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.
