CHALLENGES AND PROSPECTS OF IMPLEMENTING CLINICAL SUPERVISORY APPROACHES IN SELECTED SECONDARY SCHOOLS OF WEST HARARGHE ZONE, OROMIA REGIONAL STATE

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.