INSTRUCTIONAL SUPERVISION PRACTICES AND CHALLENGES IN PRIMARY SCHOOLS OF NUER ZONE, GAMBELLA REGIONAL STATE, ETHIOPIA

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.