Abstract:
The purpose of this study was to assess the experience of Practices and Challenges of Instructional
Supervision in Preparatory Schools of East Hararghe Zone, Oromia Regional State, Ethiopia
namely:G ursum, Babile, Kersa, Kombolcha, Chelanko , Dadar Kurfaa Calle and Gurawa
preparatory schools. The study examined the actual experience, effectiveness Practices and
Challenges of Instructional Supervision in Preparatory Schools of East Hararghe Zone. The
research design employed in the study was both quantitative and qualitative approaches.
Accordingly, a questionnaire was prepared to be filled by teachers, school based supervisor s
(principals, vice principals, and supervisors), and department heads. For the qualitative portion,
interviews were conducted. Regarding the questionnaires, distributed to sample size of 74 teachers
,24 school based supervisors (principals, vice principals and supervisors) and 32 department
heads. Out of 136 distributed questionnaires 130 were returned, producing an overall 95.5
%return rate. Data obtained through questionnaires were analyzed using statistical too issue as
mean, standard deviation, frequency and one- w a y ANOVA. The results of the study indicated
that teachers lack awareness and orientation on the activities and significance of school-based
supervision, ineffectiveness of the practices of supervisory options matching with the individual
teacher’s developmental level, and inability of supervisors to apply the necessary procedures for
classroom observation properly. On the other hand, among the factors that influence the
effectiveness of school-based supervision were lack of relevant training programs for supervisors,
scarcity of experienced supervisors in school-based supervision activities, lack of supervision
manuals in the schools and shortage of allocated budget for supervisory activities. Finally, to
minimize the problems of school-based supervision in preparatory 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.
