Practices and Challenges of School-based Supervision in

Secondary Schools of North Shoa Zone

Thesis Submitted to the

Department of Educational Planning and Management
College of Education and Behavioral Studies
Addis Ababa University

BY
Mehammed Ahmed

Adviser
DemisZergaw (PhD)

March,2019

Addis Ababa

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 SCHOOL OF GRADUATE STUDIES

ADDIS ABABA UNIVERSITY

As thesis research advisors, we here by certify that we have read and evaluated this thesis
prepared under our guidance, by Mehammed Ahmed Mengesha: Entitled: “The challenges
and practices of school supervision in secondary schools of North Shoa Zone,Amhara
Regional State” and recommended that it be submitted as fulfilling the thesis requirements.

Dr. DemisZergaw----------------------- ----------------------

Major Advisor signature date

-------------------- -----------------------

Co-advisor signature date

As member of the board of examiners of the MA thesis open defense examination, we certify
that we have read and evaluated the thesis prepared by Mehammed Ahmed Mengesha and
examined the candidate. We recommended that the thesis be accepted as fulfilling the
requirement for the degree of Master of Arts in School Leadership.

----------------------- ---------------- ------------------

Chairperson signature date

----------------------- ---------------- ------------------

Internal Examiner signature date

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External examiner signature date

2
 DECLARATION

The researcher hereby declared that the Thesis on the title, “ the challenge and practice of
school based supervision in secondary schools of North Shoa Zone, Amhara regional State”.
My original work and all sources that have been referred to and quoted have been dully
indicated and acknowledged with complete reference.

Name- Mehammed Ahmed

Signature ---------------------- date-----------------------

This thesis has been submitted for examinations with my approval as university advisor.

Main advisor name Dr. DemisZergaw Signature -------------- date---------------

Place: Addis Ababa University

School of graduate studies Department of Educational planning and management

Date of submission------------------------------------------
 BIOGRAPHICAL SKETCH OF THE AUTHOR

The author was born in 1979 at North shoa Zone in Amhara Regional state. He attended his
primary and secondary education at Rema Elementary School and MerhabetArebegnoch
Secondary School. He then joined Bahr Dar University with first degree in Chemistry in the
year 1998. Since, then he has served as Chemistry teacher, principal of Secondary School. To
pursue his further studies, and improve his qualification he joined the School of Graduate
studies at Addis Ababa University for MA degree program in School Leadership

4
 ACKNOWLEGEMENTS

First and foremost, I would like to express my heartfelt thanks to my

advisorDr.DemisZergaw I really cannot put in to words how incredibly grateful you are for
everything you have done for me. For everything they have taught me and for their
professional advice and constructive criticisms in my attempts to make this work a success. I
sincerely thank them.

I extend my gratitude to head teachers, and teachers of North Shoa zone secondary school
that have interacted with me in providing necessary information and materials concerning the
research. I sincerely thank you for the information that you gave me in relation to my study
and without which this study could not have been successful.

I have sent my heart-felt thanks to my Wife Hawlet Abdu for her genuine assistance, moral
support and encouragement during my graduate study with her kindness and affection.

Last, but not least, I would like to express my thank for school principals, vice
principal,woreda supervisor , Wereda education office experts and also zone education
office experts, particularly for their willingness to provide necessary materials concerning
the research and necessary information through interview, FGD and document analysis to
make the study successful.

i
 ACRONYM

MOE- Ministry of education

UNESCO- United Nations Educational, Scientific, and Cultural organization

SBS-School Based Supervision

ADEA- Association for the Development of Education in Africa.

 Table of Contents

Contents Page
Acknowlegements................................................................................................i

Acronym..............................................................................................................ii

Table of Contents..............................................................................................iii

List of table..........................................................................................................v

CHAPTER ONE: INTRODUCTIORY ASPECTS OF THE STUDY..........1

1.1. Introduction and Back ground of the Study.....................................................................1

1.2. Statement of the Problem.................................................................................................3

1.3. Objective of the Study.....................................................................................................4

1.3.1. General Objective......................................................................................................4

1.3.2. Specific Objectives....................................................................................................5

1.4. Significance of the Study.................................................................................................5

1.5. Delimitation of the Study.................................................................................................5

1.6. Limitations of the Study...................................................................................................6

1.7. Operational Definition of Terms......................................................................................6

CHAPTER TWO: REVIEW OF RELATED LITERATURE.......................7

2.1. Global Perspectives of Supervision.................................................................................7

2.2. Concept of Supervision....................................................................................................9

2.3. Historical Development of Educational Supervision in Ethiopia..................................10

2.4. Current practices of supervision....................................................................................11

2.5. Principles Supervision...................................................................................................11

2.6. Importance supervision..................................................................................................12

2.7. Technique of supervision..............................................................................................13

2.8. Attitude of teacher’s towards supervision.....................................................................16

2.9. Qualities of a good supervisor.......................................................................................16

 2.10. Challenges supervision..............................................................................................17

CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY.....19

3.1. Research Site.................................................................................................................19

3.2. Design of the Study.......................................................................................................20

3.3. Sources of Data..............................................................................................................20

3.4. Samples and Sampling Procedures................................................................................20

3.5. Instruments and Procedures of Data Collection............................................................23

3.5.1. Instruments of Data Collection................................................................................23

3.5.2. Procedures of Data Collection.................................................................................25

3.6. Data Presentation, Analysis and Interpretation.............................................................25

CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND INTERPRETATION

............................................................................................................................26
4.1. Demographic Information of the participants...............................................................26

4.2. Presentation, Analysis, and Discussion of the Finding of the Study.............................30

4.2.1. How does the current practices of school based supervision in the secondary school of the
North Shoa zone?......................................................................................................31

4.2.2. Challenges existing in the implementation of school-based supervision................35

CHAPTER FIVE: SUMMERY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATION.....................................................................................39
5.1. SUMMARY OF FINDINGS.........................................................................................39

5.1.1. Issue related to the current practices of school-based supervision in the secondary schools
of North Shoa Zone............................................................................................................39

5.1.2. Issue related to the challenges of school-based supervision in the secondary schools of
North Shoa Zone................................................................................................................40

5.2. Conclusion.....................................................................................................................41

5.3. RECOMMENDATIONS...............................................................................................42

References

APPENDIX 1
LIST OF TABLE

Table 3.1 Population, Sample, and Sampling Technique........................................................22

Table 4.1 summary of distribution and return of completed questionnaires...........................26

Table 4.2 Distribution of teachers’ demographic data............................................................ 27

Table 4.3 distribution of school management and zone experts’ demographic data...............28

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 CHAPTER ONE: INTRODUCTIORY ASPECTS OF THE STUDY

1.1. Introduction and Back ground of the Study

Educational supervision is an intervention provided by a member of a profession to other
members of the same profession. This relationship is extended over time and has the
simultaneous purpose of enhancing the professional functioning of junior members,
monitoring the quality of professional services offered to the client.Muluwork (2004)

Many educators defined supervision differently. Eye and Netzer (1965:40) defined the term
as "a form of service performed that primarily deals with the improvement of educational
service”. Similarly, Harris in Gold hammer (1980:17) defined supervision as "a set of
distinctive endeavors within the overall context of the school operations". Thus, instructional
supervision mainly focuses on improving the teaching-learning process through supporting
educational inputs with available human resources. In addition, it helps efforts made to
improve students’‟ academic achievement. With all these functions, supervision is
recognized as the major vehicle for promoting and improving the status of educational
processes.

According to MOE (1994),school based supervisors and external supervisors are responsible
to carry out educational supervision. in this regard,thewereda ,Zonal regional supervisory
educators are structured under external supervision furthermore, the supervisors and
educational experts of of the above mentioned external organization bodies have been given
responsibilities to assist teachers in the school. Generally, educational supervisors make sure
that the education institutions schools-operate efficiently and within the legal requirements
and rules.

Many researchers believe that supervision of instruction has the potential to improve
classroom practices, and contribute to student success through the professional growth and
improvement of teachers (Blasé & Blasé, 1999; Musaazi, 1985; Sergiovanni&Starratt, 2002;
and Sullivan &Glanz, 1999)as cited inAbebeTesema, (2014) . Supervision is viewed as a co-
operative venture in which supervisors and teachers engage in dialogue for the purpose of
improving instruction which logically should contribute to student improved learning and
success (Hoy & Forsyth, 1986; Sergiovanni&Starratt, 2002; Sullivan &Glanz, 1999).
Supervision in the school system mainly focuses on the whole school improvement and
quality of education given to students. It was in this light that the Ethiopian Ministry of
Education (2002) described supervision as the process in which supervisors provide

1
professional support for school principals and teachers to strengthen the teaching and
learning process.

In the list of the factors that contribute to improving the quality of education is found school
supervision. However, in order for supervision to be effective, it requires knowledge and
skills of supervisors, awareness of its importance by teachers and attention by responsible
bodies in addition to allocation of appropriate amounts of financial resources. Despite its
importance, it seems that it is not effectively implemented in the secondary schools of North
shoa Zone as included in its annual reports of 2007 and 2008 E.C. Some of the problems
indicated in the annual reports.
➢ Lack of adequate training and support school basedsupervisors
➢ Excessive workload of school basedsupervisors
➢ Lack of awareness of teachers regarding the purpose and objective of
school based supervision
➢ lack of techniques and skills as well as experience of supervisors
➢ Lack of sufficient allocated budget for the supervisory activity in the
school
➢ Shortage of formal supervision program and continuous support for
teaching and learning activity
➢ Lack of commitment of supervisors
According to the /2007/8/ Annual Report of the North Shoa Zone Educational Office in
secondary school, there is a problem which needs in depth investigation about the challenges,
practices/ role of school based supervisors’ for the proper practices of school based
supervision, the knowledge and skill of the school based supervisor for the practices of
classroom observation, the understanding of teachers’ about school based supervision. This
implies that the school based supervision program is not effective in North Shoa Zone
secondary school. Teachers’ and other educational stakeholders of education in the study
area complain about the practice of school based supervision. Furthermore, little attempt has
been made by stakeholders to practices and follow up the practice of school based
supervision. Due to this and other reasons, the researcher wanted to assess
problems/challenges/ related to the proper practicesof school based supervision in North Shoa
Zone secondary school.Therefore, school based supervision practice strongly necessary to
bring change on school performance in terms of school based supervisor academic
performance, develop teachers’ understanding about school based supervision and solving
the problems of school based supervision practice.
More specifically, school based supervision is considered to be the supervisors’ main duty.
Supervisors should be given more emphasis for school based supervision.Thus, the study was
conduct at secondary school and indicates different strategies for improving the obstacles that
educational supervision brought up on quality education in one hand and the extent of
professional development of supervisors on the other hand. Because it believed that
examining those encircled problems can bring quality education. In light of this, it is quite
useful to assess the current practices of school-based supervision in the government
secondary schools of North Shoa Zone. It is these conditions that motivated the researcher
to conduct a study on how it is practiced and the challenges being faced.

1.2. Statement of the Problem

Educational supervision is responsible for providing adequate support for teachers to

improve their work by way of enhancing their competencies. To that effect, educational
supervision requires time, dedication and, more importantly adequate training. Although it is
recommend that educational supervisors should have an understanding of education theories
and practical educational techniques including providing constructive feedback,
communication skill and dealing with difficulties, not all supervisors have the abiliy to fulfill
these.

In Ethiopia, a research paper conducted by Temesgen (1998) studied the effectiveness of

instructional supervision in senior secondary schools of the Amhara National Regional State
and found out that most school leaders were not implementing school based supervision
effectively. Glickman, et al (2004) suggest that principals of schools and all having
responsibility to supervise educational activities should possess knowledge and skills to plan,
observe, investigate and evaluate the teaching and learning processes.As indicated by the
Ministry of Education(2004), school principals, deputy principals, heads of departments and
senior teachers are categorized under the actors of school-based supervision. These actors are
responsible for assisting teachers in the effort they exert to improve instruction and solve
problems they encounter while teaching.

Only the minority of school leaders were performing effectively in each dimension as well as
in overall instructional leadership roles. Instructional leadership effectiveness is negatively
influenced for the greater constraining degree of the three elements: financial and supply
delivery problems, untimely teacher transfer and delay substitute to and development of
teacher profession. He also suggested that strong instructional leadership is one of the most
important determinants of all school activities associated with school effectiveness.
According to UNESCO (1999) indicated that school based supervisory practices are
significant for individual teachers professional development, school improvement and
satisfaction of public demands. Based on this, school based supervision should be well
planned and organized to accommodate the central interest of teachers, students and the
society. School based supervision thus has much important.

Thus, to make school based supervision more effective, cooperative and collaborative
working will be necessary with school community. The Ministry of Education (MOE, 1994),
stated that the school principals, vice-principals, department heads, and teachers should take
major responsibility in supervisory practices with in their school. These responsible partners
involve themselves in the regular observation of teachers, and the organizing of short term
training and experience sharing to maximize the professional competence of teachers, and
thus contribute for the quality of education.On the practice of instructional supervision in
secondary schools a research conducted in different Regions and zones the finding shows
that, there was lack of awareness on utilizing various supervisory activities;
The findings of different researches conducted on the practice of instructional supervision in
secondary schools of different regions and zones of Ethiopia such as Chanyalew(2005),
Getachew(2001) and Million (2010) indicted the following problems including lack of
awareness on utilizing various supervisory activities, lack of relevant skills for proper
implementations of school based supervision, and inadequate classroom observation to
monitor teachers’ instructional improvement
Although the afore-mentioned and other related problems were studied in other areas of the
country, the challenges have not been studied in secondary schools of North Shoa Zone. It is
this gap that motivated the researcher to conduct an investigation of the status of the current
supervisory practices and challenges faced in the practices of school based supervision.
The study, thus, tries to answer the following basic research questions:
1. How is school-based supervision practiced in the secondary school of the North Shoa
Zone?
2. What are the challenges encountered in the practices of school-based supervision?
1.3. Objective of the Study
1.3.1. General Objective

The general objective of the study is to assess the practices and challenges of school based
supervision in North Shoa Zone secondary schools.
 1.3.2. Specific Objectives

The specific objectives of the study are as follows:

➢ Identify the current practices of school-based supervision in the secondary

schools of North Shoa Zone
➢ Examine the challenges of school-based supervision in the secondary schools of
North Shoa Zone

1.4. Significance of the Study

This study is important for the gaps it fills with regarded to knowledge and skills

➢ Helping create awareness by the Zone and Woreda Education Offices, school principals,
department and teachers involved in the process of supervision about the problem and its
magnitude of supervision.
➢ Suggesting mechanisms useful for supervisors to be more effective in supporting
teachers.
➢ Suggesting ways useful for teachers to exploit the benefits of supervision.
➢ Serving as a stepping stone for future studies on the area.

1.5. Delimitation of the Study

The study was conducted in the North Shoa Zone of the Amhara National Regional State
secondary schools. The Amhara National Regional State has eleven zones. Of these, North
Shoa Zone is selected for the study because of absence of studies conducted to investigate the
practices and challenges of school-based supervision. Secondary schools are included in the
study since primary schools are more effective in their school-based supervision as outcomes
of interview conducted with the Head of the Zonal Office to identify the problem suggested.

According to the (2007/8) annual report and interview of the North Shoa Zone educational
office in secondary school, there is a problem which needs in depth investigation about the
challenges, practices/ role of school based supervisors’ for the proper implementation of
school based supervision, the knowledge and skill of the school based supervisor for the
practices of classroom observation, the understanding of teachers’ about school based
supervision.

Although there are many factors that influence the proper functioning of schools, school-
based supervision is studied as it involves both teachers and all others in the administration
involved in supporting teachers for better teaching and learning. The other reason is the fact
that the issue has not been selected for investigation by previous studies in the zone. The
study covers the period from July, 2016 to June, 2017. This is because to make it easier to
collect a one year data from all those involved in the practice and present in schools and to
make the study more recent.

1.6. Limitations of the Study

The major limiting factor might be shortage of time to collect all data from all sources.
However, the researcher will do what it takes to minimize the possible influence of the
mentioned and other limiting factors.

1.7. Operational Definition of Terms

Secondary School: in Ethiopian context an educational level that comprises grade9to grade
12 which involves two cycles, the first cycle ( 9-10) and the second cycle grade (11-12),
(MOE, 1994). My study focus on the first cycle ( 9-10) .

Organization of the Study

This study is organized in five chapters. In the first chapter, background of the study,
statement of the problem, objectives of the study, significance of the study, delimitation of
the study, limitation of the study, organization of the study and definition of key terms are
included. In the second chapter, review of the related literature is presented. The third chapter
presents design and methodology which includes design of the study, data sources, samples
and sampling procedures, instruments and procedures of data collection. The fourth chapter
deals with presentation, analysis, and interpretation of data. The final chapter deals with the
summary, conclusions, and recommendations of the study.
 CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.1. Global Perspectives of Supervision

Educational supervision has the long history undergoing various changes. Under these
changes “supervision subjects mainly to the political environment and to the wider reforms in
education management system” (Carron, 1997:12). Supervision as a subject to the political
environment has become of increasing interest in all spheres of life in many countries. It also
appears in carrongberl (1997:12). School and teacher supervision has indeed been a political
and politicized issue in quite a number of countries. While school inspectors are once played
a political role, to studies such subject in wider reformer. In vast, education management
system is potentially confusing. In Carron, (1997:19) therefore, history of supervision in
some countries purely cosmetic in other mainly attitudinal and others more profoundly
structure.
This implies that there is the operational difference in supervision and/or inspection. Because
supervision is represents in different ways of different countries. Likely in material presented
for training of trainers workshop by Haileselassie (2001:1) describes as great changes
observed over several decades in philosophy. Objectives, functions, techniques and in the
outcomes “supervisory behaviors, and practices are affected by; political, social, religious and
industrial forces extent at the time. Therefore, in general reforms of socio economic,
Supervision is greatly determined and guide by this socio- economic reformation.
In order to provide the analysis with a focus and clear boundaries, it may be useful there to
identify the operational definition of supervision.

According to Haileselassie, (2002; 2) the term supervision and inspection as well as the
principle was borrowed from Industrial enterprises and military establishment. There exists a
strong argument that inspections and supervision have in their objectives and in practice.
Accordingly some people may consider as two different terminologies, which practices.
Accordingly some people may consider as two different terminologies, which doesn’t have
any similarities. Here one may be confused in understanding, the term supervision with that
of inspection. However, in many countries including Ethiopia both are used interchangeably
and functions of the two terms are more less the same.

“Inspection is the oldest strongly bent on control mechanism in the history of enterprises”
that is an administrative accessory role, i.e. exhibiting authority (line function and
supervision regarded as a professional a divisor role staff function). A staff function role
distinctly different from a purely authoritative, administrative control, i.e. line function role
control which is not intended as means of exercising.

Haile selassie, (2001:1) stated that the existed periods from colonial time in American till the
civic war in the country it was handled by laymen for the sake of control and enforcing rule.
The period emerged during the 19thcentury when untrained and unskilled laymen people
replaced by largely the trained professionals.

The second one can be considered with the establishment of supervision in Europe. Carron,
( 1997:2) pointed that the duration related with the most European countries set up their
school supervision systems generally known as inspectorate the 19th century.
The third stage of supervision or inspection was from 1910 to 1935. During this period direct
classroom observation and demonstration was the activities of supervision. This is when
which focus of attention was pleased on teacher’s weakness which in effect was fault finding.
In the issue of teaching as numbers of problems are surrounded inspectors which are follow
old system inspection. It is which has no place in efforts to improved quality was practiced.
The forth one is the significant development of supervision towards a democratic educational
leadership was observed during 1935. It has directly historical relationship with establishment
of supervision in England. This type of inspection and/or supervision is not intended a means
of exercising control but affording assistance.
Those modern time supervision towards a fundamental shift to pedagogical and professional
assistance i.e, staff functions. Such supervisory program was center in co-operation
Endeavour that the ultimate objective was to improve quality and old education. Supervision
conceptually as well as in particle evolved to become a democratic educational leadership
with the responsibility of assisting professionally. To this end supervision has always an
integral part of educational activities ensuring has always an integral part of educational
activities ensuring the good functioning of education program. As regards to the function:
maintain system level norms and promote change is accepted in theory the actual functioning
of the supervision system often present a one sided posture of control and monitoring.

The History of supervisions as a formal activities exercised by educational administration

within a systems of schools did not begin until the formation of the common school in the
late 1830’s. During the first half, the united state necessitated the formation of city school
systems. While superintendents initially inspected schools to see the teachers were following
prescribed curriculum and that students were able to recite their lessens, the multiplication of
schools soon made this an impossible task for superintendents and the job was delegates to
the school principal. (GlanzandGobrt f. 1995).
On the other hand, Alphenso, Robert J.(2011) in his book supervision as a field of
educational practice with clearly delineated roles and responsibilities did not fall from the sky
formed. Rather, supervision emerged slowly as distinct practice, always in relation to the
institutional, academic cultural and professional dynamics that have historically generated the
complex agenda of schooling. Based on the above writers supervision pass different stages
and got today’s new achievement and definition.

2.2. Concept of Supervision

Supervision is process which provides an individual with the opportunity to clarity and
resolve issue and dilemmas presented by their clients and were place it is widely used by
human service works and teams.Harvey, c, Williams, c.(1991).
According to Nolan and Hoover (2004), teacher supervision is viewed as an organizational
function concerned with promoting teacher growth, which in turn leads to improvement in
teaching performance and greater student learning. Its basic purpose is to enhance the
educational experiences and learning of all students. On the other hand, supervision is
considered as:
Any services for teachers that eventually results in improving instructions, learning and the
curriculum. It consists of positive, dynamic, democratic action designed to improve
instruction through the continued growth of all concerned individuals the supervisor, the
teacher, the administrator, and the parent(Ross and Dean,1980).

Instructional supervision is a process that focuses on instruction and provides teachers with
information about their teaching so as to develop instructional skills to improve performance
(Beach and Reinhartz, 2000). On the other hand, Igwe(cited in enaigbe, 2009)indicated that
to supervise means to direct, oversee; guide to make sure that expected standards are met.
Therefore, from the concepts of different scholars that makes related is under the education
context supervision possibly focused mainly on activities that will help teachers and other
school personnel to achieve educational goal and objectives.
In summary, the definition of supervision highlighted above imply that the focus of
supervision in school is mainly related with providing professional assistance for teachers,
the improvement of instruction and increasing of students learning performance.
The History of supervisions as a formal activities exercised by educational administration
within a systems of schools did not begin until the formation of the common school in the
late 1830’s. During the first half, the united state necessitated the formation of city school
systems. While superintendents initially inspected schools to see the teachers were following
prescribed curriculum and that students were able to recite their lessens, the multiplication of
schools soon made this an impossible task for superintendents and the job was delegates to
the school principal. (Glanz and Gobrt f. 1995)
On the other hand, Alphenso, Robert J.(2011) in his book supervision as a field of
educational practice with clearly delineated roles and responsibilities did not fall from the sky
formed. Rather, supervision emerged slowly as distinct practice, always in relation to the
institutional, academic cultural and professional dynamics that have historically generated the
complex agenda of schooling.
Based on the above writers supervision pass different stages and got today’s new
achievement and definition.

2.3. Historical Development of Educational Supervision in Ethiopia

The need to improve the quality of and quantity of education in Ethiopia is vital for the
overall development of the country. The task of this study is based on the improvement of
rests on supervision. It was long ago that our country practiced. Supervision and/or inspection
in the educational system beginning the late 19thcentury and the 19th century a successful push
to modern educational system in Ethiopia emerged. The force behind this push gradually built
up the number of school, student enrollment and teachers population. This situation urged the
need of educational inspection order to enhance the grow thing demands of educational
system as well as to improve teacher’s performance.

As more and more schools were opened, the number of teachers increased and student
population grew up, the educational activities become more complicated and so it become
necessary to train certain number of inspectors.

The educational inspection under the control of the ministry of education was then initiated in
the early years of 1940s. This however, systematic school inspection activities began in the
mid of 1940s after the independence of the country from the Italian fascist invention. This is
after the introduction of modern (western) type of education in to the country. The
establishment of educational inspection system was actually initiated on the basis of
suggestion submitted to the emperor Hailesslassie on august 1, 1945 by Mr, litter who was a
member of the British council to Ethiopia. Activities such as school administration in
instructional standards, curricula, conformity, disciplines, health and sanitation, building
facilities were studied. These studies were reported to the merely appointed inspectorate
General, which was the combination of British and Ethiopia inspector.

10
 2.4. Current practices ofsupervision

Main features of the education and training policy: The systems of management of
supervision and organization have aimed at greater decentralization and flexibility .This has
provided the government at grass root (woreda and school )levels with more power to take
new initiatves and form close linsks with the community .

The education policy of Ethiopia has been targeted at relevance quality, accessibility and
equity this direction could help to design the appropriate goal. This goal enhances social and
economic development .For the proper implementation of policy objectives an overall
strategy is in placed and the elements are defined .Generally , it aimed precisely at schools
and the teachers ,the job description and working methods of supervision would be modified
and working methods supervisors would be modified and supervision structures undergo
more of less significance revisions (Haileselasse,2002 NordosAbebe,1998,21-22).

The second prominent features of the Ethiopia a training policy pertaining to is the
development of a professional career structure and professional development. This has
cleared avenue for meritorious and active participants of teachers to grow professionally .The
remunerations that go along with the career structure should, however, be revisited and
adjusted periodically, so as to maintain competent teachers in the profession.

School-based supervision is carried out by principals, the department heads and senior
teachers. Their duties include guiding and supporting teachers in their duties and
responsibilities. To discharge their responsibilities, they need to have technical skills,
conceptual skills, and human relations skills.

2.5. Principles Supervision

There are general guideline that individual members know very well are convince to practice
principles of supervision guide of the thinking and action of supervision towards the desired
of fruitful end. So, based on TeshomeTsige (1014:7-8) the principle of educational
supervision are;

A Supervision be co-operative
The main purpose of supervision are professional and curriculum development for creating
better leaning situation for students instead of directing attention solely to the improvement
of individual teachers and demined the cooperative work of supervisors, senior teacher and
department head, unit leaders, vice directors and others at the school level.
B Supervision be Creative
Supervision should crate situation where a favorable attitude prevails mining participations
supervisor should be able to give advice to teachers when needed as well as receive
comments from teachers.
C Supervision is Evaluative and Activity

This will indicate that supervisor should travel and observe what is going on in the school
system they will take teachers students parents and principals together, they will plan for
improvement in co-operative with school personnel.
Ingeneral, since supervision is a process which is worried about the improvement of
instruction, it needs to be strengthened at school level, should provide equal opportunities to
support all teachers and should be conducted frequently to maximize teachers’ competency.
2.6. Importancesupervision
Supervision is important component of the school management and plays an important role in
the improvement of the education system .Signal et,Al(1996:94 ) mention of instruction
supervision system has to viewed as an important means to improve the efficiency of the
system of education Thus, adequate and sufficient supervisory activities should provide to
school to encourage teaching learning process in the school .
The school system, one of the main impute and important component it teaching ,who needs
the element of effective professional growth and development of ateacher ,thus work towards
the solution of instructional problems describe by Alebachew (1996:42)that no educational
system can develop well without the help of transmitted complement teacher .Thus,
supervision is recognized as the major vehicle for promoting and improving the status of
educational processes.

Many researchers believe that school based supervision has the potential to improve
classroom practices, and contribute to students’ success through the professional growth and
improvement of teachers (Sullivan and Glanz, 2007). School based supervision is viewed as
a cooperative venture in which supervisors and teachers to engage in dialogue for the purpose
of improving instruction which logically should contribute to student improved learning and
success (Sergiovanni and Starratt, 2007; Sullivan and Glanz, 2007).

Secondary schools are the bases for the next levels of education, and their improvement plays
an important role in creating wide accesses to high quality education, which is central to the
national development for developing countries, like Ethiopia. Regarding this, Glickman,
Gordon, & Ross-Gordon (2004) and Hammock and Robert (2005) have described that the
progress of secondary education is one index of the general, social and economic
development of a country as a whole. Therefore, for the effectiveness of the teaching learning
process in the school, the SBS plays indispensable role, and it is the best academic tools that
should be practiced continuously.

Supervision, as a technical service cooperatively done, is in corporated all levels of education

system. A comprehensive and coordinated approach needs to be established between all
those educational sectors (i.e. Educational institution and offices from central to woreda and
school level). To efficiently and effectively achieve the intended objectives of educational
supervision in Ethiopia, there are two approaches of organization of supervision: out of
school organization of supervision and school based organization of supervision. Out of
school organization, supervision is combined with department of educational programs and
supervision at federal MoE level; Regional Education Bureau level and Woreda Education
Office level.

2.7. Technique of supervision

Techniques of supervision is a method that supervisors to give professional assistance to

teachers in their work. And also they are guideline to direct the work of supervises
supervisors need to use supervisory technique to coordinate and help school personnel in the
teaching and learning process. They gather information identify its and they solve the
problems with in the schools. Hence, supervisory techniques are the main for ensuring the
better running of schools.
There are various kinds of supervisory techniques. The supervisory is required to be wise in
selecting relevant and up to date ones which fit the existing circumstance. The writer has
chosen the following techniques which are believed to be very important. Thoseare classroom
observation, supervisory conference, staff meeting and educational workshop.
Classroom observation
Classroom observation is the main important technique of a supervision by which the actual
and practical work in the classroom context is assessed. According to Douglas (1961: 151)
Classroom observation is a procedure by which educational leaders, who possessed wisdom
and vision, can be of great assistance in the aiding of the teachers to improve both his
instructional techniques and learning of students.
Procedures of classroom observation

The instructional supervision is a well planned and progressive one that starts outside the
classroom before the actual classroom teaching and ends outside the classroom after
observation of an actual classroom teaching. Abongo (1998) classified the instructional
supervision process during teaching practice in to three main phases: the pre-observation
conference, the observation and post-observation conference.

Pre-observation conference

The pre-observational conference is the period that the instructional supervisor strives to
develop a report between himself and the teacher (Abongo, 1998).
The pre-observation conference involves planning the classroom strategy by the teacher and
supervisor. During this conference teacher and supervisor together plan and discuss the kind
and amount of information to be gathered during the observation period and the methods to
be used to gather this information ( Sergiovanni&Strratt, 2002).
In order to implement the classroom observation, supervisors should be having good
knowledge for the activities to be carried out. Fisher (cited in Gunam&Chan. 2010) suggested
that to enhance the professional effectiveness of the teaching staff, supervisors must be
skilled in the following area; what to evaluate, how to observe and analyze classroom
observation and information and how to translate the result of observation and the summary
of data in to meaningful conference feedback that guide and encourages teachers to improve
instructions.
At the time of pre-observation supervisors and teachers discuss on the lesson plan by
stressing on the lesson objective, relevance and appropriateness of content, time allocation,
availability of teaching aid, and the evaluation (ADEA.1998).
Observation phase

The observation phase is a process in which supervisors observe and record the activities of
teachers’ teaching and learning process. During the classroom observation supervisor is not
only focuses on the recording teachers’ performance, but also records what the students are
doing. While the class observation is going on, the supervisor must follow the lesson in detail
from the beginning to the end (Abongo, 1998; Gurnam&chan, 2010).

Post-observation conference

The post-observation conference is an opportunity and setting for teacher and supervisor to
exchange information about what was intended in a given lesson/ unit and what actually
happened (Sergiovanni&Starrtt, 2002).
This conference helps the teacher and the supervisor to measure strength and weaknesses and
further identify any gaps when measured an ideal particularly the needs of the learners and
the teachers (ADEA.1998).
Supervisory Conference

Supervisory conference is a discussion between teachers and supervisors on the teaching and
learning process. It gives an opportunity to the teacher’s face to face communication with the
supervisor. To be of great value classroom observation should be followed by conference to
analyze matters related to teaching problems and other educational issue. According to Dull
(1981) in supervisory conference attention should be given on preparation, scheduling and
instructions individuals’ conference between the supervisors and teachers.

Each will always have a unique contribution to share with the other. Particularly, supervisor
should make use of his unique abilities in leading the conference with teacher toward a
successful resolution of the problem under deliberation in conducting conference as Dull
forwarded the supervisor and teachers must prepare of a conference so that is may be of value
to both. Both should be aware of the problem, should agree on the time place for the meeting
and scheduling properly in advance. During the conference the supervisors should be flexible.

Staff Meeting

Staff meeting or teachers meeting are believed to bring an important of professional growth
of teachers. Wiles (1996) states that staff meeting are the valuable means of exchanging
information and improving the teaching learning process.
The teaching staff comes together to discuss matters related to the teaching problems and
their solutions.To make meeting easier and effective one should know the purpose, time and
length, meeting agenda and place of meeting.Thus, when the staff meeting is intended the
supervisor must think about the agenda to be discussed. And it must be recognized and made
available in staff members in advance. Its purpose should mention such basic requirements
during the teachers meeting enable the teachers to contribute and release fully their potential.

Educational Workshop

A workshop is one of the techniques of supervision that improves instructional programs. It is

an experience centered study under taken by a group of professionally mature persons. A
series of orientation, lectures, and discussion and meeting does not mean workshop on this
part, Dull (1981:52) states as “two or three day group conferences during which no
participants hardly be called workshop.”
 2.8. Attitude of teacher’s towards supervision

Supervision is not always met with a happy handclasp by the teachers. The better teachers
realize that supervision is important to both pupil and the teacher. However, those who look
up on supervision as an affront to their professional attainments and their intelligence, they
resent the instruction of anyone who seeks to look over their method or teaching a schemes,
no matter how beneficial it is (Fensh&Wison,1966).

One of the causes that may arouse negative feeling of teachers towards supervision seems to
be the poor approach of supervisors to teachers. Inadequate planning of supervisors affects
the attitude of teachers (Boardman 19530). Also the authors continued to illustrate that the
reason for the lack of confidence of teachers upon supervisory procedure depends on the type
of procedure used or failure to give the help which is expected by teachers.

This often justifies the feeling that supervisor is not able to assist teachers in finding the
solution to their problems. The solutions teachers to have positive attitude toward supervision
are the important of the supervisory method and activities. Teachers must be regarded by
supervisors not as his subordinates but as his professional colleague.

2.9. Qualities of a good supervisor

The most important indicator for the quality of education is the quality of the teaching and
learning taking place in the classroom. However, this can not materialized without having
regular supervision of teachers’ activities (Moe, 2006). The supervisor needs to have some
qualities to handle well his/her responsibility. Claude (1992) indicates that supervising
people, teachers in particular, both a skill and an art. It is a skill because the basic theories
about motivation, communication, conflict resolution, performance counseling, and so on can
be leaned. According to Stadan (2000) a good school-based supervisor should be
approachable, good listener, very patient, and should be a strong leader.
Moreover, supervisors also should have ability to motivate people as well as create a feeling
of trust in others.
The qualities mentioned above are used as a mechanism for achieving harmonious
relationships between supervisors and those for whom they are responsible and for providing
adequate communication systems between supervisors and teachers and between school
departments.
 2.10. Challengessupervision

Greg Allen (2014) answers about the challenges of supervision in education that faced by
supervision and inspection as; there are number of challengers that school and colleges faces,
because of educational supervision and inspection these are:
School and colleges inspectors face challenge of their own as they are responsible for
producing figures that will include; how the school is run how will the teachers are doing and
how will classes of pupils and learns are doing.
School performance isn’t simply based on the academic performance, but also takes in to
account the improvements made since the previous resist the social inclusion with in the
school and the way that teachers performance is managed.

It is clear that the main purpose of supervision is to work collaboratively with teachers, and
provide them with the necessary assistance and guidance to improve instruction. Some
assistance systems in education delivery, as well supervisors’ characteristics and practices
and challenge within which supervisors work pose challenges to the smooth performance of
their duties. Among the challenges, the following can be mentioned.

Excessive Workload

Harris (1998) as cited in HabtamuMenber(2016 ) stated that School-based supervisors such as

principals, vice-principals, department heads and senior teachers are responsible to carry out
the in-built supervision in addition to their own classes and routine administrative tasks.
School-based supervisors are so weighed down by routine administrative burden that they
hardly find time to visit classrooms and observe how the teachers are teaching. This
negatively affects the practice of supervision (Harris, 1998).

Inadequate Educational Resources

Lack of budget for supervision and support is another critical problem that negatively affects
the quality of supervision. Supervisors face financial problems in order to carry out their
supervision work effectively and efficiently. It is also impossible to run supervisory activities
effectively such as in-service training programs for teachers and visiting other schools for
experience sharing (UNICEF, 2007).

Lack of adequate training

De Grauwe (2001) as cited in Ahmed Rage (2016 ) stated that another issue of concern is
whether supervisors are given enough training to provide the supervisory services properly
(De Grauwe, 2001). De Grauwe expressed little doubt that advisers, supervisors and other
such staff need regular training, but they seldom receive it. De Grauwe added that whatever
pattern of recruitment and promotion procedures, supervisors (advisers, supervisors or other
such staff)needs regular training but they are seldom provided with pre-service or in-service
training. De Grauwe note that throughout the history of supervision, training of supervisors
has been considered important.
Supervisors need continuous and sufficient training to carry out their responsibility
effectively. Training programs of supervisors aimed at providing their job.
As it is summarized in alhammad study (cited in Rashid, 2001), lack of training for
supervisors, weak relationship between teachers and supervisors and lack of support for
supervisors from higher offices affect the supervisory practice in the school.
In line with this, Merga (2007) pointed out, lack of continuous training system for supervisors
to up-date their educational knowledge and skills is obstacle of the practice of supervision.
 CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY

This chapter presents the research site, research design, sources of data, population, samples
and sampling procedures, instruments and procedures of data collection and methods of data
presentation, analysis and interpretation.
3.1. Research Site
North Shoa Zone is one of the eleven zones of the Amhara national Regional State of
Ethiopia. It is located at the southern part of the national regional state. This zone shares
boundaries in the north with South Wollo, in the northeast with Afar region in the south and
west with oromia, and in the south with Amhara region. This zone has 30 government and 1
first cycle secondary schools {9-10} and 20 government preparatory schools,
The total area of the North Shoa Zone is 15,936.13 square miles. The Zone has a population
density of115.30 occupied by different institutions and settlement. Topographically, Dega,
WoinaDega, and Qolla agro-climatic zone accounts 7%, 64%, and 29% of the zones land
cover respectively. The climate of the Zone is relatively dry, with little spring and summer
maximum rains. The amount of rainfall recorded annually varies between 800 mm and 1000
mm.The dry season starts in November and ends in March /April with maximum temperature
occurring towards the end of the dry season. The wereda gets its highest rainfall during
summer seasons of June, July, and August(North Shoa Zone Agricultural Office Report,
2016).
The zone constitutes 24 Woredas of rural settlements and three town city urban settlements.
The 2014/15 report put the population of the Zone at 1,837,490, of which 928,694 were males
and 908,796 females. Over 87% population is predominantly rural.The population between
15-19 years which is higher teenage group constitutes between 8 and 11% of the population.
This teenage group constitutes between 8 and 11% of the population.
Agriculture is the zones main economic activity and it provides employment for about 87 %
of the working force. Most parts of the Zone are full of up and down and rocky. The available
arable land is extensively put under cultivation every year so much that it has become
exhausted .The land can therefore no more produce any good yield without the use of
fertilizer. Meanwhile, many farmers in the Zone cannot afford to buy fertilizer because of
high cost. Animal rearing is common in the Zone. Livestock reared include cattle, goats,
sheep and poultry. In almost every house goats, sheep, donkey, cows, oxen, chicken are
reared for domestic use and as a source of income for the family. There are, however,
frequent outbreak of animal diseases which often make many livestock owners poor. Some of
the people also engaged in trading activities (North ShoaZone Agricultural Office, 2016)
3.2. Design of the Study
The purpose of this study was to assess the practice and challenges of the implementation of
school-based supervision program in secondary schools of North Shoa Zone of the Amhara
National Regional State. Thus, mixed research designwere used for the study to gather data
from a relatively large size of respondents while studying current practice and challenges and
obtain accurate description of a situation (Brown and Dowling (1998), Kothari, (2006).
3.3. Sources of Data

Primary and secondary sources of data were used for this study. The sources of primary data
were teachers, principals, department heads, Woreda supervisors and Teacher Development
Experts, and Zone Education Supervisors. The sources for secondary data include school
records, such as minutes of meeting, manuals, reports of schools and Woredas as well as the
North Shoa Zone.
3.4. Samples and Sampling Procedures
The population of the study included all North Showa secondary school principals,
department heads, teachers, Woreda supervisors and Teacher Development Experts, and
Zone Education supervisors.
Woreda
North Shoa Zone has 24 woredas. Out of these, 8woredas which account for about 33 % of
the population were selected for the study as samples. This percentage which includes one
out of every three members of the population as a sample would provide data needed to
generalize for the population. The 8woredas were selected using simple random sampling
technique since this technique gives every woreda an equal chance of being selected and
because the woredas have more or less similar characteristics. With regard to this, Cress well,
(2005), states that, in a simple random sampling technique, every individual has equal chance
of being selected and the chance of one individual does not affect the chance of another
individual. In line with that the following woredas were selected for the study:
MiddaWoreda,LemmiWoreda,WoremoWoreda,DenbaWoreda,MerhabetWoreda,
MojawderaWoreda,BasoWoreda,AnkoberWoreda
School
The North Shoa Zone has 30 government and 1 non-government secondary schools. About
30 percent of the population of schools was selected as samples as this percentage which
allows almost one out of every three schools of the zone would provide the data and
information needed to generalize for the rest. Because the schools have more or less similar
characteristics, simple random sampling technique was used to select the 10 samples while

20
 including the single non-governmental school for purposes of representation and comparison.
Simple random sampling technique which allows every individual equal chance of selection
is used to select samples (Cress well). Accordingly, the following schools were selected for
the study using drawing lot and considering frequency from the 8 Woredas selected for the
study. Moddel service schools from MiddaWoreda,Ensaro Karl schools from LemmiWoreda,
EdegetBehbret schools from woremoWoreda,Denba schools from DenbaWoreda, Anchkorer
School from DenbaWoreda, Fetra schools from MerhabetWoreda, zeyta School from
MerhabetWoreda, Sasit schools from MojawderaWoreda, Debreeba schools from
BasoWoreda,keytSchool from basoWoreda and Alyuamba School from AnkoberWoreda
Principal

Since there are 11 principals and 11 vice principals in the 11 schools, one principal and one
vice-principal were selected from the 11 schools adding up to 11 principals. The vice-
principals for academic affairs were purposively selected for inclusion in the study.

Department Head

About 50% of the population of department heads were selected as samples using simple
random samplingtechnique since the percentage is large enough to include representative
samples and the technique of selection was useful in the light of providing equal chance for
inclusion as samples. Accordingly, the following size of department heads is selected from the
schools taken as samples.

No School departments Sample Sampling Technique

1 Moddel service School 10 5 Purposive Sampling

2 Ensaro Karl School 3 1 Purposive Sampling

3 EdegetBehbretSchool 2 1 Purposive Sampling

4 DenbaSchool 8 4 Purposive Sampling

5 Anchkorer School 5 3 Purposive Sampling

6 FetraSchool 4 2 Purposive Sampling

7 zeytaSchool 2 1 Purposive Sampling

8 SasitSchool 6 3 Purposive Sampling

9 DebreebaSchool 4 2 Purposive Sampling

10 KeytSchool 2 1 Purposive Sampling

11 Alyuamba School 2 1 Purposive Sampling

Teacher

About 30% of the population of teachers was selected as a sample using stratified sampling
technique since the percentage was large enough to include representative samples and the
technique of selection is useful in the light of what it does to obtain representatives from
teachers teaching different departments, sexes, and areas of specialization. Accordingly, the
following was the size of samples selected from each of the schools:
17 teachers from Moddelservice School, 10teachers from Ensaro Karl School, 8 teachers from
EdegetBehbret School , 18 teachers from Denba School , 7 teachers from Anchkorer School ,
11 teachers from Fetra School ,5 teachers from zeyta School , 12 teachers from SasitSchool ,8
teachers from Debreeba School, 6 teachers from keyt School and 12 teachers from Alyuamba
School
Woreda Education Office Supervisor
Each of the Woredas has a supervisor. As a result all 8 supervisors were used in the study.
Woreda Education Office Teacher Development Unit Expert
Each of the Woredas has an expert for teacher development. As a result all 8 experts were used
in the study.
Zone Education Office Supervisor
The total number of supervisors in the zone was 6. All of them were included in the study as
the total number is small.
In general, a total of 182 respondents, 6 interviewees and 16 FGD participants were participate
in the study. Out of all participants, 11 principals, 11 vice principals, 24 department heads and
114 teachers would fill questionnaires. While 8Woredas supervisors and 8 experts
wereparticipate in FGD, 6 zonal supervisors’were participate in interview. The population and
samples of the study including sampling techniques are indicated as follow.
Table 3.1 Population, Sample, and Sampling Technique

No Particpants of the Study Population Sample Sampling Technique

1 Zone Education Supervisor 6 6 availability
2 Woreda Teacher Development Expert 8 8 availability
3 Woreda Supervisor 8 8 availability
4 Principal 11 11 availability
5 Vice principal 11 11 availability
6 Department Head 48 24 Purposive
sampling
7 Teacher 380 114 Random sampling
3.5. Instruments and Procedures of Data Collection

The following instruments and procedureswere used to collect data and information form
sources.

3.5.1. Instruments of Data Collection

Since the study was intended to use both quantitative and qualitative methods, data were
collected using questionnaires, interview.FGD, and document analysis. Employing multiple
instruments of data collection help to combine, strengthen and amend some of the
inadequacies and triangulate data (Cress well, 2005).The instruments were developed by the
researcher for the purpose of the study.

Questionnaire

Questionnaire was selected as an instrument since it helps to collect data in an effective and
manageable way from a relatively large population. As suggested by Morrison et al (2000),
questionnaire were the most widely used and useful instrument for collecting survey
information, providing structured, often numerical data, which may be administered without
the presence of the researcher.

Two sets of questionnaires were used to collect information from principals, vice principals
and department heads on the one hand and teachers on the other. The instruments were
developed by the researcher in English based on the basic research questions of the study.
The questionnaires wereincluding both open and closed ended items. Thenumber of items
was12 for the group which consists of principals and department heads and 12for that of
teachers. The source of the items is literature and previous similar studies. The questionnaires
would have two parts: respondents’ personal characteristics and items relevant to practices
and challenges of school-based supervision program.

As regards validity, before the questionnaires were administered to respondents, they would
be submitted to a panel of judges. Necessary improvements would be made based on their
comments. As far as reliability of the two sets of questionnaires was concerned, pilot test for
teacher questionnaire was conducted in Ambagmis secondary school while another for leader
questionnaire was conducted in Ambagmissecondary school whichwould not be selected as
samples of the study. This was help to examine and make necessary corrections and
improvement on the questionnaire items. In this regard 10 respondent teachers, 10 department
heads and 2 principals were selected for pilot testing. The Reliability of the instrument
werechecked by using Cronbach’s Alpha. After the reliability is checked, the questionnaires
were distributed for respondents.
Interview
Interview was selected as an instrument since it permits the exploration of issues which might
be too complex to investigate through questionnaires and also justified as it allows better
chance to explain more explicitly what the interviewee knows on the issue (Best and Kahn,
2003). Interview would be used to collect information from zonal supervisors.
Unstructured interview were developed based on the basic research questions. The questions
were including4 items. The source of the items is literature and previous similar studies. The
interview washaving two parts: the interviewees’ personal characteristics and items relevant
to practices and challenges of school-based supervision.
The items were given to a panel of judges in order to obtain their opinions and make
necessary amendments. Necessary improvements were made based on their
comments.Reliability was determined by comparing results of the researcher and an assistant
after administering the interview with principals not included in the study.

Focus Group Discussion

Focus group discussion was selected as an instrument since it helps to collect a large amount
of comparatively in-depth information from a larger number of discussants.
As suggested by Wamahiu and Karagu (1955), FGD was very useful to understand issues
with consensus and variation among members of the discussion, to obtain group attitudes and
perception by initiating the participants for active discussion.
The tool for the focus group discussions was developed based on the basic research questions.
4 semi-structured questions were prepared for the discussion. The source of the items is
literature and previous similar studies. The focus group discussions were used to collect
information from Woreda supervisors and woreda experts. The discussion format had two
parts: the discussants’ personal characteristics and items relevant to curriculum and
implementation practices in primary schools.

The items were given to a panel of judges in order to obtain their opinions and make
necessary amendments. Necessary improvements were made based on their comments.
Reliability was determined by comparing results of the researcher and an assistant after
administering the interview with principals not included in the study.
Document Analysis

Documents containing feedback for teachers in relation to the practice of supervision

available at the school, school based supervision checklists as well as Woreda and Zonal
supervision checklists and related documents were used.

3.5.2. Procedures of Data Collection

Questionnaires were distributed and collected by the researcher. To do this, first permission
were secured from the schools and then time and place fixed. Then after, the questionnaires
were administered and collected on the spot. Interview was conducted by the researcher. To
do this, the interviewees were asked to suggest the place and time of their convenience. Then
after, interviews were conducted and information gathered.

Focus Group Discussion were conducted and information collected by the researcher. This
was done by obtaining permission from the participants of the FGD and arranging convenient
time and place. Documents were examined and data collected by the researcher by making
use of school records and other sources of recorded data.

3.6. Data Presentation, Analysis and Interpretation

After data are collected, they were checked, classified, arranged and organized according to
their characteristics. Then after, they werepresented, analyzed and interpreted by using
quantitative and qualitative research analysis techniques.

The data obtained through questionnaires from principals, vice-principals, department heads,
and teachers, were tallied, analyzed and interpreted quantitatively by using percentages.
Qualitative data obtained using interviews, FGDs, open-ended questions from Woreda
supervisors and experts as well as zonal supervisorswere analyzed and interpreted
qualitatively using descriptive narration.
 CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND
INTERPRETATION

This chapter deals with the presentation, analysis and interpretation of the data gathered from
group of respondents using questionnaire, interview and focus group discussion. And also has
two sections. The first section presents the demographic characteristic of the participants. The
second parte deal with the results of the findings from data gathered through the
questionnaire, interviews, focus group discussion.

4.1. Demographic Information of the participants

The demographic data required in the study include sex, age category, level of education, and
work experience. These demographic data were required in order to determine the
characteristics of the respondents and their prospective reliability in providing relevant data
that were expected in the study. The knowledge of the participants’ demographic data also
helped the researcher to design the instruments in a way that suited their level of
understanding in relation to the study problem.

Table 4.1 summary of distribution and return of completed questionnaires

No Respondents Total Distributed Returned Returned

. Population %
1 Teachers 380 114 100 87.7
2 School based supervisors 70 46 42 91.3
/principals, vice principals and
Department heads/
3 Woreda Education Office Teachers 16 16 16 100
Development Unit Expert
andworedasupervisors
4 Zone education supervisor 6 6 6 100
total 472 182 164 90.1
Source: researcher’s survey. 2017

In general, questionnaires were distributed to the group of 182respondents. Out of them

164(90.1%) were got filled out and returned.
Out of the total 182respondents, 114 of teachers, 46 school based supervisors /department
heads, vice principals and principals/,16 Woreda Education Office Teachers Development
Unit Expert and6 Zone education supervisors. Finally, Teachers 100 (87.7%), school based
supervisors 42 (91.3%), Zoneeducation supervisor 6(100%), woredasupervisiors and Woreda
Education Office Teachers Development Unit Expert 16 (100%) respectively filled, returned
and used for the analysis. Some questionnaire 14(12.2%) did not return because of some
respondents problems. But the number of questionnaire returned was sufficient enough to
continue the analysis.
Table 4.2 Distribution of teachers’ demographic data

Item Category Teachers

No Percent (℅)
Male 92 80.7
sex Female 22 19.2
Total 114 100
20-25 29 25.5
26-30 44 38.59
Age 31-35 20 17.5
36-40 11 9.6
Above 41 10 8.7
Total 114 100
1-5 47 41.2
6-10 29 25.4
Years of work experience 11-15 19 16.6
16-20 13 11.4
Above 21 6 5.2
Total 114 100
Diploma 4 3.5
Level of education Degree 105 92.I
Master 5 4.4
Total 114 100
Source: Researcher’s survey, 2017.
 Table 4.3 distribution of school management and zone experts’ demographic data

Categor Respondents
y
Item Department Principals Vice Principals Worda Zone
head Woreda education education
supervisors office supervisors
experts
N Perce N Perce N Percent (℅) No Percent N Percen No Perce
o nt (℅) o nt (℅) o (℅) o t (℅) nt (℅)
Sex Male 20 83.33 11 100 11 100 8 100 5 62.5 6 100
Female 4 16.6 - - - - 3 37.5 - -
Total 24 100 11 100 11 100 8 100 8 100 6 100
Age 20-25 5 20.8 - - - - - - - -
26-30 12 50 4 36.3 4 36.36 3 37.5 2 25 - -
31-35 4 16.6 4 36.3 5 45.45 4 50 4 50 2 33.3
36-40 2 8.3 2 18.18 2 18.18 1 12.5 1 12.5 3 50
Above 1 4.1 1 9.09 - - 1 12.5 1 16.6
41
Total 24 100 11 100 11 100 8 100 8
100 6 100
1-5 5 20.8 1 9.09 1 9.09 - - - - - -
6-10 8 33.3 6 54.5 5 45.4 3 37.5 - - - -
Years of 11-15 6 25 4 36.36 4 36.3 5 62.5 3 37.5 1 16.6
experien
ce 16-20 4 16.6 - - 1 9.09 - - 4 50 3 50
Above 1 4.1 - - - - - - 1 12.5 2 33.3
20
Total 24 100 11 100 11 100 8 100 8 100 6 100
Diploma - - -- - - - - - 1 12.5 - -
Level of Degree 24 100 8 72.7 11 100 5 62.5 7 87.5 3 50
educatio
n Master - - 2 18.18 - - 3 37.5 - - 3 50
Total 24 100 11 100 11 100 8 100 8 100 6 100
Source: Researcher’s survey, 2017.

The above table expresses the analysis of the demographic characteristics of the respondents.
As represents the above table 4.2 and 4.3, regarding sex, out of the total respondents, teachers
95(80.2%), department heads 20(83.3%),Zone education supervisiors6(100%) ,
principals11(100) and vice principals 11 (100%) and wereda education office experts
5(62.5%) were males. That is among all respondents, 29(17.68%) were females. This show
that the number of male greater than females in participants. WhileWoreda supervisors ,
principals and vice principals all are also males in the school. This indicates that females’
participation in the leadership of secondary school of North Shoa Zone is low or the
leadership position was controlled by male.
As presented table 4.2 and 4.3, regarding the age distributions of the respondent shows that
29(25.5%) teachers were between the age of 20 and 25,44(38.59%) teachers were between
the age of 26 and 30, 20(17.5%) teachers were between the age of 31and 35, 11(9.6%)
teachers were between the age of 36 and 40, and 10(8.7%) teachers were above the age of 41.
while Regarding the age of department heads 5 (20.8%) of were between the age of 20 and
25, 12(50%) department heads were between the age of 26and 30, 4( 16.6%) department
heads were between the age of 31 and 35, and 2(8.3%) department heads were between the
age of 36 and 40. and 1(4.1%) department heads were above the age of 41.
With regarded to the age of principals 4(36.3%) principals were between the age of 26 and
30,4 (36.3%) of principal was between the age of 31and 35, 2(18.18%) principals were
between the age of 36 and 40,1(4.1%) principals were above age of 41.

With regarded to the age of vice principals 4(36.3%) vice principals were between the age of
26 and 30,5 (45.4%) of vice principal was between the age of 31and 35, 2(18.18%) vice
principals were between the age of 36 and 40.

Concerning the age distribution of wereda education experts 2(25%) of them was between the
age of 26 and 30 4(50%) of them was between the age of 31and 35, While1(12.5%) of
them were between the age of 36 and40, 1(12.5%) were above the age of 41.

Concerning the age distribution of Zonal education supervision 1(16.6%) of them was
between the age of 31 and 35, 3(50.0%) of them was between the age of 36 and 40,
While, 2(33.3%) were above the age of 41.

Based on this, it is believed that most of the respondents were mature enough to provide
honest opinions and suggestions regarding the issue under the study.

With regarded to years of experience 47(41.2℅), 29(25.4℅), 19(16.6℅), 13(11.4℅) and

6(5.2℅) of teacher respondents were between service year range of 1-5, 6-10, 11-15 , 16-20
and above 21 years respectively. While heads of department years of experience,5(20.8℅),
8(33.3℅), 6(25℅), 4(16.6℅), 1(4.1℅) in the range of 1-5, 6-10, 11-15, 16-20 , and above 21
years respectively. While principals years of experience 1(9.09%), 6(54.4%),4(36.36%) were
between service year in the range of 1-5 6-10, and 11-15 years respectively. While vice
principals years of experience 1(9.09%), 5(45.45%),4(36.36%) and 1(9.09%)were between
service year in the range of 1-5 6-10, and 11-15 years respectively.
While Woredasupervisors years of experience 3(37.5%) 4(50%) and 1(12.5%) were between
service year in the range of 1-5 6-10, and 11-15 years respectively. Wereda education office
experts year of experience 3(37.5%), 4(50%),1(12.5%) between in the range of, 11-15 16-
20and above 21 years of experience respectively.Zone education supervisors year of
experience 1(16.6%), 2(33.3%), and 3(50%) between in the range of, 11-15 16-20and above
21 years of experience respectively.This shows that the majority of respondents, teachers ,
departments, principals were less than 11 years of experience .

Concerning the educational level of participants 4(3.5 %), teachers are diploma and
105(92.1%) teachers are degree and 5(4.4%) teachers are masters. While department heads
educational level 24(100%) of them degree. 8(72.7%) principals are degree and 2(18.18%) of
principal’s respondents were masters. Vice principals all are degree. 5(62.5)Woredas
supervisors are degree and 3(37.5) Woredas supervisors are Masters. Woredas education
office experts’ educational level all are degree. While 3(50%) Zone education supervisors’
are degree and3(50%)of Zone education supervisors’ were maser.
This indicates that there was not a gap in educational levels among teachers and the
management members in the secondary schools of North shoa zone. Due to this, among
respondents, they all could posses the necessary information which the researcher seeks.

4.2. Presentation, Analysis, and Discussion of the Finding of the Study

The Presentation, Analysis, and Discussion of the finding of the data obtaining from different
groups of respondents in relation to the challenge and practices of school based supervision in
North shoa zone secondary school. Teachers and school based supervisors / principals vice
principals and department heads/ were responded to 12 closed ended and 8 open ended
questionnaires respectively. And interview questions for principals and Wereda education
experts applied.

After data are collected, they will be checked, classified, arranged and organized according to
their characteristics. Then after, they will be presented, analyzed and interpreted by using
quantitative and qualitative research analysis techniques.
The data obtained through questionnaires from principals, vice-principals, department heads,
and teachers, will be tallied, analyzed and interpreted quantitatively by using percentages.
Qualitative data obtained using interviews, FGDs, open-ended questions from Woreda
supervisors and experts as well as zonal supervisors will be analyzed and interpreted
qualitatively using descriptive narration.

30
 4.2.1. How does the current practices of school based supervision in the secondary
school of the North Shoa zone?

Table 4.4view of respondents about the current practices of school based

supervision in the secondary school.

No Items: Rating scale

Res No SA A UD DA SD
pon
der No % No % No % No % N %
s o
The supervisory practices teac 100 - -- 5 5 23 23 72 72
1 are carried out by the school hers
principal, vice principal SBS 42 4 9.5 6 19.0 9 21.4 23 54.7
departments heads and
senior teachers
2 The supervisors evaluate teac 100 - - 4 4 18 18 76 76 2 2
current educational hers
practices to improve SBS 42 2 4.7 12 28.5 28 66.6 - -
teaching learning practices
3 There is a practices of Tea 100 4 4 24 24 71 71 1 1
consistently giving cher
constructive feedback daily s
lesson plan to improve SBS 42 - - 2 4.7 5 14.3 35 83.3
teaching and learning
process.
4 The school organize teachers Tea 100 8 8 21 21 66 66 5 5
to conduct peer observation cher
s
SBS 42 2 4.7 6 14.3 34 80.9
5 Supervisors prepare a peer to Tea 100 17 17 81 81 2 2
peer supervision program cher
for experience sharing s
among teachers SBS 42 2 4.7 5 11.9 7 16.6 28 66.6
6 Supervisorsconduct informal Tea 2 2 14 14 83 83 1 1
visits to classroom cher
observation while the s
teacher are teaching SBS 42 6 14.3 34 80.9 2 2
key:- SA=strongly agree, A= agree, UD= undecided, DA= disagree, SD= strongly disagree,
and SBS= school based supervisors.
In item 1 of table 4.4, the respondents were asked to rate the level of their perception whether
the supervisory practices are carried out by the school principal, vice principal departments
heads and senior teachers or not. As indicated from the responses, the majority, 72(72%), of
teachers replied that they disagree on the supervisory practices are carried out by the school
principal, vice principal departments heads and senior teachers. Besides 23 (23 %) of them
also responded did not sure about the issue .The data obtained from school based supervisor
on the other hand showed that the majority, 23(54.7%) and 9(21.4) of them responded that
disagree and were not sure about the issue respectively. This implies, that the agreement of
the majority 72(72%)and 23(54.7%) of teacher and school based supervisor respondents
about the supervisory practices are not carried out by the school principal, vice principal
departments heads and senior teachers. From this, it implies that in the study area the
majority of teachers and school based supervisors, the supervisory practices are not carried
out by the school principal, vice principal departments heads and senior teachers. From this
result, one can conclude that both groups react in similar way that they were not convinced to
say there is collaborative work among school principal, vice principal, department heads and
senior teachers .

From the FGDs held in each sample school, the participants have confirmed that the
supervisory practices are carried out by the school principal, vice principal
departments’ heads and senior teachers were conducting the classroom
observation which was made unlimited per a semester. According to them, it is
difficult to say this there is a supervisory practice in their schools. From this,
one can conclude that there is no collaborative supervisory practice among
school principal, vice principal, department heads, senior teachers.
Moreover, as shown in Table 4.4 item 2, respondents from teacher and school based
supervisor were asked regarding the supervisors in school were evaluating the current
educational practice to support teachers to improve their teaching practice or not. With
regards to this, 76(76%) of teachers responded that disagree about the issue. Besides 18(18
%) of them also responded did not sure about the issue. While, the majority of school based
supervisor respondents 28 (66.6%) and 12 (28.5%) of them responded that disagree and were
not sure about the issue respectively.
This implies, that the agreement of the majority 76(76%) and 28 (66.6%) of teacher and
school based supervisor respondents about evaluate current educational practices to improve
teaching learning practices. This indicates that there were percentage differences between the
opinions of the two groups aredisagree. From the result it is possible to conclude that the
supervisee teachers were not supported to improve their teaching practice.
Concerning with the item 3 table 4.4 questions raised for teachers and school based
supervisors to rate their agreement levels about of practices of consistently giving
constructive feedback daily lesson plan to improve teaching and learning process.
Consequently, 71(71%) of teachers responded that disagree about the issue. Besides 24 (24
%) of them also responded did not sure about the practices of consistently giving constructive
feedback daily lesson plan to improve teaching and learning process. While, the majority of
school based supervisor respondents 35 (83.3%) and 5(14.3%) of them responded that
disagree and were not sure about the issue respectively. From this, it implies that the teacher
and school based supervisors did not give constructive feedback for teachers in order to
improve teaching and learning process.As we inferred from the view of zonal experts during
interview, they reported that most of the time teachers haven’t got constructive feedback
concerning classroom observations.
One of the zonal experts said that;
Teachers haven’t got consistently giving constructive feedback daily lesson
plan to improve teaching and learning process.
Due to this, it may be concluded that the school based supervisors were not play properly the
skills and the roles expected of them in observational activities (before, during and after).
According to the response of zonal experts and supervision documents the school based
supervisors were not clearly explained about the general observational procedure and
activities for teachers and also teachers were not initiated to work with the supervisors. This
may be lack of experience.

As it can be observed from Table4.4 item 4, respondents were asked to rate their agreement
levels on application of collegial supervision among themselves, the teachers and supervisors.
With regards to this, 66(66%) of teachers responded that disagree about the issue. Besides
21(21 %) of them also responded did not sure about the issue. While, the majority of school
based supervisor respondents 34 (80.9%) and 6 (14.3%) of them responded that disagree and
were not sure about the issue respectively. This implies, that the agreement of the majority
66(66%) and 34 (80.9%) of teacher and school based supervisor respondents about the school
organize teachers to conduct peer observation. Therefore, it can be concluded that the schools
organizes teachers to conduct peer observation were unsatisfactory in the study areas. The
percentagerespondentsshows disagree about the issue means there is no significance
difference between the opinions of the two groups regarding the schools organizes teachers to
conduct peer observation(collegial supervision among themselves).

The FGD with woreda supervisor and Woreda education office experts confirmed that not
only secondary school but also junior primary school were not organizes teachers to conduct
peer observation. So this is an impact in the activities of supervision. From this, it can be
concluded that the majority respondents were accepted the idea that schools organizes
teachers to conduct peer observation for the activity of supervision was low in the study area.
One of theFGD participant woredasupervisorssaid that;
Not only North Shoa Zone secondary school but also junior primary school
were not organizes teachers to conduct peer observation. So this is an impact
in the activities of supervision.
As it can be observed from Table 4 item 5, respondents were asked to rate their agreement
levels on application of prepare a peer to peer supervision program for experience sharing
among teachers .Accordingly, 81(81%) of teachers responded that disagree about the issue.
Besides 17(17 %) of them also responded did not sure about the issue. While, the majority of
school based supervisor respondents 28 (66.6%) and 7 (16.6%) of them responded that
disagree and were not sure about the issue respectively. This implies, that the agreement of
the majority 81(81%) and 28 (66.6%) of teacher and school based supervisor respondents
have notprepare a peer to peer supervision program forexperience sharing among teachers.
Therefore, it can be concluded that the prepare a peer to peer supervision program
forexperience sharing among teachers were unsatisfactory in the study areas. The percentage
shows disagree about the issue there is no significance difference between the opinions of the
two groups regarding the schools organizes teachers to conduct peer observation(collegial
supervision among themselves). This indicates that the roles of school-based supervisors‟
effort to prepare a peer to peer experience sharing among teachers in zone schools were low
and ineffective.

Moreover, the FGD held with woreda supervisor and woreda expert confirmed that the efforts
of school-based supervisors to organize experience sharing among teachers in improving the
quality of education were not that much effectively implemented due to various reasons.
Therefore, it is possible to conclude school-based supervisors are not capable enough to
discharge their responsibilities. However, various literatures show that in the schools where
teachers have the exposure to new ideas and share experiences more readily, there is a greater
potential for school and classroom improvement. Improving schools endeavor in the
development of their staff creates opportunities for teachers to collaborate and to share best
practices. Evidences also suggest that attention in such experience sharing can impact directly
upon improvements in student learning and achievement (Day, 1999).

As shown in the above Table4 item 6, respondents were asked regarding the conduct informal
visits to classroom observation while the teachers areteaching. With regards to this, 83(83%)
of teachers responded that disagree about the issue. Besides 14(14%) of them also responded
 did not sure about the issue. While, the majority of school based supervisor respondents 34
(80.9%) and 6 (14.3%) of them responded that disagree and were not sure about the issue
respectively. This implies, that the agreement of the majority 83(83%) and 34 (80.9%) of
teacher and school based supervisor respondents were notconduct informal visits to
classroom observation while the teacher are teaching. From the result, it is possible to
conclude that there was no difference in both teacher and school based supervisor regarding
there are no informal classroom visit while the teachers were teaching.
What are the challenges existing in the implementation of school-based supervision?
/ Key: SA =strongly agree, A = agree, DA = disagree, UD = undecided SD= strongly
disagree
4.2.2. Challenges existing in the implementation of school-based
supervision
Table 4.5Views of respondents about the challenges existing in the implementation of school-based
supervision

N Items: Rating scale

o Res No SA A UD DA SD
pon
ders No % No % No % No % N %
o
Lack of sufficient allocated teac 100 6 6 67 67 18 18 9 9 - -
1 budget for the supervisory hers
activity in the school SBS 42 2 4.7 32 76.2 7 16.6 1 2.4 - -
2 Supervisors are lack teac 100 6 6 65 65 23 23 6 6
technical skills in hers
classroom observation SBS 42 29 69.0 9 21.4 3 7.1 1 2.4 - -
3 Lack of awareness of Tea 100 3 3 71 71 24 24 2 2
teachers regarding the che
purpose and objective of rs
school based supervision SBS 42 - - 35 83 6 14.3 1 2.4 - -
4 Supervisors are not well Tea 100 6 6 74 74 16 16 3 3 1 1
trained enough about che
school based supervision to rs
give support to teachers SBS 42 1 2.4 33 78.5 7 16.6 1 2.4

5 Supervisors are fault Tea 100 4 4 75 75 19 19 2 2

finding rather than che
supporting and guiding rs
teachers about supervision SBS 42 19 45..2 22 52.4 1 2.4 - -
6 Teachers have positive Tea 100 4 4 8 8 27 27 61 61 4 4
attitude for the che
implementation of school rs
based supervision SBS 42 6 14.3 34 80.9 2 2
key:- SA=strongly agree, A= agree, UD= undecided, DA= disagree, SD= strongly disagree,
and SBS= school based supervisors.
As shows from item 1 table 4.5, the result obtained from the response, indicated that lack of
sufficient allocated budget for the supervisory activity in the study area. With regards to this,
67 (67%) of teachers responded that agree about the issue. Besides 23 (23 %) of teacher also
responded did not sure about the issue. While, the majority of school based supervisor
respondents 32 (76.2%) and 7 (16.6%) of them responded that agree and were not sure about
the issue respectively. This implies, that the agreement of the majority 67 (67%) and 32
(76.2%) of teacher and school based supervisor respondents about lack of sufficient allocated
budget for the supervisory activity in the school. From this, it implies that in the study area
the majority of teachers were lack of sufficient allocated budget for the supervisory activity in
the school. Due to this, the majority of teachers did allocatedinsufficientbudgetschool based
supervision program. Therefore, stakeholder should be allocatedsufficientbudget and well
oriented about purpose .the impact and objective school supervision. The data obtained from
the interview of the zone education office experts all they were replied that the problems that
affected school based supervision was lack of sufficient budget, shortage of training for
school based supervisors and teachers, lack of skill and knowledge, and teachers low opinion
about supervision. From this all the interviewee bodies suggest their opinions about solutions.
Such as, for all teachers and SBS should be given training program the Woreda education
office allocate sufficient budget in order to facilitate the supervision programs.

Item 2 of the table 4.5 shows the response about the lack technical skills in classroom
observation of school based supervisors. With regards to this, 65 (65%) of teachers responded
that agree about the issue. Besides 23 (23 %) of them also responded did not sure about the
issue. While, the majority of school based supervisor respondents 29 (69%) and 9 (21.4%) of
them responded that agree and were not sure about the issue respectively. Therefore, the
majority were agreed that school based supervisors did not get enough training about
technical skills in classroom observation.

In the third item, Table 4.5, respondent were asked to rate their agreement levels about lack
of awareness of teachers regarding the purpose and objective of school based supervision.
With regards to this, 71(71%) of teachers responded that agree about the issue. Besides 24
(24%) of them also responded did not sure about the issue. While, the majority of school
based supervisor respondents 35 (83.3%) and6 (14.3%) of them responded that agree and
were not sure about the issue respectively. This implies, that the agreement of the majority
71(71%) and 35 (83.3%) of teacher and school based supervisor respondents about lack of
awareness of teachers regarding the purpose and objective of school based supervision . From
this, it implies that in the study area the majority of teachers were lack of awareness of
teachers regarding the purpose and objective of school based supervision. Due to this,
teachers were not successful in their awareness about the purpose and objective of school
based supervision.From this, it concluded that most respondents had nearly similar perception
about the issue. The majority respondents agreed that school based supervisors have not
given enough orientation or awareness and this may one of the causes of low implementation
of supervision in the school of North Shoa secondary schools.

With regards to this, 74 (74%) of teachers responded that agree about the issue. Besides16
(16%) of them also responded did not sure about the issue. While, the majority of school
based supervisor respondents 33 (78.5%) and 7 (16.6%) of them responded that agree and
were not sure about the issue respectively. This implies, that the agreement of the majority 74
(74%)and 33 (78.5%) of teacher and school based supervisor respondents about Supervisors
are not well trained enough about school based supervision to give support to teachers. From
this, it implies that in the study area the majority of teachers were Supervisors are not well
trained enough about school based supervision to give support to teachers. Due to this, the
majority of supervisor did not get enough trainingabout school based supervision to give
support to teachers. Therefore, stakeholder should be give well organized trainingand well
oriented about school based supervision to give support to teachers.

The data obtained through interview revealed that absence ofwell organized training for
school based supervisors how to discharge their responsibilities could affect their
contribution. This is confirmed by 6 (100%) of zone educational experts. Supporting this
MOE (2002) noted that training or orientation is highly important for educational officials
and experts at various levels in order to maintain their activities.
As it can be seen on Table 4.5 item 5, respondents were asked to decide on whether school
based supervisors are fault finding rather than supporting and guiding teachers about the
effectiveness of supervision or not.
With regards to this, 75 (75%) of teachers responded that agree about the issue. Besides 17
(17%) of them also responded did not sure about the issue. While, the majority of school
based supervisor respondents 22 (52.4%) and 19(45.2%) of them responded that undcide and
agree the issue respectively. In this regard, teachers with the 75 (75%) were agreed about the
idea, and school based supervisors with the 22 (52.4%) were undecided with regard to school
based supervisors are fault finding rather than supporting and guiding teachers about the
effectiveness of supervision on the point. This implies that the majority of teacher
respondents and school based supervisors were satisfied about the issue. That is the aim of
teachers towards supervision was fault finding.
From the FGDs held in the woreda experts, it is known that there was fault finding practice.
They emphasized that fault finding practice is not appropriate for the improvement of the
teaching-learning process; rather it affects the school goal achievement.
In addition, in the open ended question, the respondents from zone experts revealed that there
was no such fault finding practice in their respective schools.
On the other hand, from the open-ended questions on the questionnaire, many respondents
from the sample teachers indicated that some of the school based supervisors were too harsh,
undemocratic, and did not show respect. Some of them also remarked that their school based
supervisors was always found faults with them, used intimidating strategies, corrected them
in the presence of students, and imposed ideas.
Concerning with the item 6, table 4.5 and questions raised for teachers and school based
supervisors to rate their agreement levels on the positive attitude for the implementation of
school based supervision
With regards to this, 61 (61%) of teachers responded that disagree about the issue.
Besides27(27%) of them also responded did not sure about the issue. While, the majority of
school based supervisor respondents 34 (80.9%) and 6 (14.3%) of them responded that
disagree and were not sure about the issue respectively. This implies, that the agreement of
the majority 61 (61%) and 34 (80.9%) of teacher and school based supervisor respondents
about teachers have positive attitude for the implementation of school based supervision.
From this, it implies that in the study area the majority of teachers were teachers have
positive attitude for the implementation of school based supervision. Due to this, the majority
of supervisor did not get enough training about school based supervision to give support to
teachers. Therefore, stakeholder should be give well organized trainingand well oriented
about school based supervision to give support to teachers.
 CHAPTER FIVE: SUMMERY OF FINDINGS, CONCLUSIONS AND
RECOMMENDATION

5.1. SUMMARY OF FINDINGS

This part of the study deals with the summary of findings of the study, general conclusion
and also provides recommendations which are based on the findings. The major objective of
the study was to examine the practice of school based supervision insecondary school in
North Shoa Zone Amhararegion.
In order to achieve this purpose, the study was made to seek answers to the following basic
questions.
1. How is school-based supervision practiced in the secondary school of the North Shoazone?
2. What are the challenges encountered in the implementation of school-based
supervision?
Accordingly, mixed research study design was employed and the related literature was
reviewed. Both quantitative and qualitative data were gathered through questionnaire,
interviewandFGD.
The respondents who completed the questionnaires were 100 teachers, 42 school based
supervisors were selected as a sample by using availability, and purposivesampling, and
random sampling techniques .Moreover, 6zone education office experts were interviewed.
The data obtained were analyzed using percentage among the respondents. Based on the
research questions the following are the major findings drawn from the analysis.

5.1.1. Issue related to the current practices of school-based supervision in

the secondary schools of North Shoa Zone

Many gaps in school based supervisors in supervisory practice related roles. In relation to
lack of supporting teachers to evaluate the educational practice, the majority teacher and
school based supervisors have similar views about the issue. Due to this, school based
supervisors did not support teachers to evaluate the c the educational practice. Poor effect in
helping teachers to evaluate teaching learning process for possible farther improvement.

The majority of teachers and school based supervisors;the supervisory practices are not
carried out by the school principal, vice principal departments’ heads and senior teachers.

 The teacher and school based supervisors did not give constructive feedback for
teachers in order to improve teaching and learning process. As we inferred from the
 view of zonal experts during interview, they reported that most of the time teachers
haven’t got constructive feedback concerning classroom observations.
 The inability of school based supervisors for giving well orientations for teachers
about preparation and presentation of lesson plans.
 In ability of giving constructing feedback after classroom observations

 This indicates that the roles of school-based supervisors‟ effort to prepare a peer to
peer experience sharing among teachers in zone schools were low and ineffective.
Moreover, the FGD held with woreda supervisor and woreda expert confirmed that
the efforts of school-based supervisors to organize experience sharing among teachers
in improving the quality of education were not that much effectively implemented
due to various reasons.

 In relation to planning and implementing a well established in service training

programs, the majority of teacher and school based supervisors respondents including
the interviewee of zone experts confirmed that the school based supervisors did not
implement regarding the issue.
 Majority of teacher and school based supervisor respondents were not conduct
informal visits to classroom observation while the teacher are teaching.
 The majority of respondents confirmed that, school based supervisors did not assist
teachers in determining instructional objectives
 In relation to guide and support teachers for the implementations of students
continuous assessment, as respondents tends to believe that school based supervisors
should be having good supporting and guiding skills.

5.1.2. Issue related to the challenges of school-based supervision in the

secondary schools of North Shoa Zone

The challenge of school based supervision in North shoazone secondary school has been
hindered by many factors. The findings related to this, the majority of teacher and school
based supervisor confirmed that;

 Lack of sufficient allocated budget to facilitate supervisory activity in the study area.
 Lack of sufficient and short term training program for updating supervisors
 For effective implementation of supervision lack of technique skill in school based
supervisors
 The majority of teachers believe that the aim of supervision was fault finding.

40
 Poor awareness creation program regarding to the purpose and objective of instructional
supervision.
 Teachers hav’nt positive attitude for the implementation of school based supervision
 With regard to deals with teachers openly and fairly to share their knowledge and skill,
the majority of respondents confirmed that, school based supervisors did not have
concern about the teachers growth due to lack of experience.

In addition to the above challenge the data obtained from the interview of Zone education
office experts, lack of work experience of department heads and principals in supervision,
lack of experience sharing among teachers are the major challenge that affect the practice
of school based supervision in North shoa zone secondary school. And also the school
supervision documents indicated that there were no training materials and modules, the
school supervision program was implemented two times per years.

5.2. Conclusion
 Teachers and school based supervisors, the supervisory practices are not carried out
by the school principal, vice principal departments heads and senior teachers. From
this result, one can conclude that both groups react in similar way that they were not
 convinced to say there is collaborative work among school principal, vice principal,
department heads and senior teachers.
 Schools organize teachers to conduct peer observation for the activity of supervision
was low in the study area. This indicates that the roles of school-based supervisors‟
effort to prepare a peer to peer experience sharing among teachers in zone schools
were low and ineffective. Teachers were not successful in their awareness about the
purpose and objective of school based supervision. Due to this, the majority of
supervisor did not get enough training about school based supervision to give support
to teachers towards supervision was fault finding.

 The finding shows that the school based supervisors are lack of technical skills for the
proper implementation of classroom observations. Due to this, supervisors did not
give orientation for teachers about the preparation and presentation of lesson plan; do
not make mutual agreement with teachers on the purpose of observations. They did
not give contractive feedback for teachers after classroom observations. From this, it
implies that school based supervisors were not accomplished their duty for the
effectiveness of supervision in the study area. So, one can concluded that teachers
have not got different orientation or training program for the effectiveness of
classroom performance.
 At the end, the finding of this study showed that the proper implementation of school
based supervision affected by different problems. Some of these are: insufficient
allocated budget for facilitating supervision practice, shortage of capacity building
training program for school based supervisors, inadequate skill and knowledge of
school based supervisors, low awareness of teachers towards supervision, low
expectation of teachers towards school supervisors. Due to these different problems, it
implies that the practice of school based supervision was not implemented properly in
North Shoa secondary schools.

5.3. RECOMMENDATIONS

On the basis of the findings obtained through questionnaire ,a interview and FGD
conclusion is made with respect of the current status of the practice of school based
supervision in North shoa zone secondary school the following recommendation were
forwarded by suggesting accountability and responsibilities of concerned stakeholders .

From the findings of this research, it has been observed that lack of technical skills, inability
for performing their functions, and clear objectives for the practice of instructional
supervision. However, to achieve quality education, the Regional Education Bureau, Zonal
Education Department and Wereda education office should be support and follow attentively
for the effective implementation of teaching and learning process by applying external
supervision programs.

For the effectiveness of school based supervision, a requirement to be applied in school so as

to meet the individual needs of teachers for the sake of instructional improvement. So, variety
of functions or roles of school based supervisors should be provided for teachers. However, it
is recommended that school based supervisors should be develop the supporting systems for
teachers to improve teaching and learning process.

Educational supervisor is responsible for providing adequate support to the trainee for the
development of their leaning requirement and ensuring that appropriate training opportunities
are made available to acquire the necessary competencies. However, it is recommended that
Zonal Education department by cooperation of Wereda education office should be provide
relevant and sufficient training program.

And also the school based supervisors should be developing different training program, train,
share experience and aware teachers for the important of supervision and to increase their
professional development. The teachers should understand the benefit, role, function and
significant of supervision in education and collaborate for better supervision practices.

Educational supervision therefore requires time, dedication and more importantly adequate
training to quality for the role. Although it is recommended that the educational supervisor
should have an understanding of educational theories and practical supervision techniques,
including constructive feedback, well identifying teachers’ week performance, awareness of
teachers toward the important of supervision and dealing with difficulties.

The result of the study revealed / allows something hidden to be seen/. That is insufficient
allocation of budget for proper implementation of supervision. It is recommended that the
woreda education office and the school itself to allocate adequate budget for effective
implementation of school based supervision.
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Dull, L.Loyd W.(1981). Supervision: School Leadership Handbook. Ohio Charles

E.MerrilPub.C

Eye, G. and Neltzer, A. (1965).Supervision of Instruction.New York: Harper and Row

Publisher.

GetachewGezahegn (2001).School Based Instructional supervision in selected secondary

schools of Addis Ababa. AAU (Unpublished MA Thesis)

Glickman, C. D; Gordon, S. P., and Ross-Cordon. (1998). Supervision of Instruction: A

Developmental Approach. (4th ed.). Boston, MA: Allyn& Bacon.

HabtamuMeneber, (2016) School-Based Supervision in Private and Government Primary

Schools Department of education planning and management,Addis Ababa.

Htt/www. Learn...orga/articles

MOE (1994).Educational supervision manual. Addis Ababa: EMPDA

MuluworkShefa (2004 ).Factor affecting practice of educational

supervision,DillaUnversityUnpublished

Musaazi, J. C. S. (1985). Theory and practice of Educational Administration.Basing stoke:

Macmillan Publishers Ltd.

North Shoa Zone office annual reports,(20 07,2008), Debre Brehan

Sergiovanni, T. and Starratt, R. (2002).Supervision (7th ed.). New York: McGraw-Hill

Companies Inc.
 th
Sergiovanni, T. J., and Starratt, R. J. (2002).Supervision: A redefinition (7 edNew York:
McGraw-Hill Companies Inc.
th
Sergiovanni, T. J., and Starratt, R. J. (2007).Supervision: A redefinition (8 ed.). New York:
McGraw-Hill Companies Inc.

TeshomeTsige (2014), problems and practice of school cluster supervision, Afar region
unpublished.

UNESCO. (2007). Reforming School Supervision for Quality Improvement (Module 1-5).
Paris. UNESCO/International Institute for Educational Planning.

UNESCO (1999).quality education through school-based supervision and

support.Retrieved from unesdoc.UNESCO.

APPENDIX 1

Addis Ababa Universit y

Department of Educational Planning an d Management
 College of Education and Behavioral Studies
Questionnaire will be filled by teachers.

Directions/ dear teachers, and school based supervisors the main purpose of this
questionnaire is to assess the practice and Challenges of the school based supervision in
North Shoa Zone secondary schools. To identify basic programs associated with the
implementation of school based supervision program you are kindly requested to fill these
questionnaires. All your response will be kept confidential.

Part I; Back ground information’s of the respondents

N.B does not write your name

Please indicate your correct information in the box given below by giving “X” mark to
indicate your level of agreement or disagreements

1.1 Name of the school: ------------------------------------------

1.2 sex a, male b, female

1.3 Age: a, 20-25 b, 26-30 c,31-35
D, 36-40 e, above 41

1.4Academic qualification: a, diploma b, degree

c, master

1.5 Year of work experience: a, 1-5 b, 6-10

c , 11- 15 d, 16-20 e, 21 and above

Your current position; -----------------------------

Part II,. How does the current practices of school based supervision in the secondary school of
the North Shoa zone? / Key: SA =strongly agree, A = agree, DA = disagree, UD = undecided
SD= strongly disagree/

No Items Rating scale

 Current practice SA A UD DA SD

1 The supervisory practices are carried out by the school

principal,vice principal departments heads and senior teachers
2 The supervisors evaluate current educational practices to improve
teaching learning practices
3 There is a practices of consistently giving constructive
feedbackdaily lesson plan
4 The school organize teachers to conduct peer observation
5 Supervisors prepare a peer to peer supervision program for
experience sharing among teachers
6 Supervisors conduct informal visits to classroom observation while
the teacher are teaching
7 . what are the attitude of teachers about school based supervision--------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------

Part V.Whatare the challenges existing in the implementation of school-based supervision?

/ Key: SA =strongly agree, A = agree , DA = disagree, UD = undecided SD= strongly
disagree/.
No Items Rating scale
SA A UD DA SD

1 Lack of sufficient allocated budget for the supervisory activity in

the school
2 Supervisors are lack technical skills in classroom observation
3 Lack of awareness of teachers regarding the purpose and objective
of school based supervision
4 Supervisors are not well trained enough about school based
supervision to give support to teachers
5 Supervisors are fault finding rather than supporting and guiding
teachers about supervision
6 Teachers have positive attitude for the implementation of school
based supervision

. What are the main challenges that affect for the implementation of school based
supervision?-------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------

10. What do you suggest as solutions for the above mentioned challenges especially in the
implementation of supervision in your school?--------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------

APPENDIX 2

Addis Ababa University

Departement of Educational Planning and Management
 College of Education and Behavioral Studies

Questionnaire will be filled by school managements

Directions/ dear, department heads, principals ,vice principals, the main purpose of this
questionnaire is to assess the practice and Challenges of the school based supervision in
North Shoa Zone secondary schools.To identify basic programs associated with the
implementation of school based supervision you are kindly requested to fill these
questionnaires. All your response will be kept confidential.

Part I; Back ground information’s of the respondents

N.B does not write your name

Please indicate your correct information in the box given below by giving “X” mark to
indicate your level of agreement or disagreements

1.1 Name of the school: ------------------------------------------

1.4 sex a, male b, female

1.5 Age: a, 20-25 b, 26-30 c,31-35
D, 36-40 e, above 41

1.4Academic qualification: a, diploma b, degree

c, master

1.5 Year of work experience: a, 1-5 b, 6-10

c , 11- 15 d, 16-20 e, 21 and above

Your current position; -----------------------------

Part II ,. How does the current practices of school based supervision in the secondary school of
the North Shoa zone? / Key: SA =strongly agree, A = ag ree, DA = disagree, UD = undecided
SD= strongly disagree/

50
No Items Rating scale
Current practice SA A UD DA SD

1 The supervisory practices are carried out by the school principal,

vice principal departments heads and senior teachers
2 The supervisors evaluate current educational practices to improve
teaching learning practices
3 There is a practices of consistently giving constructivefeedback
daily lesson plan
4 The school organize teachers to conduct peer observation
5 Supervisors Prepare a peer to peer supervision program for
experience sharing among teachers
6 Supervisors conduct informal visits to classroom observation while
the teacher are teaching
7 . what are the attitude of teachers about school based supervision--------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------

Part V.Whatare the challenges existing in the implementati on of school-based supervision?

/ Key: SA =strongly agree, A = agree, DA = disagree, UD = undecided SD= strongly
disagree/.
No Items Rating scale
SA A UD DA SD

1 Lack of sufficient allocated budget for the supervisory activity in

the school
2 Supervisors are lack technical skills in classroom observation
3 Lack of awareness of teachers regarding the purpose and objective
of school based supervision
4 Supervisors are not well trained enough about school based
supervision to give support to teachers
5 Supervisors are fault finding rather than supporting and guiding
teachers about supervision
6 Teachers have positive attitude for the implementation of school based
supervision

9. What are the main challenges that affect for the implementation of school based
supervision?-------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------

10. What do you suggest as solutions for the above mentioned challenges especially in the
implementation of supervision in your school?--------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------

APPENDIX 3

Addis Ababa Universit y

 Departement of Educational Planning and Management

College of Education and Behavioral Studies

Interview will be filled by Zone education supervisiors.

Directions/ dear zone education supervisiors the main purpose of this questionnaire is to
assess the practice and Challenges of the school based supervision in North Shoa Zone
secondary schools. To identify basic programs associated with the implementation of school
based supervision program you are kindly requested to fill these Interview. All your response
will be kept confidential.

Part I; Back ground information’s of the respondents

N.B does not write your name

Please indicate your correct information in the box given below by giving “X” mark to
indicate your level of agreement or disagreements

1.1 Name of the school: ------------------------------------------

1.6 sex a, male b, female

1.7 Age: a, 20-25 b, 26-30 c,31-35
D, 36-40 e, above 41

1.4Academic qualification: a, diploma b, degree

c, master

1.5 Year of work experience: a, 1-5 b, 6-10

c , 11- 15 d, 16-20 e, 21 and ab ove

Your current position; -----------------------------

Interview set for Zone education supervisiors

duct classroom observat

1 What type of skills needed to con ion?
2 Is there any training or orientation given to teachers? How to carry out their
responsibilities? If no why?
3 What important has been made due to the best practice of supervision in the school?
4 What major challenge affected for the implementation of school based supervision?

Thank you

APPENDIX 4

Addis Ababa University

 Department of Educational Planning and Management

College of Education and Behavioral Studies

Focus Group discussionwill be filled by Woreda supervisors and Woreda Teacher

Development Expert.

The aim of the Focus Group discussion is to investigate issues related to practices and
challenge school basedsupervision in secondary schools of North shoa zone. The
informationobtained from the respondents will help to suggest solutions to the problems
encountered duringthe implementation of school based supervision in the schools. The data
obtainedwill be used for research purpose only.

Thank you in advance for your cooperation

Part I; Back ground information’s of the respondents

N.B does not write your name

Please indicate your correct information in the box given below by giving “X” mark to
indicate your level of agreement or disagreements

1.1 Name of the school: ------------------------------------------

1.8 sex a, male b, female

1.9 Age: a, 20-25 b, 26-30 c,31-35
D, 36-40 e, above 41

1.4Academic qualification: a, diploma b, degree

c, master

1.5 Year of work experience: a, 1-5 b, 6-10

c , 11- 15 d, 16-20 e, 21 and above

Your current position; -----------------------------

1 How to implement technical skills in classroom observatio n in your school?

2 Whatchallenge do you face conduct school based supervision in your school ?

3 Can you describe current practices related to peer to peer supervision in your school?

4 How to improve school supervisory practices are carried out in your school?