Browsing by Author "MUHAMMED KEDIR BEDASO"

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    SCHOOL BASED SUPERVISION AND ITS INFLUENCE ON QUALITY EDUCATION IN SECONDARY SCHOOLS OF ARSI ZONE, OROMIA REGION, ETHIOPIA
    (HAWASSA UNIVERSITY, 2024-06) MUHAMMED KEDIR BEDASO
    The objective of the study was to assess school-based supervision and its influence on quality education in secondary schools in Arsi Zone, Oromia Region. A descriptive survey design was utilized for the study, and qualitative approach was applied to enhance the data. Simple random selection approaches were used to conduct the study at six secondary schools that were chosen within the Arsi Zone. To ensure that each Woreda and town administration had an equal and non-zero probability, the basic random sample technique was used. Then, 105 teachers were chosen at random from these schools, and nine vice principals were specifically chosen to receive surveys. In addition, a purposeful selection of 36 school-based supervisory committees, 6 principals, 6 district experts, and 1 zone expert were available as key informants. Data were gathered using questionnaires, interviews, and focus group discussions. A t-test and descriptive statistics were used to examine and summarize the data that had been gathered. According to the study's findings, teachers in the study schools participated in curriculum and instruction planning held meetings to address issues with instruction, provided timely feedback, and provided opportunities for students to seek advice from other teachers all of which were highly prevalent in the study area. Additionally, the following school-based supervision practices were having an impact on the quality of education: enhancing teaching practices; observing classes and utilizing a range of teaching strategies; raising staff awareness of school-based supervision; enhancing student learning outcomes and performance; providing a forum for teachers to discuss challenges related to teaching and learning; improved collaboration between school supervisors and teachers; and providing orientation to teachers regarding school-based supervision practices. According to the results of school-based supervision, there are a number of issues that hinder the provision of high-quality education. These include a lack of appropriate trainings, experience-sharing sessions, a budget shortfall for school-based supervision, a shortage of material resources, supervisors' workloads, a lack of pedagogy, the need to organize induction courses for new teachers, a lack of ways to increase student participation, and a lack of resources to help teachers implement effective technology or active learning techniques in the classroom. Finally, it was recommended that mentorship programs be used to support teachers' professional development in order to lessen the problems with school-based supervision and its impact on secondary school quality education. Supervisors collaborate with teachers to jointly plan programs for experience sharing within the framework of their local schools. Supervisors plan instructor peer-to-peer monitoring strategies to raise the standard of instruction. In order to improve their supervisory efforts, they also give supervisors relevant in-service trainings. The success of supervision at the school level also depends on resources like supervision manuals and a sufficient budget.