Educational Planning and Management

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    PRACTICES AND CHALLENGES OF SCHOOL BASED SUPERVISION IN GOVERNMENT SECONDARY SCHOOL OF HAWASSA CITY ADMINISTRATION, SIDAMA NATIONAL REGIONAL STATE
    (HAWASSA UNIVERSITY, 2024-10) ADUGNA HAMISO HANKAMO
    The main purpose of this study was to examine practices and challenges of school based supervision in secondary schools of Hawassa City Administration. The study employed a descriptive survey research design and quantitative and qualitative research approaches. To achieve this purpose 5 secondary schools were selected from 11 secondary schools; among these 282 (218 teachers and 64 school-based supervisors) respondents were selected by applied simple random and census sampling technique, respectively while 4 Sub-City Administration Education Office Experts has been conducted using purposive sampling technique. Data for the study were collected through questionnaire, interview and document review. Questionnaire was prepared and administered to teachers and school-based supervisors whereas interview has conducted with Education Office Experts. The researcher used the Statistical Package for Social Science version 27 in order to analyze quantitative data. The analysis of the quantitative data was carried out percentage, mean, standard deviation and independent sample t-test. The data gathered through interviews and document reviews were analyzed qualitatively through narration. Accordingly, the findings of this study showed that supervisor did not facilitate professional developments of teacher through mentoring program, they did not choose the right teaching method for a particular topic or class can be delicate in schools, they poorly manage teaching-learning time and they unevenly monitor student learning to provide ongoing feedback in the secondary schools. In general, the implementation of school-based supervision practices was ineffective due to lack of training, inadequate budget was allocated for supervision program and unavailability of skilled and experienced supervisory. Based on the findings, it is advisable for school-based supervisors to give emphasis to prior planning the supervisory tasks in scheduled manner and discussing with the supervisee and to create awareness on the purpose of school-based supervision.
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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.