Abstract:
The main objective of this study was to investigate Perception and contribution of School Based Supervision for School Effectiveness in Secondary Schools in Afder Zone; Somali Regional State. In doing, descriptive survey design was employed and the main data gathering instrument of the study was questionnaire while the sampling technique applied in the study was stratified simple random practice, to choose a sample list of 88 individuals from these different groups: 5 Supervisors, 5 Principals, 45 Teachers, 20 department heads, 5 PTA heads and 8 Woreda Education Office experts. To triangulate the surveyed data, the researcher also employed Key Informant Interview, Document Analysis and personal Observations from the quantitative research approach. Mean, standard deviation and the independent sample t-test were the statistical methods used to analyze the collected primary data. After analyzing the data, the study depicted these following major challenges in Afder Zone secondary schools: communication problems, bad work environment, incapability of school leaders to deal with internal supervision challenges, teachers‟ perception towards supervision, and poor performance evaluation. These obstacles hindered the practice of school based supervision in that area, therefore; school based supervision has no effected in secondary schools in that Zone. In summary, these findings revealed that the majority of the school leaders in Afder are lacked the basic leadership skills (human, technical and conceptual skills) for practicing school supervision. for the effectiveness of school based supervision processes and promoting school effectiveness, it is recommended that school leaders in Afder Zone would be given seminars, cohorts and continuous human development resources, for improving their level of understanding school based supervision and its role in school effectiveness
