Abstract:
The purpose of this study was to assess the practices and challenges of instructional supervision
in government secondary schools of the Asossa zone. The descriptive survey design was
employed; The study was carried out in 4 selected woredas by using simple random sampling
techniques. 9 secondary schools were selected through simple randomly. Then from 294
teachers, 197 simple random were used to select teachers and 9 department heads were selected
for simple random sampling, All 27 instructional leader and 4 teachers development team
leaders were selected by using purposive sampling. The data gathering tools were a questionn
aire, interview and document analysis. The questionnaires were distributed 233 copies and 228
respondents were filled and returned. The findings of the study indicated that instructional
supervisors didn’t give regular and adequate support to teachers in professional and curriculum
development. They didn’t give training to teachers. On the other hand, instructional supervisors
faced different challenges. These were: problems in selecting and assigning the right persons
as instructional supervisors, lack of supervision manuals, lack of adequate budget, facilities,
and materials, the resistance of teachers to supervision due to lack of awareness, lack of
experience sharing programs among teachers, and lack of right training for supervisors. Based
on the findings, it was recommended that supervisors need to give regular and adequate support
to teachers. Woreda education office is suggested to select and assign the right persons as
instructional supervisors. The regional education bureau, zone education department, and
Woreda education office are suggested to fulfill supervision manuals and allocate budget
