Appendices

Appendix - A

ADDIS ABABA UNIVERSITY

COLLEGE OF EDUCATION AND BEHAVIORAL STUDEIS

DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT

Questionnaire to be filled by Teachers

Objectives of the questionnaires:

Dear respondent, the purpose of this questionnaire is to collect relevant data for the study entitled
“Practices and challenges of instructional supervision in private secondary schools of Bole Sub-
City, Addis Ababa City Administration.” Your responses are essential for the effectiveness of
the study. So, please read all the instructions and fill the questionnaire with genuine responses.
Be sure that the responses you may give will be used only for educational and academic purpose
and the information is kept confidential.

This questionnaire will be filled by teachers.

Please note that the following points!

1. Do not write your name on the questionnaire.

2. Read the entire question before attempting to answer the question.
3. No need to consult others to fill the questionnaire.

Thank you for your cooperation!

Part One: Respondents’ Background Information

1.1 Name of the school you are working ________________________________________

Sub-city where the school found ____________________________________________

Date __________________________________________________________________

1.2 Sex: M  F. 

1.3 Years of service:

 1-5

 6-10

 11-15

 16-20

 21 and above

1.4 Educational Qualification:

 Certificate

 Diploma

 First degree

 Second degree and above

 Part Two: Indicate your responses for the following Likert scale items using”√” or "X" mark to

write in the box corresponding to an action.

1= Strongly Disagree (SD), 2 = Disagree (D), 3 = Undecided (U), 4 = Agree (A), 5 = Strongly
Agree (SA)

I. How are individuals assigned to instructional supervision?

Scale

SA A U D SD
S. Items
N

1 Individuals who have relevant educational qualification and work

experience in the field are assigned to instructional supervision.

2 Individuals who have the managerial skills i.e. technical, human and
conceptual skills are assigned to instructional supervision.

3 Individuals who have managerial qualities i.e. honest, objective, fair,

firm, approachable, creative, imaginative, innovative, courteous and
consistent are assigned to instructional supervision.

4 Individuals who know the functions of instructional supervision are

assigned to instructional supervision.

If there are any other ways how individuals are assigned to instructional supervision, please write
here briefly.

______________________________________________________________________________
_____________________________________________________________________________
 II. How instructional supervisors perform their duties?

Scale

SA A U D SD
S.N Items

1 Supervisors hold pre-observation conference

2 Supervisors do classroom observation

3 Supervisors hold post observation conference and feedback session

4 Instructional supervisors prepare a schedule for supervision programs

and discuss with supervisees about the program.

5 Organize mentorship program to novice teachers.

6 Organize continuous professional development programs to teachers.

7 Organize peer evaluation, coaching and experience sharing programs to

teachers.

8 Conduct informal/unplanned classroom observation.

9 Encourage and support teachers to plan their own professional

development.

10 Support and guide teachers to conduct action research.

11 School based instructional supervision (by principals, vice principals,

department heads/ senior teachers) is formed and practiced.

12 External supervisors from education bureau and ministry of education

carry out the supervisory activities.

If there are any other ways that instructional supervisors perform their duties, please write here
briefly.

III. How do the supervisory practices align with the supervisory standards of MoE?

Scale

SA A U D SD
S.N Items
1 Supervisors model and motivate learning for life through professional practice.

1. Place learning at the center of strategic planning

2. Set higher standards to ensure the implementation of school learning

strategy

3. Review school learning and development

2 Supervisors initiate, conduct and lead educational research.

1. Construct an educational research strategy to initiate, support and lead the

school principals and teachers.

2. Support school principals and teachers in selecting and using a range of

educational research techniques.

3. Support school principals and teachers in analyzing and presenting

findings.

3 Supervisors apply current knowledge and understanding in educational practices.

(Evaluating current school performance to support schools to improve learning

practice.)

4 Supervisors implement effective and participatory school leadership and

management.

1. Provide support for teachers to ensure effective instructional leadership.

2. Ensure efficient and participatory school management.

3. Lead improvement, innovation and change.

5 Supervisors develop self, individual and team development.

1. Identify individual and group learning and development needs.

2. Create professional learning opportunities for self, individuals and group

 or team development.

3. Monitor, evaluate and improve learning effectiveness.

If there are any other ways how instructional supervisory activities are align with the supervisory
standards of MoE, please write it here briefly.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________

IV. How do teachers view instructional supervision?

Scale

SA A U D SD
S.N Items

1 Teachers think that supervisors are competent enough in their professional

 knowledge & skills.

2 Teachers perceive their supervisors are experienced in their profession.

3 Teachers are supportive and cooperative to the instructional supervisory

activities and supervisors.

4 Teachers perceive supervisors as fault finders.

5 There is high level of trust between teachers and supervisors.

6 Teachers believe instructional supervisory activities have value to their

instructional improvement.

7 Instructional supervisors can identify teachers’ skill gaps and come up with
solutions.

9 Instructional supervisors support teachers in setting instructional goals and

objectives.

10 Teachers believe that instructional supervisors help them in their career

development

If you have any additional idea related to the point, you may add here.

______________________________________________________________________________
______________________________________________________________________________

V. What are the challenges of instructional supervision?

Scale

SA A U D SD
S.N Items

1 Instructional supervisors are overloaded with many tasks.

2 Supervisors have no training about instructional supervision.

3 Teachers are not willing to accept comments from supervisors.

4 There is no clear strategy to ensure comments given by the supervisors are
implemented
5 Schools do not allocate adequate budget for supervision program.

6 Schools do not provide facilities and materials for instructional supervisors.

7 Supervisors are responsible to give support to many teachers.

8 Instructional supervisors do not have standards and guidelines for instructional

supervision.

9 Lack of strategic and short term plan to implement instructional supervision in

the schools.

If there are any challenges related to instructional supervision, you may add here.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Appendix - B

ADDIS ABABA UNIVERSITY

COLLEGE OF EDUCATION AND BEHAVIORAL STUDEIS

DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT

Dear respondents (school principals),

This interview is designed to collect qualitative and relevant data about the topic “Practices
and Challenges of Instructional Supervision in Private Secondary Schools of Bole Sub City;
Addis Ababa City Administration.”.
I would like to assure you that data obtained will be used for research purpose only.

Thank you in advance for your cooperation!

Direction I: General information and personal data

1. Sex____________________________
2. Qualification ___________________
3. Years of experience as a principal as a vice principal

Direction II: Give your brief response to the following questions.

1. How are individuals assigned to instructional supervision?

2. How instructional supervisors perform their duties?
3. How do the supervisory practices align with the supervisory standards of MoE?
4. How do employees view instructional supervision?
5. What are the challenges of instructional supervision?

Thank you!
 Appendix-C

ADDIS ABABA UNIVERSITY

COLLEGE OF EDUCATION AND BEHAVIORAL STUDEIS

DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT

Dear discussants (department heads),

This focused group discussion is designed to collect qualitative and relevant data about the
topic “Practices and Challenges of Instructional Supervision in Private Secondary Schools of
Bole Sub City; Addis Ababa City Administration.”.
I would like to assure you that data obtained will be used for research purpose only.

Thank you in advance for your cooperation!

Direction I: General information and personal data of FGD participants

1. Sex____________________________

2. Qualification ___________________
3. Years of experience as a d e p a r t m e n t h e a d

Direction II: The following questions are designed to lead the focus group discussion

1. How are individuals assigned to instructional supervision?

2. How instructional supervisors perform their duties?
3. How do the supervisory practices align with the supervisory standards of MoE?
4. How do employees view instructional supervision?
5. What are the challenges of instructional supervision?

Thank you!
 Appendix - D

The list of private secondary schools in the Bole Sub- City.

1. Debora secondary school
2. Vision Academy
3. St. Marry secondary school
4. Character whole mark academy
5. School of tomorrow
6. Prestigious Academy
7. Maria Rubatto school
8. Gibson Academy
9. Macmillan Academy,
10. Gedame Sitawyan school
11. Fountain of knowledge school
12. Deliverance school
13. Shebu Ejerassa school
14. Ethio- Harvard school
15. Bole Kale Hiwot,
16. Bright Futures academy
17. KB Academy
18. Awzelium Academy
19. Addis Global Academy
20. Ethio-Parents school
21. Supper Holly savior school
22. Glory Academy