Abstract:
The purpose of this study to examine the status of supervision and its effect on teacher’s
performance in Arsi Zone of Oromia Regional State. Three basic questions were
formulated which emphasized on the extent of supervision and its effect on teachers
performance in secondary schools of Arsi zone. To conduct this study descriptive survey
method employed. The simple random, purposive sampling and available sampling were
used, to choose respondents from target population of study to collected first hand
information relevant to the study from respondents in order to examine the effect of
supervision on teachers performance. From 70 government secondary schools found in
Arsi Zone 7 of them were selected. 173 teachers, 60 school leaders and 6 supervisors were
taken. Questionnaires, interview and document were used to analyze collected data. The
qualitative data collected through interviews and documents narrated. The result of the
study indicated that secondary school supervisors had lack of training and not up-to the
standard and challenged by shortage of materials and budget. Supervision service did not
improve teachers’ performance. Teachers involved in the study had negative attitude on
the services and significance of supervision. Ineffectiveness of the practices of supervisory
options not matching with the individual teacher’s development To solve the problems of
supervision and its effect on teachers performance improvement in secondary schools; it
is recommended to Zonal educational expertise, Wored educational leaders should give
relevant in-service trainings for supervisors. Necessary budget should allocate to
supervision services.
