Abstract:
The purpose of this study was to assess practices and challenges in implementing instructional
peer supervision in secondary schools of Bale zone. Three basic questions were formulated,
which emphasized on perception of teachers towards peer supervision, how are peer
supervision committee employ procedures of classroom observation, major challenges hinder
implementation of supervision. Descriptive survey design was employed throughout the study.
The study was conducted in 11 sampled schools selected using stratified random sampling
techniques. 11 principals, 7 school supervisors and 10 peer supervision committees were
selected using availability sampling methods. Furthermore, 151 teachers were selected using
simple random sampling methods. Questionnaire and interview was the main instruments of
data collection. Teachers and peer supervision committee members filled questionnaires. All
principals’ and supervisors were included for the interview. Frequency, percentage and mean
were used to analyze and interpret the quantitative data. In addition, t-test was applied to see
the significance difference between the mean of teachers and peer supervision committees.
Qualitative data gathered through interview and documents were analyzed using narration. The
data analysis revealed that peer supervision practices were inefficient. Teachers perceived peer
supervision as performance evaluation than supportive activities and also procedure of
classroom observation were not effectively implemented. Among the major challenges
influencing instructional peer supervision, lack of relevant training programs for peer
supervision committees, teachers’ negative attitude towards peer supervision, and lack of
supervision materials like manuals and shortage of budget for supervisory activities hinder
proper implementation of peer supervision. Based on these findings recommendation forwarded
include: Awareness on teachers, training, workshop and experience sharing for peer
supervision committees to improve supervisory competence. Finally, resources like manuals and
adequate financial budget allocation for the success of peer supervision at the school was
suggested
