CHALLENGES AND IMPLICATIONS OF SCHOOL-BASED SUPERVISION FOR PROFESSIONAL DEVELOPMENT Of TEACHERS IN SECONDARY SCHOOLS OF KOMBOLCHA WOREDA, EAST HARERGE ZONE, OROMIA

Abstract

The purpose of this study was to assess the challenges and implications of school-based supervision for professional development of teachers in secondary schools of Kombolcha woreda. Three basic questions were formulated, which stressed on the challenges, implications and views teachers about school-based supervision in secondary schools of Kombolcha woreda. To conduct this study, mixed research design or sequential explanatory was employed. 3 secondary schools found in the woreda, and 3 of them were selected using availability sampling. One supervisor was selected using availability sampling technique. From these sample schools, 113 teachers were selected using availability sampling techniques, 6 school leaders were selected by using purposive sampling, and 12 department heads were selected by using census sampling methods. Questionnaire was used as a main tool of data collection. Interview and document analysis were used to support the data gathered through questionnaires. Frequencies, percentage, mean and t-test were utilized to analyze quantitative data gained through the questionnaires. . The qualitative data gathered thorough interview and document analysis were analyzed by narration. The result of the study indicated that teachers lack awareness and orientation on the activities and significance of school-based supervision, incapability of school-based supervisors for supervisory activities, lack of trainings to update supervisors, Shortage of allocated budget and heavy work load. Negative perceptions of teachers, inability of supervisors to inform rules, regulations and procedures of school-based supervision to teachers, unable to understand school-based supervision as personal and professional empowerment, teachers negative implication related school-based supervision and also supervisors’ unable to identify skill gaps of teachers and design mechanisms to solve the problem. Finally, to minimize the problems of schoolbased supervision in secondary schools, it is recommended to give relevant in-service trainings for supervisors to upgrade their supervisory activities, necessary resources such as supervision manuals and an adequate budget for the success of supervision at the school level was suggested.