PRACTICES AND CHALLENGES OF SCHOOL BASED SUPERVISION IN GOVERNMENT SECONDARY SCHOOL OF HAWASSA CITY ADMINISTRATION, SIDAMA NATIONAL REGIONAL STATE

Abstract

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.