The Practices of Instructional Supervisions in Supplementing Holistic Teaching-Learning Process: Qersa and Omo Nada Woreda Secondary Schools of Jimma Zone in Focus

Abstract

The purpose of the study was to assess the practices of instructional supervision in supplementing teaching-learning process in secondary schools of Qersa and Omo Nada woreda of Jimma zone. It particularly treats issues of how instructional supervision is practiced in improving the holistic teaching learning process, how instructional supervisors render professional support to teachers to enhance classroom instruction, and what challenges are there in practicing instructional supervision in think of promoting the provision of quality education. To accomplish this purpose, the study employed a descriptive survey method, which is supplemented by quantitative and qualitative research method to enrich data. The study was carried out in two secondary schools of the two woreda which comprises -58 teachers, 31 internal school supervisors (2 principals 2 vice principals, 12 department heads and 15 senior teachers) and 2 woreda supervisors who included in the study purposively.  Questionnaire and interview was the main instrument utilized during data collection.

Descriptive statistics like frequency, percentage for part and narration for qualitative were employed to analyze the data. Finally, the results of the study revealed that the practices of instructional supervision in supplementing holistic teaching learning in the woreda were ineffective and suffered with many challenges like lack of adequate knowledge among supervisors, shortage of resources for support, low top management attention and the like. Therefore, it is recommended that the woreda would  be able to enhance the supervisory activities in considering its importance in assuring quality education by arranging training, improving resource allocation for supervision work and give due attention for the issue in order to alleviate the problem.