Abstract:
This study investigates the practices and challenges of school-based supervision in
government primary schools within Shankor Woreda, aiming to enhance the professional
development of teachers and improve student learning outcomes. Utilizing a mixed-methods
approach, data were collected from 66 teachers and 37 school-based supervisors through
structured questionnaires, interviews, and document review. Quantitative data were analyzed
using descriptive and inferential statistics such as percentage, frequency, mean and
independent sample t-test, while qualitative data were examined through narrative analysis.
The findings reveal significant disparities in understanding school-based supervision among
teachers and supervisors. While supervisors believe that teachers are well-informed about the
purpose and benefits of supervision, many teachers express a lack of orientation and do not
recognize the importance of these activities for improving student learning. The study
identified collegial supervision as the most practiced model, yet other forms, such as clinical
and informal supervision, were largely neglected. Further, the analysis indicated
shortcomings in the implementation of classroom observations. Supervisors often failed to
conduct pre-observation meetings, leading to ineffective observations that typically occurred
only once per semester. Additionally, supervisors were found to be inadequate in organizing
supportive meetings and professional development opportunities for teachers, which hindered
effective teaching practices. Key challenges to effective school-based supervision include
inadequate training for supervisors, a shortage of experienced personnel, budget constraints,
overwhelming workloads, and negative perceptions of supervision among teachers. In
conclusion, the study underscores the need for improved training and support for schoolbased supervisors and greater engagement with teachers to foster a collaborative
environment. Recommendations include developing comprehensive training programs,
establishing clear supervision guidelines, and promoting a positive view of supervision
among educators to enhance the effectiveness of school-based supervision in Shankor
Woreda.
