Abstract:
The purpose of this study was to assess practices and challenges of instructional supervision in
government secondary schools of West Hararghe Zone., Ethiopia. For this study, mixed
research design was used; data were gathered through questionnaire and interviews. Of the
total sample size, 89.5 teachers, 100% principals filled in and returned the questionnaire. Besides, 4 supervisors and 4 WEOSC were interviewed. 9 secondary schools and 105 teachers
were selected by stratified random sampling technique. 4 WEOSC and 4 supervisors were
selected purposively whereas 15 principals were sampled by simple random sampling
technique. The data were analyzed using frequencies, percentage and mean value. Qualitative
data were analyzed in narration of words. Some of the major findings was: instructional
supervisors did not give professional support to teacher to improve instruction. The practice of
instructional supervision in secondary schools indicated teachers have negative perception
towards the usefulness of instructional supervision. The main challenges that existed in the
implementation of instructional supervision, problem in selecting and assigning right persons
as supervisors, lack of supervision manual, lack of budget, facilities and materials to run
supervision, teachers’ resistance to supervision, workload and lack of training were listed. In
conclusion, teachers gained insuf icient professional support from instructional supervisors in
order to improve their instructional skills. Teachers’ negative perceptions towards the use of
instructional supervision influenced the practice of instructional supervision. The drawbacks
faced instructional supervision were excessive workloads of principals, lack of supervision
manual in the school, lack of budget, facilities and materials to run supervision, teachers’ resistance and lack of training to instructional supervision. Based on the findings, it was
recommended that supervisors need to give regular and adequate support to teachers on
professional and curriculum development and it is better to focus on academic tasks by
delegating administrative tasks to other personnel. Woreda education of ice is suggested to
select and assign the right persons based on criteria. Zone education bureau and woreda
education of ice are suggested to fulfill supervision manuals for instructional sup
