Abstract:
This study was conducted to assess the Instructional Supervision practices and challenges in
Nuer Zone Primary Schools. Descriptive research design and Multistage sampling technique was
employed to select the samples. Both qualitative and quantitative approaches have been used. A
total of 226 respondents from 10 primary schools were involved in this study. Interview and
document analysis were used to substantiate the data gathered through questionnaires.
Frequency, percentage; mean and t-test were utilized to analyze quantitative data. Regarding the
result, among the strengths and limitations, instructional supervisors were able to identify lack of
abilities, lack to teachers’ skill gaps, lack to encourage and facilitate school self-evaluation on
instructional matters, and was gap to advice services of teachers on teaching- learning process.
They did not assist teachers in arranging induction training, in lesson planning didn’t assist
teachers in developing/selecting instructional materials, was limitation to introduce new
technologies of teaching methods and materials. Lack of readiness to accept their instructional
limitations, having their own offices, furniture, stationary materials, and had no enough time to
support all teachers instructionally: were challenges encountered during the process of teaching
and learning. Finally, to minimize the problems of schools, training should be given either to
identify the gap or familiarize themselves with new technologies, school based self-evaluation
should be encouraged with material support. Frequent supervision should be strengthened
among supervisors along with halting of the current challenges encountered in the school during
the implementation programs.
