Abstract:
The purpose of this study was to assess the practices of instructional supervision and its` effects on academic achievements of students in government primary schools of Yubdo Woreda. To conduct the study mixed design was employed and Multistage (schools and individuals) sampling technique was employed to select the sample schools. Among the 26 government primary schools found in Woreda, 12 of them were selected by simple random sampling. Questionnaire was the main data gathering instrument for this study. As a result, 36 department heads and 161 teachers were included as respondents by using available sampling technique. An interview was also conducted to enrich the quantitative data. Furthermore, 8 school principalsand2viceprincipals were participated in the study through purposive and sense sampling technique respectively. Quantitative data was collected through questionnaire and analyzed by using mean scores, standard deviation. The data gathered through interview was discussed in line with the findings of questionnaire. On the other hand, there were many challenges those primary school instructional supervisors come across while implementing school based supervision. These were lack of allocated budget and supervision manuals to implement the practices of instructional supervision. Lack of relevant training programs for supervisor’s i.e inadequate pre-service and in-service training, selection of instructional supervisor is another problem. Drop out of student is one factor that can affect the academic achievements of students directly or indirectly, and then drop out of students at the study area is high as the findings of the study showed. Finally, to minimize and if possible to solve the problems, the following recommendations were drawn; the Woreda Education office and West Wollega Zone education office in collaboration with school should have to workl effectively and efficiently to improve the academic achievements of student. Instructional supervisors of Yubdo Woreda primary schools should arrange induction course for beginner teachers so as to make them familiar with the classroom instruction; also there should be experience sharing programs among teachers and support of senior teachers in conducting action research
