TEACHERS’ AND SCHOOL LEADERS’ ATTITUDES TOWARDS PRACTICES OF INSTRUCTIONAL SUPERVISION IN SECONDARY SCHOOLS OF JIGJIGA CITY COUNCIL, FAFAN ZONE, SOMALI REGIONAL STATE, ETHIOPIA

Abstract

This research aims to examine teachers’ and school leaders’ attitudes towards practices of instructional supervision in secondary schools of Jigjiga City Council. The study was a descriptive survey design with both quantitative and qualitative methods. A simple random sampling technique was used to select the participants for the questionnaire and interview. Quantitative data were obtained through survey questionnaire distributed to (N=114) teachers and randomly selected from (N=3) schools, while qualitative data were collected through interviews with (N=6) school leaders (i.e N=3 principals and N=3supervisors) selected from the survey participants. Quantitative data were analyzed through descriptive and inferential statistics, and qualitative data through narration themes. The findings show that most of teachers felt that all instructional supervision approaches were rarely applied in their schools.Positive correlation between supervision and professional development was identified. Regression analysis also showed that preferred supervision approaches and perceived professional development are the major factors contributing to teachers’ and school leaders’ attitudes towards instructional supervision. The study concluded, the current practice is inadequate to help teachers for better teaching. New teachers wanted collaborative supervision, while experienced teachers preferred self-directive approaches. Teachers’ and school leaders’preference and perceived professional development are the factors contributing to teachers’ and school leaders’ satisfaction and positive attitude. The study recommends frequent use of supervision, review of the current practice and adapting flexible policies that give teachers with options in the practice, as well as developing a collaborative culture that is based on trust, respect, reflection and participative approach. Supervision should foster professional growth of teachers and supervisors through ongoing trainings. To realize teachers’ and school leaders’satisfaction and create positive attitude to supervision, Jigjiga City Council Education Bureau, supervisors and principals collaboratively should give more attention to enhance skills ,knowledge and attitude of school instructional supervisors and school leaders.