Abstract:
The purpose of this study was to investigate practices, challenges and strategies to improve school based supervision in secondary schools of West Arsi Zone. To achieve this purpose, seven school-based supervisors, 204 teachers, seven school principals, and seven districts Education Offices were included in the study using stratified random sampling and purposive sampling techniques to select samples. A questionnaire, interviews and document review used to gather the necessary data. The data then tabulated and analyzed quantitatively and qualitatively using percentages and description respectively. The findings of the study revealed that, the supervisors did not play the various role expected of them; the teachers roles such as read to take comments, help to preparing evaluation check list in supervision was almost negligible; the teachers’ and school-based supervisors’ view didn’t meet in line with the intention and principles of supervision. The teachers, specially appeared to have a negative attitude towards supervision, the major problems that affect effectiveness of school based supervision practices in the secondary schools were: supervisors’ inefficiency, lack of participatory approach to supervision, shortage of school finance for supervision training, lack of proper training and awareness of supervision for supervisors and teachers. Based on the findings, the following conclusions were made. The supervisors appeared inexperienced, uncertified and unspecialized to conduct supervisory practices effectively and efficiently, Supervisors did not seem to play the various roles expected of them, the teachers appeared to have negative perception towards supervisory practice, satisfactory pre and post observation conferences were not provided enough and supervisors consider themselves as superiors in position to school teachers and teachers view them as fault-finders. Based on the findings, it is advisable for the stakeholders in cooperation with non-governmental organizations facilitate the training programs for the effectiveness of supervision at the school level, education offices should give attention to provide the sufficient coaching, and continuous mentoring program so that they are equipped in a way they are supposed to do. School-based supervisors should create an opportunity for teachers in implementing various supervisory options in relation to the individual teachers’ developmental levels and needs in both Government and nongovernment schools. In addition to these, teachers attitude toward School based supervision should be changed by providing them training or by communicating them the overall objective of the school
