriculum
 To ensure continuity between the levels of education
 Minimize the wastage human resource
 Provided feed back to the teacher
 Ensure improvement over time
 Asses current knowledge ,skills and attitudes
 Testing and Measuring educational progress
 Help teachers in developing needed teachers competence
 Enhance educational personal and professional development

2.3 Historical development of Supervision

Supervision is believed to have its origin in the practice of individual and business
enterprises. Among the industrialized countries that started the activity was Britain in
17thcentury.This was during the period of industrial revolution in Europe. At this period the
need for supervision was crucial in order to control the industrial working. Later on the
concept of supervision was borrowed from the industrial. The main purposes was to control
the school plan and pupils achievement(dull, 1981) over several decades great changing were
observed in the philosophy objectives, function, technique and in the outcome of supervision
according to olive (1997) this changes has happened, because supervisory behaviors and
practices are affected by the political, social, religious and industrial forces existent at the
time different authorities in the field have considered distance periods and stage of
supervision. Supervision as field of educational practice with a clearly roles and
responsibility emerged slowly as a distinct practice in relation to the institutional academic,
cultural and professional dynamics that have historical general the complex agenda of
schooling. This section explicit how supervision is evolved.

2.3.1 Administrative Supervision

Administrative supervision was prominent in early 18 thc and late 19thc supervision was
concerned as an administrative duty aimed at ensuring that teachers do their job what the

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 supervisions do is observe the teachers, evaluation their performance and take appropriate
action. The activities involved inspecting, checking, telling, rating and monitoring.

2.3.2 Scientific Supervision

Scientific supervision practices became dominant between the 1920s and 1950s.
The Social, political and technological trends are changing from time to time..
Educators believed that more scientific approaches to supervisory practice in schools, It is
claimed that supervisors must have the ability to analyses teaching situations and to locate
the probable causes for poor work with a certain degree of expertness. Scientific supervision
exercises face to face supervision by visiting classrooms daily reviewing lesson plans.

2.3.3 Human relation supervision

This theory emerged during the 1930s with the work of Elton mayo from Harvard University.
Mayo Believed that the productivity of workers could be increased by meeting their social needs
at work ,providing them opportunities to interact with each other, treating them decently and
involving them in decision making process.

 Participation is considered to be an important element in human relations supervision

with the objectives to make teachers feel an importance part of the school.
 Collaboration and partnership between teachers and supervision is important for effective
implementation of educational goals.
 Supervisors need to have interpersonal skills human relation supervisors had to came
sensitive to the behavior of groups and individuals to groups.
 Human relation supervisors had to come sensitive to the behavior of groups and
individuals to groups.

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2.3.4 Neo-scientific supervision
In the early 1980s, school reformers began a renewed interest in scientific management
thinking and practice changed from the original model .This reform is commonly referred to
as neo-scientific .The neo scientific supervision shares with scientific supervision an interest
in control, accountability and efficiency .but the means by which it achieves these ends is far
more impersonal. The supervisory style is authoritative or inspectoral.

2.3.5 Major skills of supervisors

The supervisor must process the necessary knowledge and required skills related to this job.
In lie with this (stankossen, 1996) pointed out that effective supervisors, need to develop
three broad skill. These are technical skill, human skill and administrative skills.

1. Technical skill
In education technical skill assumes an understanding of and proficiency in the method
process procedures and techniques of the teaching learning activities (Sergino vanni and
Carves, 1980).

2. Human skill
Human skill is an essential skill to resolve conflict, to motivate, add and communicated
effectively with other personal. It is based on knowledge and understanding and social values
and practice and the dimension and human behavior. (Kimard, 1988) A like terry (1998) revels
that human skill includes the ability to work with others to win cooperation being ability to
communicate ideas and believes to others and what others are trying to convey to these group
members. To conclude, the provision of successful human relation is the result of effective
common share of understanding between the supervisor and the teacher.

The absence of effective human relation may result to unsuccessful performance. Hence
effective communication is essential to motivate teachers to work and to build cooperative
among teachers.

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3. Conceptual skill
Allay (1991) states that conceptual skill relates the ability to integrate and coordinate
organizational activities. In a sense it concerned the ability to see the picture. How the different
parts of the organization fit to gather and depend on each other and how change in one part of the
organization can cause a change in other part conceptual skill include the effective mapping of
interdependence each of the components of the school as an organization. The educational
program as an educational system, and the function of human organization on general. Thus, the
development of conceptual skill depends heavily on abalone emphasis of administrative theory
and organizational and human behavior. Likely, man in (Alfenson, 1984) remarked that
conceptual skill includes the ability to visualize the organization as a whole, to see the “being
picture” to all the various function involved in a given situation. To sum up conceptual skill is
the ability demanded by the supervisor to see the organization or the institution as a whole; or
recognize the parties.

2.4 Domains of supervision and roles of the supervision

 Community relations: establishing maintaining open and productive relations between the
school; and its community
 Staff overallotment developing facilitating mining full opportunity for professional
growth
 Planning and change; initiating implementing collaboratively developed strategies for
continuous improvement
 Communication ;ensuring open and clear communication among individuals and groups
though the organization
 Motivating and organization helps people to develop a shared vision and achieve
collective aims
 Research and program evaluation encouraging experimentation and assessing put comes.
 Problem solving and decision making using a variety of strategies to clarity and analyze
problem and to make decisions
 Service to teacher providing materials resource and assistance to support teaching and
learning
 Observation and con fermenting providing teed back to teacher based on classroom

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  Curriculum ; coordination and integrating the protests curriculum development and
implementation
 Personal development; recognizing and reflecting up on personal and professional
beliefs and action

2.5 Function Of Supervision

2.5.1 Administrative Function

The supervision has been given authority by the agency to oversee the work the supervision. This
carries the responsibility both to ensure the organization policy is implemented which implies
enable supervisee to the best of their ability (swown and Bourne 1995).

2.5.2 Educational Function

The primarily goal is to dispel ignorance reflection exploration of the work (kndushin
1992) supervises may be helped to
 Understand the client better
 Become more aware their own reaction and responses to the client /understanding
the dynamics of how he and their client are interacting
 Explore way of working with client
 Look at how they intervened and the consequence of their intervention;

2.5.3 Supportive Function

Manages are expected to develop relationships and environment that enables to work together
and respond to change such joint performance involves having common goals, common values,
the right structure and development (Orucher 1988) in supportive supervision the primary
problem is worker moral and job satisfaction (kodushin 1992)

2.6 School Based Supervision

Supervision is organized at different levels system. When we envisage the hierarchy from top to
bottom, we find next to education and supervision department of MOE which has a function at
federal and retinal level, come supervision departments of regional education bureaus. The third
rank in the hierarchy is zonal supervision panel.

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The next hierarchy is the school based supervision, which is known as

Inbuilt supervision hence, it we are to talking about educational programs supervision in its
function and true sense it is when fully made operational at the grass root, i.e. the school level.
The mission center is the school where the actual teaching leaching activities in takes place.
According to Dull (1981) supervisory leaders are personnel who perform supervision tasks. They
include supervisors, principal and department heads.

As the teaching activity is a day to day and continues process the function of supervision at
school level should also be a continuous responsibility. In this respect the school must provide its
own supervisors from within the school. Within each school system supervisors are principals
vice principals, department heads and the senior teachers

With relevant training in supervision will undoubtedly have the competence, to supervise the
educational activities of their colleague teachers (MOE.1987). Modern school supervision being
trim with the principle of cooperation try to coordinate individual activates of supervisory and
teaching staff in to one to promote team and group efforts directed to common goals (neagly and
Evans 1970)now in Ethiopia, principals, vice principals. Department heads, senile teachings are
rejected to play major roles in supervision at the school level.

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 CHAPTER THREE
3. DATA ANALYSIS AND INTERPRETATION
3.1 Characteristics of the Respondents

Table 2: General information of respondents

No variables Category Teachers
No %
1 sex Male 31 70.5
Female 13 29.5
Total 44 100
2 age 21-25 0 0
26-30 6 13.6
31-35 7 15.9
36-40 12 27.3
41-45 6 13.6
46 and above 13 29.6
Total 44 100
3 qualification Diploma 1 2.3
Degree 38 86.4
MA/MSC 5 11.3
Total 4.34 100

The above tale 2 item 1 shows that 70.5% of male teachers and 29.5% of female teachers .This
refers that there was less than involvement of female teachers as compared to their male
teachers .With regard to age distribution item 2 in the same table shows that 13.6% of teachers
were 26-30 years old 15.9% of teachers were 31-35 years old 27.3% of teachers were 36-40
years old 13.6% of teachers were 41-45 years old and 29.6% were 46 and above years old .This
indicates there are greater amount of teachers who have work experience. Concerning to the
educational level of teachers item 3 in the same table shows that 2.3% of teachers were diploma
86.4% of teachers were degree and 11.3% of teachers are MA/MSC.

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 This indicates that there are few teachers who have diploma and small amount MA/MSC
teachers in high school level. In this case it is full field the national standards of teachers based
on qualification.

3.2 Practice Of Supervision

Table 3: view of teachers on practice of supervision aspects.

Item Respondents
Agree Disagree Total
No % No % No %
1.Supervision creates positive atmosphere for 40 90.9 4 9.1 44 100
Professional growth and development
2. Instructional supervision is contributed to the 43 97.7 1 2.3 44 100
Effectiveness of the teaching learning process in school
3.Supervision allows teachers to participate in the 43 97.7 1 2.3 44 100
management of school operation
4.Supervision helps to teachers in identifying instruction 39 88.6 5 11.4 44 100
problems

The above table 3in item 1 show that the majority of teachers 90.9%responded that supervision
creates positive atmosphere for professional growth and development .On the other hand 9.1% of
teachers responded that supervision did not create positive atmosphere for professional growth
and development. This indicates that some teachers did not satisfied by supervision activities for
professional growth and development.

According to table 3 item 2, 97.7% of teachers responded that instructional supervision is

contributed to the effectiveness of the teaching learning process in school. Whereas 2.3% of
teachers responded that instructional supervision did not contribute to the effectiveness of the
teaching learning process in school.

In table 3 item3, 97.7% of teachers responded that supervision allows teachers to participate in
the management of school operation. On the other hand 2.3% of teachers that supervision did not
allow teachers to participate in the management of school operation.

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In table 3 item 4, 88.6% of teachers responded that supervision helps to teachers in identifying
instruction problems.

Whereas 11.4% of teachers responded that supervision of teachers responded that supervision
did not help to teachers in identification problems. This implies that some teachers did not
satisfied by supervision activities in the school.

According to interview 100% of supervisors and 100% principal responded that the availability
of effective supervision helps to teachers in identifying instruction problem full filling the gap of
teachers and improve teachers’ performance.

Table 4: view of teachers on practice of supervision aspects

No items Respondents
agree Disagree Total
No % no % No %
1. Supervision helps to teaching in assessing the 42 95.4 2 4.6 44 100
training needs of teachers.
2. Supervision helps to teachers provide short term 35 79.5 9 20.5 44 100
training of school level.
3. School based supervision dominated by the 23 52.3 21 47.7 44 100
principle of the school.
4. School based supervision is big practiced at the 26 59.1 18 40.9 44 100
school level.

The above table 4 item 1 shows that 95.4% of teachers responded that supervision helps to
teaching in assessing the training needs of teachers. Whereas 4.6% of teachers responded that
supervision did not helps to teaching in assessing the training needs of teachers.

Indicate table 4 item 2 shows that 79.5% of teachers responded that supervision helps to teachers
provide short term training of school level. Whereas 20.5% of teachers respondent that
supervision did not helps to teachers provide short term training of school level. In table 4 item 3
shows that 52.3% of teachers responded that school based supervision dominated by the
principle of school. Whereas 47.7% of teachers respondent that school based supervision did
not dominated by the principle of the school. Indicate table 4 item 4 shows that 59.1% of
teachers responded that school based supervision is big practiced at the school level. Whereas

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40.9% of teacher responded that school based supervision is did not big practiced at the school
level.

3.3 Roles Of Supervisors

Table5 view of teacher on roles of supervisors

No of items Respondent
High Medium L0w Total
No % No % No % No %
1.Supervisor examine the lesson prepared by 6 13.5 25 56.5 13 29.5 44 100
teachers before actual class room observation
2.Supervisor collect the necessary evidence 21 47.7 12 27.3 11 25 44 100
that indicate both weakness and strength
which can serves as appoint of discussion
during post observation conference
3.Supervisor time on observing the teachers 18 40.9 14 31.8 12 27.3 44 100
to secure to valid and reliable evidence
4.Supervisor and teacher analysis the 13 29.6 21 47.7 10 22.7 44 100
teaching learning process

The above table5 item 1 show that 13.6% of teachers responded that supervisor examine the
lesson prepared by teachers before actual class room observation is high and 56.8% of
teachers before actual lesson room observation is medium. Indicate table 5 item 2 where as
47.7% of teacher responded that supervisor collect the necessary evidence that indicate both
weakness and strength which can serve as appoint of discussion during post observation
conference is high and 27.37% of teachers responded that supervisor collect the necessary
information that indicate both weakness and strength which can serve as appoint of
discussion during post observation conference is medium. Whereas25% of teacher responded
that supervisor collect the necessary evidence that indicate both weakness and strength which
can serve as appoint of discussion during post observation conference is low. Concerning to
item 3 in the same table40.9% of teachers responded that supervisor observe the teacher to
secure and reliable evidence is high and 31.8% of teachers responded that supervisor observe
the teacher to secure and reliable evidence is medium .whereas 27.3% of teachers responded
that supervisor observe the teacher to secure and reliable evidence are low. According to item

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 4 in the same table 29.6 percent of teacher responded that supervisor and teacher analysis the
teaching learning process is high and 47.7 6 percent of teacher responded that supervisor and
teacher analysis the teaching learning process is medium. Whereas 27.7 6 percent of teacher
responded that supervisor and teacher analysis the teaching learning process is low.

3.4 Management Of The Supervisor

Table6. View of teachers on management technique of the supervisor

No of items Respondents
High medium Low Total
No % no % no % n %
o
1. Supervisor manage the day to day activity 7 15.9 17 38. 20 45.5 4 100
of the school 6 4
2. Supervisors ability to manage the school 7 15.9 15 34. 22 50 4 100
1 4

The above table 6 item1 shows 15.9% of teachers responded that supervisor ability to manage
the day to day activity of the school is high and 38.6% of teachers responded that supervisor
ability to manage the day to day activity of the school is medium. Whereas 45.5% of teachers
responded that supervisor ability to manage the day to day activity of the school is low. This
indicates there is agape of skills on supervisor.

As the same table in item 2, 15.9% of teachers responded that supervisor ability to manage the
school is high and 34.1% of teachers responded that supervisor ability to manage the school is
medium. Whereas 50% of teachers responded that supervisor ability to manage the schools is
law.

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3.5 Challenges Of Supervision
Table7.challenges of supervision that affects supervision
No of items Respondents
Yes No Total
NO % No % No %
1. Is the work load of supervisor affects supervision in 26 50.1 18 40.9 44 100
the school
2. Is the availability of supervisor is best to supervision 25 56.8 19 43.2 44 100
the day today activity of the school
3. Is the number of supervisor increases the effectiveness of 24 54.5 20 45.5 44 100
implementation supervision

The above table7 item 1 shows that 50.1% of teachers responded that the work load of supervisor
affects supervision in the school. Whereas 40.9% of teachers responded that the work load of
supervisor did not affects supervision in the school.

According to the interview 100% supervisors and 50%principals responded that supervisor’s
work load affects supervision in the school. Because supervisor did not get adequate time to
support those four school in a short period of time. It is difficult to address new training strategy
and methods of teaching for teachers for short period of time. Whereas 50% principal’s
supervisors work load cannot affect supervision in the school rather it depends on the techniques
or the ability of his or her addressing style is the most importance way to implement supervision.

According to item 2 in the table indicates that 56.8% of teachers responded that the availability
of supervisor is best to supervise the day to day activity of the school. Whereas 43.2% of
teachers responded that the availability of supervisor is not best to supervise the day to day
activity of the school. Concerned to item 3 in the same table shows that 54.5% of teachers
responded that the availability number of supervisor increases the effectiveness of
implementation supervision. Whereas 45.5% of teachers responded that availability number of
supervisor does not increase the effectiveness of implementing supervision.

19
According to the interview 100% supervisor and 100% principals responded that the number of
supervisor increases the effectiveness of implementing supervision in the school. Supervisor can
address new training strategy and methods of teaching for teachers in short period of time.

CHAPTURE FOUR
4. SUMMARY, CONCLUSION AND RECOMMENDATION
4.1 Summaries
This study was conducted in government secondary school of Kersa Malima Woreda in Leman
secondary school. The main purpose of the study to identify the current practices and problem in
instructional supervision in government secondary school of Kersa Malima Woreda in Leman
secondary school and recommend possible solution that may alleviate the problem specification.
The study was intended to analyze the current practice of instructional supervision in
government secondary schools of leman in Kersa Malima Woreda. In order to achieve the
objective of the study was guided by the following basic questions:

1. What is the major problem and practices that affect implementing instructional supervision
Government secondary school of leman in Kersa Malima Woreda.

2. To what extent supervisor manage or control their class room supervision procedures
Government secondary school of Leman in Kersa Malima Woreda.

3. To what extent supervisors use major roles and function of instructional supervision
government secondary school of Leman in Kersa Malima Woreda.

The result of the study indicates that some teachers are not satisfied by supervision activities in
the school. The work load of supervisor affects supervision in the school. There are gapes on
supervisor to manage the day to day activity of the school and examine the lesson prepared by
teachers. Therefore, techniques and awareness creation for supervisors and increase number of
supervisor would be necessary.

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4.2 Conclusions

In dealing with the research problem descriptive survey method was employed review related
literature was reviewed and total of 70 respondents were selected by using random sampling
techniques. The subjects of the study were 68 teachers and 2 school principles’.

In addition to interview was conducted with 2 school principles’ and observation checklist from
the school. In sample government secondary school of Leman in Kersa Malima Woreda. The
data were collected from various sources by means of questions, interview and observation
checklist were analysis and interpreted using appropriate statistical tools and the finding are
presented below;

 Regarding to sex of the respondents 70.5% of male teachers and 29.5% of female teachers.
This refers that there was less involvement of female teachers as compared to their male
teachers.
 Regarding to qualification level 2.3% of teachers is diploma 86.4% of teachers are degree
and 11.3% of teachers are MA/MSC. This indicates that there are few teachers who have
diploma and small amount MA/MSC teachers in high school level. In this case it full field
the national standards of teachers based on qualification.
 The majority of teachers 95.4% teachers responded that supervision helps to teaching in
assessing the training needs of teachers.
 According to 88.6% of teachers responded that supervision helps to teachers in identifying
instruction problems. Whereas 11.4% of teachers responded that supervision did not help to
teachers in identifying instruction problems. This implies that some teachers are not
satisfied by supervision activities in the school.
 Regarding to supervisors’ work land majority of teachers responded that the work load of
supervisor affects supervision in the school.
 Majority of teachers responded that the availability number of supervisor increases the
effectiveness of implementation supervision.

21
  According to the interview 100% of supervisors and 100% principals responded that the
number of supervisor increase the effectiveness of implementing supervision in the school.
Supervisor can address new training strategy and methods of teaching for teachers in short
period of time.
 Concerning to ability of supervisor 15.9% of teachers responded that supervisor ability to
manage the day to day activity of the school is high and 38.6% of teachers responded that
supervisor ability to manage the day to day activity is medium. Whereas 45.5% of teachers
responded that supervisor ability to manage the day to day activity of the school is low.
This indicates there is a gape of skills on supervisor.
 Regarding to management of the school 45.5% of teachers responded that supervisor ability
to manage the day to day activity of the school is low. This indicates there is a gape of
supervisor to manage the day to day activity of the school.

4.3 Recommendation

The following recommendations are forwarded for proper implementation of effective

instructional supervision.

Training for teachers and supervisors by educational experts should be very much essential for
fulfill their gape and for effective implementation of instructional supervision at school level.

Techniques and awareness creation for supervisor by experienced personnel should be

mandatory.

Kersa Malima Woreda education office should increase the number of supervisors to implement
effective supervision at the school level.

22
References
Book store.

Dictionary of education, 1992. Book of definition of education: UNESCO

Dull L, Loyd W (1981), supervision; school leader ship hand book, ohioCharlessE, Merrilpub,C

Glick man C.D Goldon AND S.P.S Ross Golden,J.M,(1989) Instructional supervision and
leadership development approach,Boston person

GTAE O, 2009, Gondar Town Administration education office population statistical data.

Kddushin, A (1992) supelilion in social work (3rdedn), Columbian university press

Ma:Mcgrow:hill boil Ade sanra 1989 an intirodction to educational administration Holy stone

MOE. (1996). Educational supervision of school improvement program, Addis Ababa: ministry

Of education.Obilade Sandra 1989, an intiroduction to educational administration. Obystone;

Book store.

Oliva,p,f and G. E pawlas (1997), supervision for today’s school, 5thed, New York longman.

Sergiovannis T.J and starrate R.J (2002) supervision. Area definition boston.

SergiovannisT.Jandstarrate R.J (2002) supervision. Area definition boston.MA:

23
 Appendix 1

WOLAITA SODO UNIVERSITY

COLLEGE OF EDUCATION AND BEHIVAROL SCIENCES

DEPARTMENT OF EDUCATIONAL PLANNIG AND MANAGEMENT

Questionnaire prepared for teachers

Purpose: the purpose of this questionnaire is to collect the relevant data for problems of
supervisors. Thus the genuine response that you give has a greater significance for the success of
the study. Therefore, you are kindly requested to fill the questionnaire carefully and honestly.

General direction:

 No need to write your name

 For those items with alternatives, mark your response on the boxes provided by putting
“x”

Thank you in advance for your cooperation!

24
Part1: General information of the respondents

Please put “x” or marking in the given boxes below

No Alternative

1. A Sex B. male C. Female

2. Age B. 21-25 C.36-40

D 40-45 E. 46 and above

3. Qualification Diploma

Degree MA/MSC

25
 Part2: practice of supervision related questions

Please put “x” or marking in the given spaces.

(5=strongly agree 4=agree 3=undecided 2=disagree 1=strongly disagree)

Items 5 4 3 2 1

1. Supervision creates positive atmosphere for professional growth and

development.
2. Instructional supervision is contributed to the effectiveness of the
teaching learning process in school.
3. Supervision allows teachers to participate in the management of
school operation.
4. Supervision helps to teachers in identifying instruction problems.

5. Supervision helps to teaching in assessing the training needs of

teachers.

6. Supervision help to teachers provide short term training of school

level.

7. School based supervision dominated by the principle of the school.

8. School based supervision is big practiced at the school level.

26
Part3: challenge of supervisor that affects supervision

Please insert “x” or marking in the given spaces

(5=STRONGLY AGREE 4=AGREE3=UNDECIDED 2DISAGREE,1STRONGLY DISAGREE

Items 3 2 1
1. Is the work load of supervisor affects supervision in the school?
2. Is the availability is best to supervisor is best to supervision the day to
day activity of the school?
3. Is the number of supervisor increases the effectiveness of
implementation supervision?

27
Part4: role and management of supervisors.

Please insert “x” or marking in the given spaces

(5=strongly agree 4=agree 3=undecided 2=disagree 1=strongly disagree)

3 2 1
1. Supervisor examine the lesson prepared by teachers before actual
class room observation.
2. Supervisor collect the necessary evidence that indicate both weakness
and strength which can serves as appoint of discussion during post
observation conference.
3. Supervisor time on observing the teachers to secure to valid and
reliable evidence.
4. Supervisor and teachers analysis the teaching learning process.
5. Supervisor manage the day today activity of the school.
6. Supervisor’s ability to manage the school.

28