Educational Planning and Management

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    THE ROLE OF SCHOOL-BASED SUPERVISION IN ENHANCING QUALITY OF EDUCATION IN SECONDARY SCHOOLS OF HAWASSA CITY ADMINISTRATION
    (HAWASSA UNIVERSITY, 2024-02) YEMISRACH MULUGETA
    The purpose of the study was to assess the role of school-based supervision in enhancing quality of education in secondary schools of Hawassa city Administration. To achieve the objective of the study descriptive survey research design with mixed approach was employed. The study was conducted at four sampled schools (Misrak Chora secondary School Addis Ketema secondary School, Adare and Tesso secondary school in Hawassa city administration.) The study population was selected through simple random sampling selection. Totally,241 populations were selected as samples of the study. The data gathered were analyzed in descriptive statistics such as percentages, frequencies as well as mean and standard deviation for quantitative tools whereas thematically analyzed qualitative study. Document review, questionnaire and interviews were used as data gathering instruments. In order to achieve this purpose, this study, therefore, attempted to get answers based on the four basic research questions. The finding of the study showed that the extent of school based supervision practice was low in the study area. Furthermore, the study result confirms that the supervisors did not play their roles expected from them; as well as exerting and supporting as supervisory role to enhance quality of education in the study area was not satisfactory. Regarding the teachers professional competence, the study revealed that the school based supervision have low contribution to enhance professional competence of teachers due to ineffective provision and practice of the supervisory role. It was also found out that school supervisors themselves need to have a good command of knowledge of subject matter and methodological skills to enable them be able to see and advice on teachers. Weaknesses and to improve their professional competence. Additionally the study revealed the factors that affect the school based supervision in the study areas the finding exposed that lack of instructional materials, poor communication with superintendent, lack of in-service training in the area of instruction, inconsistence operation of instructional activities, heavy work load on instructional leaders, shortage of time to perform instructional activities, insufficient funds for training, workshops, seminars, experience sharing and lack o f trainings were the major problems in the study areas. Overall the study result shows that the extent of school based supervision practice was low in the study area. Finally, to minimize the problems of school-based supervision in secondary 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.