Abstract:
This study was conducted to assess the Challenges and Prospects of Implementing Clinical
Supervisory Approaches of Selected Secondary Schools in West Harargeh Zone, Oromia
regional State .To conduct the study, descriptive survey design was employed and Multistage
sampling technique was employed to select the sample Woredas, schools, school leaders and
teachers. To this end, 6 Secondary Schools, 6 secondary school supervisors6 principals 6
school vice principals, and 24department head teachers and 88 secondary school teachers
were included in this study. Questionnaire was the main data gathering instrument for this
study. Thus, 85 teachers, 42 school leaders filled the questionnaires. An interview was also
conducted to enrich the quantitative data. As a result, six secondary school principals and 6
secondary school supervisors were interviewed. Quantitative data collected through
questionnaire was analyzed by using mean scores and t-value test by using SPSS v.20. The
data gathered through interview was discussed in line with questionnaire. Consequently, the
main findings come out from this study were: the majority of teacher respondents asserted
that they were not well oriented and aware towards the clinical supervision activities. The
school leaders as well as teachers were not having the awareness of clinical supervisory
approaches concepts and its implementation procedures. Clinical supervision was not
effectively implemented in their school. the leaders were conduct classroom observation
without informing about objectives of class room observation, teachers and supervisors were
made agreement on classroom observation; there were no post classroom observation as
expected,, the classroom observation checklist were the same for all teachers, there were no
frequently classroom observation and giving feedback sometimes the giving feedback were
generally as meeting as well as teachers have no commitment for taking feedback leaders
have lack of knowledge, skills and experience for implementing clinical supervision.; The
study recommends teachers should be trained on clinical supervisory approaches to use
modern teaching techniques and methods that are suitable for their students the supervisors
should give constructive feedback, identify alternatives of improvement, foster autonomy,
appraise themselves and others, and manage their time efficiently. Teachers and leaders
should read different professional competence to update their competence, teachers should
be organized by clinical supervisory approaches to enable teachers identifying their
instructional limitation and develop their strengths, and address their weaknesses.
