PRACTICES OF INSTRUCTIONAL SUPERVISIONIN PUBLIC AND PRIVATE SECONDARY SCHOOLS OF DIRE DAWA CITY ADMINISTRATION

Abstract

The purpose of this study was to compare instructional supervision practices in public and private secondary schools of Dire Dawa City Administration. For this study, descriptive survey design was employed. Through stratified sampling technique, 5 public and 5 privet secondary schools were selected. The sample size from 10 sample schools were10 principal, 10 vice principal, 50 department heads, and 180 teachers selected by stratified random sampling. Besides to these, nine supervisors, 2 core process owners, and 3 case team coordinators from DDEB were included purposefully. The main data gathering instrument of the study was questionnaire. Interview and document analysis were also used to enrich the quantitative data. Interviews were held with nine supervisors, 2 core process owners, and 3 case team coordinators members. The quantitative data collected through the questionnaire were analyzed by using mean scores, standard deviation and t- test by using SPSS version 20. The major finding of the study indicated that regarding the practice of instructional supervisions in support planning in private and public secondary schools not effectively practiced. The same as, to assists the instruction, to applying continues class room observation and to facilitate continues training in each school are not practice enough. In addition to this, on the perception of instructional supervision in each school same teachers and school leaders to have negative perception. Generally, according to the above results it is possible to conclude that practice of instructional supervisions in private and public secondary schools of DDCA were inadequately practiced. Moreover, there was significant difference between private and public secondary schools. Based on the results of this study, the researcher recommended that instructional supervisors should be change their privies supervisory trend and using more time for support teaching learning activities, by conducting continuous and different approaches of classroom observation according to the situation and provide constructive feedbacks. Moreover, instructional supervisors should be emphasized on major tasks of supervision (direct assistance, curriculum development, group development, professional development, and action research). In addition to this, instructional supervisors must upgrade themselves by technology usage. Although, DDEB should be give attention to provide sufficient coaching, training and mentoring program for instructional supervisors to do in cooperate with MoE.