Abstract:
This study was conducted to evaluate the effectiveness‟s of instructional supervision in
government Preparatory schools of Bale Zone. The purpose of conducting this study was
to investigate the extent to which instructional supervision was being implemented,
identify challenges that face instructional leaders in the implementation process and find
out the efforts of instructional supervisors in facilitating the conditions for learning and
teaching process. A qualitative and quantitative methods approach was employed to
collect and analyze data. Sample of schools were selected by purposive sampling
technique. The study participants drawn from five government preparatory schools using,
simple random and purposive sampling techniques. The quantitative data were collected
by questionnaire and analyzed by using descriptive statics. Means count, frequency,
percentage, and mean. The qualitative data collected through interview and document
analysis was analyzed by using narration. Moreover, the qualitative data collected by
document analysis and interview by open ended questionnaires were qualitatively
analyzed to triangulate the quantitative data. The findings of the study suggested that,
Instructional supervision was not effectively done in these schools. The school leaders
gave their time for routine administrative activities, than, instructional process and they
did not supervise teachers timely. The leaders had lack of commitment, lack of
knowledge how to observe classroom situation and lack of clear guide lines for
supervision. Furthermore, lack of sustainable and organized training system, budget as
well as, absence of school coordination limited the school supervision practices.
Therefore, ineffective instructional supervision practice in the schools arose from lack of
qualified instructional leaders, school leaders did not do closely with teachers, most of
school leaders engaged in administrative activity than instructional process. Instructional
supervision was not held appropriately. The practical contribution of instructional
supervision to the teachers was ineffective. Based on this, the researcher recommended
that, School leaders should closely do with teachers, and the Zonal and Woreda
Education offices should monitor and evaluate the effectiveness‟s of instructional
supervision. The school leaders also need to change the trend of using more time for
administrative activities, than instructional issues. Providing the required training for
school leaders, senior teachers and organize continuous and regular supervision program
in the school system. It would be better to assist teachers, fill the gaps in knowledge,
skills, and attitudes, the profession requires for discharging responsibilities given to them
by the society.
