SUPERVISION PRACTICES AND IT CHALLENGES IN SECONDARY SCHOOLS OF ARSI ZONE, OROMIA REGIONAL STATE

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.