Abstract:
The purpose of this study was to examine the practice and Opportunities of instructional
supervision in secondary Schools of Guji Zone. To meet the objectives of the study descriptive
survey research design approach were applied. The researcher incorporated (183) of the
sample populations as respondents. 42 leaders (supervisors, Principals, vice principals and
department heads),129 teachers and 12 student council representatives to suggest some
possible recommendations for future improvement. Simple random sampling technique was
used to select, teachers, available sampling for leaders and purposive sampling technique
was used to select student council. The tools of this study were questionnaires, interviews and
document analyses were used for the purpose of collecting relevant data. Data obtained
through questionnaires were analyzed using statistical tools like mean, average mean, and an
independent sample t-test. Moreover, data gathered through interview and document analysis
were considered to complement the questionnaires in narrative form. Findings of the study
indicated, supervisors unable to use observation instrument to collect data on the lesson
being thought, supervisors focused on administrative matter more than their activiteas, less
contribution of instructional supervision on teachers professional development, and
instructional supervisors unable to conduct further study to improve specified gaps and solve
the actual instructional problems. The researcher forwarded the following conclusion;
supervisor supervises without preparation and rarely conduct procedure of classroom
observation, there were lacks of supervisors’ knowledge and skill on supervision techniques,
Instructional supervisors are poorly facilitating professional growth of teachers and
instructional supervisors less concerned to conduct further study to improve specified gaps
and solve the actual instructional problems. It is recommended that; the principals should
change the trend of using more time for administrative than teaching learning activities,
supervisors should use observational instrument to collect information from teachers,
principals and education office should improve teachers’ profession by conducting research,
experience sharing, and giving training for teachers’ professional development.
