--1

AN ASSESSMENT OF SCHOOL BASED

INSTRUCTIONAL SUPERVISION IN SELECTED

GOVERNMENT PRIMARY SCHOOL OF YEKA

SUBCITY ADDIS ABABA

By

BERHANU TADESSE TAYE

June, 2011

Addis Ababa, Ethiopia

--2

ADDIS ABABA UNIVERSITY

COLLEGE OF EDUCATION

DEPARTMENT OF EDUCATIONAL PLANNING AND

MANAGEMENT

AN ASSESSMENT OF SCHOOL BASED

INSTRUCTIONAL SUPERVISION IN SELECTED

GOVERNMENT PRIMARY SCHOOL OF YEKA

SUBCITY

ADDIS ABABA

BY

BERHANU TADESSE TAYE

A SENIOR ESSAY SUBMITTED TO THE DEPARTMENT

OF EDUCATIONAL PLANNING AND MANAGEMENT

IN PARTIAL FULFILLMENT OF THE REQUIREMENT

OF BACHELOR OF DEGREE IN EDUCATIONAL

PLANNING AND MANAGEMENT.

June, 2011

Addis Ababa, Ethiopia

--3

ADDIS ABABA UNIVERSITY

COLLEGE OF EDUCATION

DEPARTMENT OF EDUCATIONAL PLANNING AND

MANAGEMENT

Title:- An Assessment of School Based

Instructional Supervision in

Selected Government Primary

School of Yeka Sub-city, Addis Ababa

Candidate:- Berhanu Tadesse TAYE

Approved by Examiners

_________________ ________________ _____________

Chairman Department,

Graduate committee Signature Date

_________________ _______________ _____________

Advisor Signature Date

Dr Tadelle Hagoss _________________ _____________

Internal Examiner Signature Date

Ato Mulugeta D ________________ _____________

External Examiner Signature Date

June, 2011

Addis Ababa, Ethiopia

--4

ACKNOWLEDGEMENT

I gratefully acknowledge my enoromous debt to Dr. Tadelle Hagoss, my senior essay advisor.

His professional guidance assistance in resheping the title and continuously scrutinizing and

correcting all my preliminary and final work at all critical steps made this study in this present

form. He was supportive and accesible to entertain all my repeated queries so as to exploit and

utilize his resourceful experience in this study in particular and the development of my

profession in general.

I would also like to extend my regard to the six primery school principals and teachers, woreda

education office head and supervisors, Subcity office head and supervisors; who filled the

quationary honestly & quickly, which is important contribution for successful complition of this

study.

Finally, this paper would never have been completed without the support of my family. Last but

not least, I would like to express my many thanks from the bottom of my heart, Habtamu Fikade

with which he has typed my manuscript in circumstances often made typing by the relatless

pressure of other business. Also I would like to thank all my classmates particularly Ato Eshete

& Dany who helped me morally, materially and financially during my education year.

With all my heart I would like to thank the LORD my God, he gave me grapples, vigor, courage

and success.

--5

Table of Contents

Acknowledgement ………………………………………………………………………..I

Table of Contents……………………………………………………………..…….....…II

List of Tables……………………………………………………………………..........….IV

Acronyms and Abbreviations………………………………………………………..….V

CHAPTER ONE

1.1. Introduction .......................................................................................................... ..1

1.2 Statement of the problem ..................................................................................... .2

1.3 Objective of the Study .............................................................................................. 3

1.3.1 General objective of the study ................................................................... 3

1.3.2 Specific objectives of the study. ................................................................ 4

1.4 Significance of the Study .......................................................................................... 4

1.5 Delimitation of the study ........................................................................................... 5

1.6 Research methods, materials and procedures ................................. ………….5

1.6.1 Research Methodolog................................................................................ ..5

1.6.2 Data Source. ................................................................................................ ..5

1.6.3. Sample Population and Sampling Technique .................................. ..5

1.6.4 Data Gathering Tools and Procedure and Data Collection. ......... ..6

1.6.5 Data Analysis Strategies... ...................................................................... ..7

1.7. Operational Definitions of Key Terms and Concept……………………………7

1.8. Organization of the study………...……………………………………………….………8

CHAPTER TWO

2. Review of Related literature…………………………………………….………..10

2.1. Concepts and definition of supervision ………………………….……..…....10

I. Who is the

supervisor?.…………………………….……………………………………………..……11

--6

II. Early definition of supervision ........................................... ...12

III. A modern definition of supervision ................................... ...13

IV. A definition in outline form ................................................14

2.2. Purpose…………………………………………………………………………...……14

Objectives of supervision………………………………………………..….….15

Principles of supervision ................................................................. 16

2.3. Power, Authority and Teachers reaction to wards supervision ............ 17

2.4. Major functions of supervision .......................................................... 20

2.5. Supervisory strategies for in-built supervision ................................... 22

2.6. Common procedures for classroom observation ................................. 25

2.7. The Emergence and Historical development ....................................... 26

Goals of ES in Ethiopian schools supervisory practice. ...................... 27

2.8. Major factors that affect school based instruction supervisory

practice……28

CHAPTER THREE

3. Presentation Analysis and Interpretation Data………………………………………..…..33

1. General Characteristics of the Sample Population……………………...……………… .34

2. Objectives of SBIS……………………………………………………………………….38

3. Techniques of SBIS responded by education officials & teachers………………………43

4. Teachers presentation of SBIS…………………………………………………………...48

5. School based instructional management and teaching-learning…………………………50

6. How do teachers perceive school based supervision…………………………………….55

7. Respondent view of the problems of instructional supervision………………………….60

8. Respondent reaction measure to be taken for instructional supervision……...................64

CHAPTER FOUR

4. Summery, Conclusions and Recommendations……………………………………………65

4.1 Summery………………………………………………………………………..…..65

4.2 Conclusions ………………………………………………………………………..68

4.3 Recommendations………………………………………………………………….70

Bibliography…………………………………………………………………………………… 71

--7

Appendix I School organizational structure………………………………………………..76

Appendix II Questioners for Education Officials, Principals and Teachers………………..79

--8

List of Tables

Table I. Total Population and Sampling Population…………………………………..6

Table II. Contrasts between traditional and modern supervision……………………14

Table 1. Characterstic of the Respondents…………………………………………...34

Table 2. Objectives of school based supervision…………………………………….34

Table 3. Techniques of SBIS…………………………………………………………38

Table 4. Teachers perception of SBIS………………………………………………..43

Table 5. School based instructional management and teaching-learning……………..50

Table 6. How do teachers perceive school based supervision……………………….55

Table 7. Respondent view of the problems of instructional supervision…………...60

Table 8. Measure to be taken for the improvement of the instructional supervision

practices and their recommendation on alteration strategies…………………………64

--9

Acronyms and Abbreviations

A.A.U. Addis Ababa University.

CPD Continuous Professional Development

DH & ST Department Heads and Senior Teachers.

EDPM Educational Planning and Management..

EO Education Official.

ES Educational Supervision.

LAM Leadership and Manegement.

MOE Ministry of Education.

P & AP Principals and Assistance Principals.

SBIS School Based Instructional Supervision.

SCEOH & S Sub-city Educational Office Head and Supervision.

TR Teachers.

UN United Nations

UNESCO United Nations Educational, Scientific and Cultural Organization.

WHO & S Woreda Education Office Head and Supervision

--10

CHAPTER ONE

1 INTRODUCTION

Schools are social institutions by which the society maintain and transfer its culture, bring about

the innate potential of their children and produce a work-force that can adapt to the rapidly

changing world. Hence, several nations world wide have focused significant attention to the

improvement of their schools in the hope of gaining these benefits of the school system.

(Sergiovanni and Starratt 2002:3).

Currently educational systems in Ethiopia is showing tremendous changes at all level of

educational institution from nursery school to University level i.e., The structures of educational

organizations, the role of school system and their services, the public expectation for education,

the programs etc. are changing and correspondingly the management of education is changing.

The government of Ethiopia has initiated different packages since June 2007 so as to bring

improved work of schools, one of which is the professional development of teachers, principals,

and supervisors. The ministry of education has also prepared standard, which schools should

follow. As a result, teachers are expected to discharge their responsibilities based on the

standards set to achieve the professional career designed to them. Besides, it was stated that the

teachers have to work there job cooperatively, and provide supervisory service to their

colleagues for their professional career. However this is not practiced on a competitive basis

(MoE,2007:27).

Vashis (2002:2-4) indicates that the practice of educational supervision started back in the early

1700’s in Boston. However it grew-up and has got its current shape largely during the first

quarter of the 20th

century It’s philosophy, objectives, functions, techniques and definition to

mention a few have registered various changes through time. Unlike supervision today, the

functions of educational supervision prior to the present century were very much limited and was

focused on teaching (procedures and classroom management (Pater F.Oliva et.al 1997:5).

Accordingly, supervisors are becoming liaison agents between the lower and higher level of

administration. Supervisors and teachers have great power over their teaching work together to

--11

bring their services to benefits of teachers and students at school level and the community,

However, supervision position and supervisory activities for instance, were initially treated as an

aspect of administrative power. Teachers were thus, evaluated as effective or ineffective on the

basis of how much their personalities match with that of their heads. Also the old style

supervision and/or inspection are fault finder that has no place in efforts to improve quality of

teaching and learning.

Supervision has evolved to include various in school and out-of-school factors over the past few

decades, under the current general education on quality, improvement program,(GEQP) school

based instructional supervision is given important emphasis. Therefore this study attempts to

assess school based instructional supervision. And operating in the government primary schools

of Yeka Sub city, and how these schools perceive these problems.

1.2 Statement of the problem

As a vital facet of educational management, an instructional supervision has a greater potential

force to enhance teachers’ professional efficiency there by contributing to better students

learning. The purpose of supervision is to help increase the opportunity and the capacity of

schools to contribute more effectively to student academic success. However, Sergiovanni and

Staarratt (2007:6) note that an instructional supervision is not an easy task to successfully

accomplish as desired. In some cases, instructional supervision might have undermined the

whole efforts of improving the teaching conducting “proper” supervision depends on various

factors including the competence of the supervisor and the attitude of the teacher. Besides, it is

not only the supervisor’s competence but also the way that she/he approaches the teacher also

has significant impact on the success of supervision. To put it in a net shell, educational

supervision is an invaluable resource and medium that has significant impact in the effort of

improving teaching- learning process. However due to insufficient research in the area, the sector

is lacking major in put and feed backs. Hence, the research tries to focus on answering the

following basic question.

1. What are the main objectives and techniques of school based instructional supervision in

primary schools?

--12

2. How efficiently do school management use school based supervision to improve

teaching learning process?

3. How do teachers perceive school based supervision?

4. What problems are seen in school based supervision?

5. What measures could be undertaken to solve the problem?

1.3Objective of the Study

1.3.1 General objective of the study

This study was aimed at assessing school Based instructional supervision in selected

government primary school and forwarding in suggestion to use it effectively to improve

quality of education.

1.3.2 Specific objectives of the study.

To evaluate the system of supervision in relation with the competence of supervisor

teachers involvement, during implementation of the program.

To assess to what extent the supervisor leadership skills are utilized.

To assess to what extent the classroom observation. Techniques are implemented

(conducted)

To explore the major problems of instructional supervision.

To recommend alternative strategies to be used and measure to be taken for the

improvement of the instructional supervision practices.

1.4. Significance of the Study

The fundamental task of instructional supervision is primarily to promote the professional

skill of teachers aiming at the advancement of the academic performance of students. Hence

the student researcher has a belief that identifying the prevailing practice and problems and

--13

coming up with relatively significant recommendations can have its own role to play in

improving the educational quality. To this end, the study has attempted to offer affirmative

idea such as the following:

Enable instructional supervisors and teachers realize how the real problems of school based

instructional supervision occur, where they lie, and how they should be alleviated.

Enable instructional supervisors use their Leadership role and potentials in solving

instructional problems by facilitating short training workshop and meetings and meetings to

build the capacity of teachers.

Serves as a reference point for concerned body and plays considerable role in directing the

extent of the problem and taking the correct measuring.

.5 Delimitation of the study

Though there are both governmental and non- governmental schools in the sub city, to make

it manageable, the study focused on government schools only. Moreover, for the same

reason, it is delimited to primary schools namely: Hizbawiserawit, Tigle

lenetsenet,Mekanehiwat,Mizia 23,Addis Berhan,Hibretfra.

1.6, Research methods, materials and procedures

1.6.1 Research Methodology

The method to be used in order to attain the objective of this study was survey method, since the

study tries to assess school based instructional supervision.

1.6.2 Data Source

Both primary and secondary data sources have been used in the study.

1.6.3 Sample Population and Sampling Technique

Yeka sub city is administratively divided in to 13 woredas out of which 4 woredas (30.77%)

were randomly selected as sample for the study. All of the 15 Governmental primary schools

found in the four sample woredas included in the study.

Office head and one supervisor from the sub city education office and two of the woreda

education offices are selected using availability sampling .The other two sample woredas do not

--14

have supervisors and only office heads are included. The size of sample taken for department

heads & senior teachers are 36 (27.9%) and 80 (43.06%) teachers were also selected by random

sampling. This is about 40.34% of the total population. The total population and each

representative samples selected are shown in the table below.

Table I: Total population, and sampling population.

No Respondents Population Sample Percentage

1 Sub city supervisor & office Head 2 2 100%

2 Woredas supervisors & office Head 6 6 100%

3 Principals and Assistant principals 18 18 100%

4 Department heads& senior teachers 129 36 27.9%

5 Teachers 197 80 40.6%

Total 352 142 40.34%

Source: Yeka Sub city Education Office 2010/11 E.C

1.6.4 Data Gathering Tools and Procedure and Data Collection

Questionnaires consisting of closed open ended items was the main instrument to gather relevant

information from sub city office head & supervisor, woreda office head,& supervisors principals,

department heads and teachers.

The questionnaires are to be prepared in (Amharic) local language.80 questionnaires were used

for teachers, 36 department heads and senior teachers 18 principals, 6wereda supervisors &

office head, 2subcity office head& supervisor. The questionnaires were closed follow up in order

to give immediate correction whenever problems arise during the filling in of the questionnaires.

--15

1.6.5 Data Analysis Strategies

After the entire questionnaire distributed are collected, data analysis will be followed. All the

necessary recording was done under the respective categories for that the respondent has been

given and the presentation of data that were used to know the background of respondents. Then

data were analyzed by using frequency and percentage.

1.7 Operational Definitions of Key Terms and Concept

Important terms and concepts relevant to this study are defined as follows:

Clinical supervision: the rational and practice designed to improve the teachers classroom

performance (Sergiovanni, 1993).

Inspection to examine critically one or more aspects of the school its programs, such as

instructional activities and the like (Good, 1997:303).

Instruction: is the teaching learning process through which the curriculum is translated in to

practice Good. (1973:304)

Instructional supervision: “is what school personnel do with adults or things to maintain or

change the operation of the school in order to influence directly the attainment of the major

instructional goals of the school” (Harris, 1963:11).

Primary schools: includes from grades 1-8 in the Ethiopian government school system

(MoE, 1994): All school offering primary education to children both the first and the second

level of learning in grade 1-8 which involves two cycles, the first cycle grade (1-4) and the

second cycle grade (5-8).

School Based (in built) supervision: is a supervisory activity at the school levels which

maintain system level norms, and promote change and development of every school

(UNESCO).

--16

Supervision: the term supervision covers all those service whose main function is the inspect

control, evaluate and or advice assist and support schools heads and teachers. (Carron,

1997:11).

Supervisor: is a person formally designated by the organization to study and monitor the

curriculum and instruction of school in order to improve the quality of learning of students

(Love ll and Wiles, 1983:11).

Supervisory leadership: is showing an ability to lead and develop a program of meaningful

supervision (Good, 1973:575).

1.8 Organization of the study

The senior essay is organized in to four chapters. The first chapter deals with introduction

section that is the study and its approach. The second chapter is concerned with the review of

the related literature. Chapter three deals with the analysis and interpretation of data would

mention. The last chapter also deals with the summery of the finding, Conclusion and

recommendation of the study.

--17

Chapter Two

2. Review of Related Literature

This chapter presents review of literature in eight major area:- i.e. the concepts, who is the

supervisor and developments definition of supervision, purpose, power Authority, and Teachers

Reaction towards supervisors, major functions of supervisors supervision strategies supervisory

at the school level, the Emergence of supervision in Ethiopian schools, major factors that affect

school base instructional supervisory practice are treated in this parts of the study.

2.1. Concepts, who is supervisor and Definition of Supervision

The concept of supervision is different for many advocators. It is difficult to come up with single

and common definition that has accepted by all scholars of the field. For this study, however, the

following definitions are found to be relevant. In educational contexts supervision is vital to the

achievements of educational objectives. Some definitions cited by Dull, L.W (1981:3-5) in Haile

sellassi (2007) refer the following.

Supervision is the process of bringing about improvement in instruction by working people who

are working teachers to help them selves. The supervisory program is one of instructional

improvement (Texas Education Agency, 1949).

The term supervision is used to describe those activities which are primarily and directly

concerned with studying and improving the conditions which surround the learning and growth

of pupils and teachers (Sarn H. Moor, 1952:1).

Therefore, from the above definitions stated under the educational contexts, supervision possibly

focuses mainly on activities that would help teachers and other school personnel to be effective

in applying instructional tasks and achieve educational objectives.

I. Who is the Supervisor?

--18

Frank and Wood (1999:92) contend that the supervision in a school is often viewed as

“Something provided by administrators, department heads, or supervisors not teachers”

Nowadays, however, Sergiovanni and Starate (2002:xvi) point out the:

In a contemporary society, the responsibility of a supervisory function not exclusively on

the domain of principals, supervisors and others who are on the school hierarchy.

Instead, it incorporates the commonly shared set of concepts and skills of individuals who

are involved in the process of improving schooling.

In this case, the authors argue that teachers can engage in supervisory function when they visit

each other’s class to learn and provide help, to critique each other’s planning and to share

profiles, and to engage in other activities that increase their learning (Ibid).

Strengthening this, Lucio and McNeil (1979:27) define role as “the appropriate actions to the

positions, not with the person who temporally occupying the position.” As a result, for them,

school supervision is a “distributed function” for its is seen that the principals, the department

heads, and the experienced teachers are engaged in supervisory practice at school levels.

To this end, currently, the trend of supervision indicates that principals and supervisors are no

longer the primary persons who fulfill supervisory duties and responsibilities the schools.

Instead, department heads, and senior (experienced) teachers are having significant supervisory

role in the united states of America’s schools (Leepes, 1969:194), Gwynn (1964:235) Gorton et

al (1988:91), and Reba (1976:304).

II. Early definition of supervision

The first modern statement and concept was presented by Burton in 1922. According to

Burtun (1922) in vashist supervision is concerned with the impartment of teaching act,

teaching in service, selection and organization of subject mater, testing and measuring,

and the rating of teachers.

This definition does not distinguish critically between major and minor function, it is

concerned rather directly with improving the work of teacher.

--19

A statement by Dunn (1923) in vashist pointed that Instructional supervision therefore, has

the large purpose of improving the quality of instruction, primarily by promoting the

professional growth of all teachers, and secondarily and temporarily by correcting

deficiencies of preliminary preparation for teaching by the training of teachers in service.

This definition in particular focused the activities of supervision on the teacher with a distinct

improvement over the older term, “improvement of service”. This is the first step on the road

to modern concept of supervision. Now a days even words and phrases expressing

supervision are changing progressively. For example “correcting deficiencies” has been

changed to “aiding the teacher to study his own procedures” and to developing the teacher’s

power to improve (correct his work).

III. A modern definition of supervision according to Vashist (2002:12) the modern

definition relevant to this study may be summarized:

1. Supervision is increasingly participatory and cooperative. Policies and plans are formulated

through group discussion with participation by all. This is the result of increasing insight in

to the nature of democracy and democratic methods.

2. Supervisory activates and opportunities are distributed among an ever larger number of

persons as all come to contribute and to accept challenges to exercise leadership.

3. supervision is increasingly derived from the given situation rather than imposed upon it.

IV. A Definition in Outline Form

“Supervision is leadership and the development of leadership within groups which are

cooperatively” Vashist, (2002:13). The same source also state that. Traditional supervision has

centered largely on the thought that teachers being lamentably under trained, need careful

direction and training. Visiting the classroom, conferences, teachers meetings were the bulk of

supervision. Modern supervision aims at improvement of the total teaching learning process, the

focus is on institution, not on a person or group of persons. All persons are coworkers among at

--20

the improvement of a situation one group is not supervisor to another, operating to improve the

inferior group. Modern supervision means that attention is entered more upon the aim, structure,

and fundamental process of education with improved levels of teacher and supervision training,

the invention, selection, administration, and application of device. The following outline

summarizes the salient differences between types of supervision.

No Traditional Modern

1 Inspection 1.study and analysis

2 Teacher focused 2. Aim material, method, teacher, pupil, and

environment focused

3 Visitation and conference 3. Many diverse function

4 Random and haphazard, or meager,

formal plan

4. Definitely organized and planned

5 Imposed and authoritarian 5. Derived and cooperative

6 One person usually 6. Many Person

Table II: contrasts between traditional and modern supervision

2.2. Purpose

Education is powerful enough to change life, both individual and communal. It can and does

make a difference in the way people behave. Educational institutions, therefore, have a

responsibility for making the life that is “good to live” known to and attainable for all that is it

must make a difference in the health, safety, culture, retirement, happiness, and general well

being of all Indeed, national security, economic and social security for the individual, and the

--21

welfare and happiness of mankind are dependent upon the scope and character of public

education.

Part of the task of educational leadership is to assist in reducing conflicting views and arriving at

a common denominator of expectation for education. So educational leadership therefore needs

to be change oriented. The purpose of the school is to change people and to promote growth in

individuals (i.e. intellectual, social, emotional and physical). (i.e intellectual, social, emotional

and physical). The purpose of teaching and supervision is to promote desirable changes

(Harrison, 1998).

The purpose of effective school based supervision is to enable the individual teacher to be come

implementer of effective teaching i.e. the primary purpose of supervision is to provide a

mechanism for teachers and supervisors to increase their understanding of the learning teaching

process through collaborative inquiry with other professionals.

Objectives of Supervision

Supervision has paramount significance for the development of staff. In service programs in the

form of workshops, seminars, conferences, faculty meetings, summer courses, extension

programs, intra-school and inter-school visits and employment of professional libraries are some

of the useful means to be utilized so as to realize effective staff professional development

(Musazi 1987:196).

To emphasize supervision and teacher developments go hand in hand so as to.

1. Help teachers see more clearly the real ends of education, and the special role of the

school in working towards the realization of those ends, support teachers understand

clearly the learning problems of their pupils and provide them with the necessary care:

2. Cater for effective leadership in democratic way, promoting the professional ideas of the

school and its activities, the in service growth of teachers and bringing schools closer to

community circle.

--22

3. Enable teachers develop greater competence in teachers into an effective working team

for better out comes, and establish strong group moral, and to unify teachers in to an

effective working team for better out comes.

Principles

Teaching methods can be improved through adequate and appropriate supervision. All

professional personnel have degrees of responsibility for improving classroom methods and

should function as a supervisory team. Supervisory personnel should practice effective

democratic methods in supervision if they expect teachers to use such methods in the classroom.

The merit of all methods of classroom instruction should be weighed in terms of desirable

student growth. Good supervision promotes methods that bring about a classroom climate of

satisfaction and accomplishment. Supervision should provide help for individual teachers and a

general methodology improvement program.

Supervision of methods should include preplanning, observation, and follow-up conference. wise

supervision should include freedom for teacher initiative in classroom experimentation of

methods. Suggestions of methods should utilize the capabilities of the entire staff. Biruke (2010).

All supervisors, in recommending methods, should consider the individual differences of

teachers as to personal, physical, mental and social capabilities. Supervision should produce in

teachers a genuine interest in professional improvement of teaching methods. A good

supervisory program of methods revision grows out of the classroom and leads to further

improvement. Effective supervision provides for a cooperative program of continuous evaluation

and improvement of all methods used.

2.3. Power, Authority, and Teachers Reaction towards Supervision

According to Bittle (1980:82) power is “the capacity of the leader to act for getting something

done by influencing others who are under his/her leadership or direction”

Hence, Sergivanni and Stratt (2002:27-35) refer authority as “the power that is used to influence

how teachers think, and what teachers do about teaching and learning.” This depicts that the

--23

inbuilt supervisors’ success and failure in exercising their power steams from the authority they

had bestowed.

Clarifying this, the authors mentioned five sources of authority for in-built supervisors if they are

to fulfill their roles at school level. These are:

1. Bureaucratic Authority- it is a source of authority which provide supervisors to direct

the work of teachers in the form of prescription on what, when, and how to teach.

2. Personal Authority- it is believed that the supervisor’s interpersonal skills is used as an

instrument of winning teachers so to as to comply with them.

3. Technical Rational Authority- In this type of authority teachers are expected to be

skilled technicians who apply the results of scientific knowledge.

4. Professional Authority- it refers to the teachers and supervisors authority, which comes

from their training or experience.

5. Moral Authority- It is believed that if teachers share values, and deals as a community,

they will develop a sense of fulfilling their duties and responsibilities.

As a result, the authors contend that the norms and values that are driven from the professional or

moral authority can substitute the direct supervision of teachers by creating collegiality, and

making them self-managing in their day-to-day teaching practice (Ibid).

With regard to the source of authority for the in-built supervision and teachers, Reba and Martha

(1961:44-45) conceived authority as “a dynamic, not static property.” Hence, they argue that in a

democratic group, authority is not considered the hand of specific individuals, but it must be

potentially shared to any member of the group.

Thus, the senior teachers at school level could have authority to discharge their supervisory

responsibility in helping their colleagues as a department head, and as a mentor in sharing

experience with their fellow teachers. Clarifying this, Halland (1989:75) describe authority in

supervision as follows:

--24

The theme of supervisor as authority has its transformative alternative the supervisor who,

recognize that the meanings of classroom events are contextually determined, empowers teachers

to identify and use their own pedagogical knowledge and values in the supervisory activities of

planning, observing, and analyzing instruction. In this alternative practice supervisors and

teachers share responsibility for working together to further teacher’s learning and skills.

Therefore, one can understand that the authority of in-built supervisors (principals, department

heads, and senior teachers) is stemmed from their professional expertise on how to plan, observe,

and analyze instruction. In turn, this type of authority could help them in exercising their

supervisory roles and functions as having shared responsibility with the teachers in the school.

In contrary to this in the United States of America Sergiovani and Starrat (2002:55) noted that,

“the supervisory experience of teachers shows that teachers were being manipulated, racially and

ethnically stereotyped, and sexually harassed by their supervisors.” Above all, the authors

believe that teachers” power was taken by their supervisors, which destroy their self-autonomy,

self-confidence and integrity. Hence, this mistreatment of teachers by their supervisors could

result negative attitude of teachers towards their supervisors.

Clarifying the reaction of teachers towards supervision, Leeper (1969:109-247) argued that, “In a

situations where teachers were being treated inhumanly, it will be real and considerable to expect

reactions from teachers.” Furthermore, he suggested that teachers tend to avoid being the object

of supervision if they perceive it as threatening to their personal relationship rather than dealing

with the teaching-learning situations. Hence, he forwarded the following possible reasons why

teachers develop negative reaction towards supervision. As of him, teachers develop negative

reaction when they:

1. Do not see supervision as focusing on the improvement on the improvement of

instruction;

2. Do not see supervision as having a strong “human relations” base;

3. Do not see supervisors as being prepared to help them in the study of teaching; and

--25

4. Want supervision that will help them attack instructional problems instead of developing

their practice.

2.4. Major Functions of Supervision

The major functions of supervision that are described by different authors, such as; Leeper

(1969), GWYNN (1964), Sergiovanni and Starrat (2002), Burham et al (1961), Gorton et al

(1988), Melchior (1950), and Mohanty (1990), which the school supervisors and the teachers

actions are directed to, could be grouped in this study in to four categories as follows:

1. Curriculum improvement and change. The chief function of supervision is that of the

improvement of instruction. Hence, its most important contribution is on curriculum

improvement. This could be done by adapting the curriculum more closely to the pupil’s

needs, and by studying the entire curriculum, course of study, and course content all in terms

of locally available resources. In doing this the goals or objectives of the curriculum should

be taken as a basis for “why of supervision”, and the techniques or methods to achieve these

goals or objectives as “how of supervision” in rendering supervisory services to teachers.

2. Facilitating the work of teachers and in-built supervisions. The notion of making the work

of others easy or less difficult and of freeing from impediments is termed by the scholars as

“facilitating”. Hence, if supervision is considered as facilitating or making the work of others

easier, its main function becomes helping or guiding the teacher to achieve the most effective

learning situation. They argue that the best thing supervision could render in facilitating the

work of teachers is to create better understanding between teachers and supervisors (Ibid).

3. Studying the pupils and the community. The authors believe that the goal of education today

is to effect behavioral changes that will result in better educational experiences to children

and youth. In doing this, Supervision is expected to help in evaluating and assessing the

achievement of our pupils; and improving the records of “transmittal” so that they tell a truer

story of the pupil.

Furthermore, supervision serves as a way by which the school may become an integral part of

the community by seeking the cooperation of parents and all other adults. Hence, supervision

--26

should function as a means of increasing the use of community resources. This is because; it

helps to minimize pupils’ repetition and dropout rate; as well as improving their learning.

4. Teacher growth and evaluation- It is believed that teachers as a community of practice can

come together in a common effort to help each other, and to work together in improving their

students academic achievement. Besides, it is argued that when teachers work together and

learn together teaching improves. Hence, the purpose of supervision becomes to help

supervisors increase the opportunity and capacity of teachers to contribute more for their

learning in order to contribute more effectively to students’ academic success (Sergiovanni

and Stratt, 2002:17).

In contrary to the notion of professional growth of teachers, in more traditional times,

supervision was focused on assessing what teachers performed based on previously set

educational standards or criteria. Thus, teacher evaluation means the rating, and classifying of

teachers using some locally standardized instrument as a Yardstick. Too often, this evaluation

instrument is filled out after a classroom observation of the teacher. Presently, however, the

focus is shifted into what students are doing in their learning. As a result, the major function of

supervision became consistent with formative evaluation which holds teachers to be accountable

to their profession rather than in bureaucratic sense. This depicts that professional accountability

is growth oriented, and in-built supervision implies as a commitment to consistent improvement

of teachers (Ibid).

2.5. Supervisory Strategies for in-built Supervisors

As has been mentioned in 2.4. above the chief function of supervision is helping teachers and in-

built supervisors help themselves for the possibility of becoming skilled in the process of

enhancing children’s learning. Hence as of Leeper (1969:125) “It is believed that any school

system must design its supervisor program based on its situations or context”

Strengthening this notion, Sergivoanni and Stratt (2002:44) contend, “A one-size- fits- all

approach to supervision will not work since teachers have different strengths and weakness, and

needs and interests” Thus, they believe that different supervisory approaches should be available

for teachers to work towards their professional growth and improvement of students’ learning.

--27

Accordingly, they proposed that every school could develop six supervisory strategies, which

provide every teacher the opportunity to play their supervisory roles and functions. These are:

1. Collegial Supervision- the authors define it as “a process by which teachers agree to work on

a team basis for their own professional growth”. As a result, teachers are expected to observe

each other’s classrooms so as to give feedback for each other, and share ideas on professional

concerns. In collegial supervision the team members could be two or three volunteer

teachers; or all the teachers in one department. Besides, this type of supervision help teachers

and in-built supervisors to discuss about educational issues like; preparing lesson plans,

curriculum development, peer coaching, and action research. (Ibid).

1.1. Mentoring- it is a form of collegial supervision, which is aimed at inducting or orienting

new or beginner teachers by the experienced teachers in the school. As of the authors, “a

mentor is a person, usually another teachers, entrusted with tutoring, educating, and

guiding another person who is typically new to teaching or new to a given school”.

Hence, it is suggested that the mentor teacher is responsible to acquaint the new or

beginner teacher to the school culture, to the classroom situations, and to the overall

work. This in turn will help them to perform their roles, to develop their self confidence,

and to meet the standards of teaching.

More specifically, Benton (1972:175) contended that the mentoring program in the school must

serve as a starting point for the new or beginner teachers in the following ways, it should create a

positive impression and generate favorable attitude, learning and cooperative sprit must be

facilitated, a feeling of belongingness should be established.

2. Self-directed Supervision- It is a form of supervision where teachers work alone by

assuming responsibility of their own professional development. The authors contend that the

individual teachers develop a plan of targets where they seek assistance from their peer

teachers and supervisors in the school. Thus, the authors strongly believe that, in meeting the

professional development targets, this type of supervision is ideal or teachers who prefer to

work alone; or who are unable to work cooperatively with other teachers.

--28

3. Informal Supervision- It is another form of supervisory strategy, which is characterized by

frequent informal visit to teachers’ classrooms, and conversation with teachers about their

work based on the teachers’ personal invitation. In this strategy, the authors view that the

school principals and other in-built supervisors work as equal instructional partners of the

teachers. Thus, they also suggested that the supervisors can in turn have the opportunity to

invite teachers on the process of instructional supervision as their partners.

4. Inquiry- based Supervision- It is a supervisory strategy, which brings teachers to work

collaboratively to solve problems as in the form of action research. Therefore, the teacher is

expected to work closely with the in-built supervisors in identifying problems and developing

a strategy for its resolution, and in sharing the findings and conclusions.

Emphasizing this, Wiskery (2005:233) believe that “teachers and school supervisor should take

action research as means to take critical attitude involving self-evaluation, development,

professionalism, and accountability.” Hence, she argued that action research is one from of

supervision, which helps teachers to develop a sense of ownership, and initiate them to change

their perception of teaching.

5. Clinical supervision- it refers to face-to-face contact between teachers and supervisors with

the intention of helping teachers to modify the existing patterns of teaching. Hence, the

authors believe that clinical supervision is for those teachers who need special assistance to

improve their teaching practice; but not for all teachers since the needs and interests of

teachers differ from one to another.

Strengthening this, Sirtonic and Oasis (1986:158) define clinical supervision as a “process that

enables teachers to question the taken-for-granted assumptions about their own teaching.”

In this case, it is possible to argue that clinical supervise is a supervisory strategy, which helps to

deal with traditional methods of teaching; in replacing them with modern (active learning)

methods of teaching. This, in turn, helps to improve the professional practice of teachers so that

they can meet the professional standards set by the school community.

Common Procedures for Classroom Observation

--29

In carrying out a supervisory service in the classrooms, the in-built instructional supervisor needs

to know the three phases/procedures of supervisory practice. The commonly suggested

procedures by different authors (UNESCO, 2001:55), Haileselasie (1995:28-31) and TREB

(1999 E.C) are stated as follows:

1. Pre-classroom observation conference: getting information about the class, getting on

the strengths and needs in the teaching; the teacher is asked to indicate some areas in

which he/she wishes to be observed.

2. During- classroom Observation: both the teacher. Who is being supervised, and the

supervisor do this by looking at the specific areas that the teacher has identified. Hence,

relevant information is noted down on the previously agreed upon areas of concern or

focus.

3. Post-classroom observation conference: at this phase, the teacher clarifies what he/she

has observed during teaching, his/her planning, contributions made by people, etc

depending on the areas he/she has identified. The supervisor clarifies what he/she has

seen, starting with strengths and then, lastly, the needs which can be planned for. After

having discussions, the teacher and the supervisor will agree on the aspects to be

improved. In the end, where there is a need a demonstration can be given, and a date to

follow-up can be agreed up on.

Therefore, in the in-built instructional supervision, the teachers and the in-built supervisors could

work cooperatively as reflective practitioners with the aim of improving the practice of the

teacher so as to make him/her a productive member of the staff in the school.

2.7. The Emergence and Historical Development of supervision in Ethiopian

School

Some activities of school inspection /supervision begun in the Ethiopian school system after the

country gained independence from the Italian fasoist invasion. Suggestions for the establishment

of inspection/ supervision were submitted to emperor Heileselassie on August 1 1945 by Mr.

litter who was a member of the british council to Ethiopia at that time (Litter, 1945, 4) such

--30

activities as school administration, instructional standards curricular conformity, facilities,

discipline, health and sanitation, buildings and grounds were studied. These were reported to the

inspectorate generally by a combination of British and Ethiopian inspectors but merely

appointed. (MOE 1946:4).

An inspector director course was offered but discontinued after 1960. Toward the end of 1962,

the Haileselassie I university and the ministry of Education agreed to train elementary school

supervisors to exercise greater leadership in elementary school systems, to familiarize them with

new ideas in administration and the teaching process, and to help them be more enlightened and

effective instructional supervisors in elementary schools. However, that of school base

instructional supervision elementary schools is hardly studied and there is little literature about it

on this basis.

During the socialist regime, since the then government was following educational philosophy of

socialism, the role of educational philosophy of socialism, the role of educational leadership,

management, monitoring and evaluation was changed. Accordingly, educational supervision was

replaced by inspection (in 1981 at the ministry level). Thus, the main goals and activities of the

inspection program were monitoring and evaluation of the policies, directives, and planned

programs and strategies as per job description at each level of the education system (Ibid).

After the downfall of the Derge regime, based on the transitional government of Ethiopia counsel

of ministers’ proclamation No of 7/92 the main practice of the office became providing support.

Therefore, in the educational and training policy of 1994 inspection was changed into

supervision with the change of its practice. That is, helping teachers for the improvement of

educational achievement of students MoE (1987E.C:36).

MOE (1994 E.C:30) the present Ethiopian supervision structure. Organized at federal, regional

and woreda level, basically be expected to focus on maintaining the quality and standard of

education becoming involved in the evaluation of the educational objectives, secondly it should

be to render the necessary professional support and maintain technical quality and standard. The

external supervision is only on component of a system aimed at improving pedagogical practices

in the classroom.

--31

Goals of Educational Supervision in Ethiopian School

The goals of educational supervision are many in number. Based on their practicability, in

Ethiopian primary and secondary schools, the major ones are mentioned below (Amberber,

1975:17).

I. To create awareness the goals of educational system of the country on the part of

teachers, and providing them support in achieving these goals, to help teachers

understand the needs and problems of youngsters.

II. To develop a cooperative sprit among teachers by providing them on the job training; to

motivate them, and to strengthen healthy relationship between schools and the

community so as to improve the schools professional capacity and practice. To strive the

goal of teachers’ colleagueship by building practical team moral of the teachers.

III. To encourage and enable teachers to develop their personal proficiency in addition to

assigning them to the grade level they have assigned to teach. To help teachers develop

their teaching strategies. To provide indication service to the new, and to the prohibition

teachers.

IV. To evaluate the result of each teaching strategies based on the progress seen in their

students’ performance. To help teachers on low to make preparations by considering their

students learning difficulties. (Ibid).

2.8. Major Factors that Affect School Based Instructional Supervisory Practices

According to Reba and Martha et al (1961:32); instructional supervision is a dynamic growing

process that is occupying an important role in the schools. For this reason these authors point out

that the instructional supervision in today’s school might face different problems, which impede

its proper function for it is in its growing phase. Furthermore, they suggest that the type and

quality of supervision can be affected by the situation of the organization in which the

supervisory practice exists.

--32

As a result of this, different writers like. Leeper (1969:64), Gwynn (1964:225), krik Patrick

(1987:66-67), Broadwell (1979:29) and other mentioned different factors that could afferent

factors that could affect the type and quality of instructional supervisory practice in schools. The

major ones can be grouped in this study as follows:

1. Resource Related factors: These problems can be seen in terms of budget and financial

constraints, work load and job satisfaction of teachers, and in availability of enough

supervisory personnel (UNESCO,2001:64-65).

According to the evaluative research made by UNESCO in four African countries (Botswana,

Namibia, Tanzania, and Zimbabwe) the budget allocated for the supervisory service wasn’t seen

on the budget line of the schools. Furthermore, it is indicated that the big workload of the

supervising teachers was a major burden to carry out their supervisory role in the schools. It was

also shown that through the senior teachers are experienced, they lack the expertise on how to

supervise their follow teacher.

2. Managerial Related Factors: According to Anton cited in the UNESCO (2001:290) reports,

the managerial related factors or problems can be experienced in several areas of

management. These can be: recruitment and training, career development and incentives; and

support and evaluation. Hence, the major factors/problems that the different authors

mentioned above stated, related to managerial factors, include:

a. Absence of a comprehensive training programs for the newly recruited principals, and for

the supervising teachers with regard to how to supervise.

b. Lacks of job satisfaction of the in built supervisors for their benefits are not secured along

the benefits of the school.

c. In availability of some guidelines and checklists that would help the school supervisors to

conduct supervision effectively.

d. Inability to evaluate the supervisory program. For instance, to evaluate the

supervisee/supervisor, not the purpose of the supervisory program.

--33

3. Organizational structure Related Factors: An organizational structure not adapted to the

present realities may face many problems. Hence, in situations where there is no appointed or

well-trained supervisor, the supervisory practice may experience difficulties of coordination

among in built supervisors. Accordingly, the organizational problems or factors which

supervision may face could relate into four points (Ibid). See figure 1 in the Appendix.

a). Lack of clarity in structure and logic. It is assumed that the beginning and the new teachers

are to be closely supervised and helped by senior teachers. Where as if schools do not clearly

indicate who should supervise whom, the supervisory program will become inefficient.

b) Lack of co-ordination. This is especially noticed between the supervisory service and other

supervises in the school. Such as, teacher training, teacher resource centers, curriculum

development, and examinations.

c) Lack of job description of supervisors, especially for the senior teachers in the schools.

d) Lack of autonomy and power to take actions. Though it is suggested that the in-built

supervisors have to be personal and moral authoritative, it is believed that

hierarchical/bureaucratic authority to make the supervisory practice effective could support this.

4. Factors related to teachers’ and school supervisor’ attributes

As to Van sickle, cited in Lucio and Mc Neil (1969:6-7), “the assumption that teachers were best

helped and changed by direction from above was implicit in most practices of today” Hence, he

forwarded an interesting scheme that describes the attitude of teachers towards supervision. His

scheme categorizes teachers into five groups based on their professional preparation to

participate in supervisory program of schools.

As of him, first groups of teachers include superior teachers who need no stimulation other than

their own ideas of excellence. The second groups of teachers, however are those who possess a

good expertise of exercising their job, but resist to participate in supervisory programs of the

school. But, there are third group of teachers who lack adequate scholarship and/or practical

--34

skill, yet self-conscious and timed, and desirous of avoiding supervisory assistance. The forth

group of teachers are also lacking adequate scholarship and/or practical skill, but not conscious

of this lack, and therefore they seek no any kind of supervisory assistance. The last groups of

teachers are in their early years of service, and hence supervision should consider them as having

positive attitude towards supervisory service.

Finally, the author point out that the teachers in groups one two and five are willing to cooperate

in the supervisory program of the school if the in-built supervisors are competent and trust

worthily. Hence, he concludes that the in-built supervisors must be both skillful and fair-minded

and their work must prove that supervision means help.

Furthermore, the different authors mentioned also propose the following factors that could

possibly affect the attitude of teachers towards supervision. These are:

The vested interest of the principal and the teachers could also operate to block

effective supervision.

Personal problems of teachers which arise from other pressures and influences usually

from social, emotional, economic or community situation in which the teacher finds

him/her self.

Poor interpersonal relations with other teachers, and school supervisors.

The way the supervisors are trained and taught could affect the supervisory program;

in turn it affects the attitude of teachers towards supervise.

--35

Chapter Three

3. Presentation, analysis and Interpretation of Data

This chapter contains the presentation, analysis and interpretation of the data. The points dealt

with in the chapter are characteristics of the respondents, the main objectives and techniques,

school based instructional & teaching learning management, perception of teachers, problems

and alleviating the problems/solutions of school based instructional supervision.

Primarily, the necessary data involved in the study were obtained from teachers, supervisors and

department heads in the schools were randomly selected while availability sapling method was

used for sub city education office head and supervisor, Woreda office heads and supervisors,

principals and assistant principles. In this study all the data were gathered through questionnaire

containing close-ended questions which enable us to verify the data obtained through

questionnaire

SCOH= sub city education office head and supervisor. WHO=Worda education office head and

supervisor. P&AP= principals and assistance principals. DH&st= Department heads and senior

teachers.

--36

Table 1 characteristic of the Respondents

Respondent Response

N

o

Characteristics SCOH&

S

WHO&S P&AP D.H&ST Teachers

1 sex N

o

% N

o

% No % No % No % male 2 100 5 83.3 13 72.2 20 55.6 37 46.2

Female - - 1 16.7 5 27.8 16 44.4 43 53.8 Total 2 100 6 100 18 100 36 100 80 100 2 Age years

26 -30years 1 50% 1 16.1 3 16.7 9 25 31 38.7 31-35 years - - 3 50 7 38.9 10 27.8 28 35 36-40 years 1 50 2 33.3 2 11.1 10 27.8 11 13.8 41& above - - - - 6 33.3 7 19.4 10 12.5

Total 2 100 6 100 18 100 36 100 80 100

3 Qualification 10+2 (TTI) - - - - - - 8 22.2 15 18.7

10+3 (Diploma) - - - - 9 50 18 50 56 70

BA/BSC 2 100 6 100 9 50 10 27.8 9 11.3

Total 2 100 6 100 18 100 36 100 80 100 4 Fields of

specialization

EDPM - - - - - - - - - -

Natural science 1 50 3 50 9 50 9 25 30 37.5

Language and

literature

- - 2 33.3 4 22.2 13 36.1 25 31.2

Social science

others

1 50 1 16.7 5 27.8 14 38.9 25 31.3

Total 2 100 6 100 18 100 36 100 80 100

5 work experience

1-5 years 2 100 6 100 16 88.9 6 16.7 5 6.4

6-10 years 2 11.1 7 19.4 20 25

11-15 years 11 30.6 15 18.7

16-20 years 9 25 19 23.7

21-25 years 3 8.3 21 26.2

Total 2 100 6 100 18 100 36 100 80 100

From the data collected and tabulated, the following significant characteristics of respondents

have been obtained according to personal details shown in Table 1 item 1 of 37(46.25%) of

teachers, 20(55.6%) department heads and senior teachers, 13 (72.2%) principals and assistant

principals, 5 (83.3%) woredas office head and w. supervisor, 2 (100%) sub city supervisor and

office head were males. On the other hand 43 (53.75%) teachers, 16 (44.4%) department heads

and senior teachers, 5 (27.8%) principals and assistant principals, 1 (16.7%) woredas supervisor

--37

were females. This shows that such a low female participation in the school leadership and in sub

city and Woreda education office:

Despite, department heads and teachers the number were better in the sample schools and

selected sub city and Woreda Regarding the respondents age, as shown in table 1 item 3,31

(38.75%) teachers, 9(25%) Department Hands 3 (16.7%) principals and assistant principals

1(16.7%) woreda office heads and supervisors 1 (50%) sub city office heads and supervisors

were between 26-30 years where as 28 (35%) teachers, 10(27.8) department heads 7 (38.9%)

Principals and assistance Principals 3 (50%) woreda office heads and supervisors 1(50%) sub

city office heads and supervisors were between 26-30 year. Whereas 28 (35%) teachers, 10(27.8)

department heads 7 (38.9%) principals assistant principals 3 (50%) woreda office heads and

supervisors were between 31-35 years and 11 (13.75) teachers 10.(27.8%) department heads 2

(11.1) P and A.P.2 (33.3%) woreda office heads 1 (50%) sub city office head were between 36-

40 the remaining also above 41 years. This shows that most of the respondents were matured

enough to explore the study.

Regarding the respondents qualification, as shown table item 3, 15 (18.75%) of teachers, 8 (22.2)

of department heads (TTI) where certificate holders 56(70%) teachers, 18 (50%) department

heads 9 (50%) principals and assistance principals were diploma holders where as 9 (11.25%)

Teachers, 10 (27.8) of department heads 9 (50%) principals and assistance principals (100)

Woreda office heads and Supervisors 2 (100%) of sub city office head and supervisor were BA&

BSC holders.

This shows that it can be stated that almost the majority of the respondents were capable to give

reliable information about school based on instructional supervision. Regarding the respondents

field of specialization, as shown in Table 1 item 4, 1(50%), 1(50%) of sub city office heads and

supervisor. have been specialized in natural science, social science respectively. 3(50%), 2

(33.3%) 1 (16.7%) of woreda office heads and supervisors have been specialized in natural

science language and literature, social science respectively. Whereas 9 (50%) 4 (22.22%) 5

(27.8%) of principals and assistance principals have been specialized in natural science,

Language and literature social science respectively. Both department heads and teachers what the

same above mentioned.

--38

This shows that all of educational administrators were specialized in natural science, social

science and language and literature. Respondents had no specialization in EDPM. Their

competence of providing supervisory services may not be as efficient and effective as those who

had the exposition of the discipline in the department. Hence, fields of specialization in terms of

relevance for the placement of skilled in educational planning and management were not

observed both at executive level and at school level.

The final items in the same table indicate that 5 (6.25%) of teachers, 6 (16.7) department heads

16 (88.9%) of principals and assistance principals 6 (100%) of sub-city office head and

supervisor have been serving between 1-5 work experience on teaching and administration works

20 (25%)of teachers, 6 (7.40%) of department heads, principals and assistance principals have

been serving between 6-10 years. 15 (18.75%) teachers have been serving between 11-15 years.

19(23.75%) of teachers, 11 (30.6%) department heads have been serving between 16-20 on

teaching and department heads. 21 (26.25%) of teachers, 9 (25%) of department heads have been

serving between 21-25 years and 3 (8.3%) of teachers and department heads works as teachers

and department heads. This shows that except tope and middle executives, the majority of

respondents have long term service years in the teaching and department heads areas.

--39

Table 2 the main objectives SBIS

N

o

I

Item

Res

pon

d

Respondent Response

Educatio

n officials

Principals teachers

No % No % No %

1 To know the needs and activities of

the students

high 5 62.5 13 72.2 44 55

Medium 3 37.5 5 27.78 36 43 Low - - - - - -

Total 8 100 18 100 80 100

2 To improve positive internal

relationship

high 4 50 9 50 55 69 Medium 3 37.5 7 38.9 15 19

Low 1 12.5 2 11.1 10 12

Total 8 100 18 100 80 100

3 to help teachers to have positive

attitude towards supervision

high 5 62.5 11 61.1 50 62.5

Medium 3 37.5 5 27.8 25 31.3

Low - - 2 11.1 5 6.2 Total 8 100 18 100 80 100 4 To help and advice teachers to be

competent enough on their

profession and batter teacher.

high 5 62.5 11 61.1 50 62.5

Medium 3 37.5 5 27.8 25 31.3 Low - - 2 11.1 5 6.2

Total 8 100 18 100 80 100 5 To help teachers be aware at

educational objectives

high 3 37.5 5 27.8 55 68.8

Medium 5 62.5 11 61.1 25 31.2 Low - - 2 11.1 - -

Total 8 100 18 100 80 100

6 To plan for educational activities high 4 50 8 50 40 50 Medium 4 50 8 50 40 50

Low - - - - - -

Total 8 100 18 100 80 100

7 To co-ordinate the improvement and

development of curriculum

high 5 62.5 12 66.7 15 18.8 Medium 3 37.5 6 33.3 60 75

Low - - - - 5 6.2 Total 8 100 18 100 80 100

According to the information provided under item 1 of table 2, 5 (62.5%) of education officials,

13(72.2%) of principals 44 (55%) of teachers replied that the main objectives of SBIS, to know

the needs and activities of the students were high. It indicate that both managers and teachers

were clearly understand the main objectives of SBIS, while 3 (37.5%) education officials, 5

(27.78%) of principals, 36 (45% of teachers were medium understanding of knowing the needs

--40

and activates of the students. Hence we should have to strive to acquaint the gape and sub parts

of SBIS objective. However, it was satisfactory numbers of respondent obtained from the issue.

Item 2 of table 2 shows that 4 (50%) of education officials, 9 (50%) of principals, 55 (69%) of

teachers responded that the main objectives of SBIS were to improve positive internal

relationship they point out high 3 (37.5%) of education officials, 7 (38.9%) of principals, 15

(19%) of teachers were responded medium and 1 (12%) education officials 2 (11.1%) of

principals, 10(12%) of teachers were low about the main objectives of SBIS. The figure shows

that the respondents have positive knowledge about the issues to improve positive internal

relationship indeed the kind of relationship between them will influence their performance. All

of them should have optimistic attitude towards positive internal relationship.

According to item 3 table, 2 shows that 5, (62.5%) of education officials, 11 (61.1%) of

principals, 50 (62.5%) of teachers responded the main objectives of the SBIS to help teachers to

have positive attitude towards supervision they point out high, while 3 (37.5%) of education on

officials, 5 (27.0%) of principals, 25 (31.3%) of teachers were responded medium 2 (11.1%) of

principals, 5,5(6.2%) of teachers were responded low, similarly, item 4 of the same table

indicates that the view to help and advice teacher to be competent enough on their profession and

to become better teacher responded on this view 5 (62.5%) of education officials, 11 (61.1%)

principals, 50 (62.5%) of teachers responded high about the issue, while 3 (37.5%) education

officials, 5 (27.8%) of principals, 25(31.2%) of teachers medium about the issue and 2 (11.1%)

of principals, 5 (6.2%) of teachers were responded low about the issue. This indicates most of

education officials, and principals and teachers have positive attitude towards supervision.

While, some of them need professional development interims of their positive attitude towards

supervision.

Regarding item 5 of table 2 which shows to help teachers be aware of educational objectives in

line with this 3 (37.5%) of education officials, 5 (27.8%) of principals, 55(68.8%) of teachers

were responded high, whereas, 5 (62.5%) of teachers responded high whereas, 5 (62.5%) of

education officials, 11(61.1%) of principals, 25 (31.2%) of teachers were medium about the

issue. Accordingly 2 (11.1%) of principals were responded low about the same issue. The figure

shows that education officials and principals should help teachers be aware of educational

--41

objectives advising and assisting teachers because the numbers are more on medium but on the

teacher side more number in high position hence, most of teachers the main objective of SBIS

focuses on helping teacher be aware of educational objectives.

Item 6 of table 2 shows 4 (50%) of education officials, 8 (50%) of principals, 40 (50%) of

teachers attitude towards the main objectives of SBIS is to plan for educational activities replied

high, while, 4 (50%) of education officials, 8 (50%) of principals, 40 (50%) of teachers replied

medium about the issue. This shows both education official including principal and teaches fifty

percent i.e. high and medium. Indeed plan for educational activities help teachers and students to

solve problems and enhance instructional performance for problem solving.

Item 7 of table 2 shows the main objectives of SBIS is to co-ordinate the improvement and

development of curriculum in line of this issue, 5 (62.5%) of education officials, 12 (66.7%) of

principals, 15 (18%) of teachers were responded high about the issue, while, 3 (37.5%) of

education official, 6 (33.3%) principals, 60 (75%) of teachers have medium attitude about the

issue, and 5 (6.2%) of teachers low perception about the issue.

This shows most of the respondent have good understanding about the issues except some

education officials and principals but, most of teachers responded medium in addition to low

attitudes towards the main objectives of SBIS particularly the issue of item seven indicate rather

than coordinate the improvement and development of curriculum supervision position used

personal evaluation.

The use of the educational diagnosis supervision not used personal evaluation it is directed

towards helping the teachers and student teaching learning the content and the methods of

practice. It aims to promote intellectual teaching and learning process, which is dependent on the

integration of appropriate feelings. From the beginning the student is guided in to gaining some

self awareness of his attitudes and reactions. Lucillen Austin and et.al (1965).

Table 3 Techniques of SBIS responded by education officials & teachers

--42

No

I

Activities

Pre-classroom-observation conference

activities.

Res

pon

den

t

Res

pon

den

ts

Respondent Response

frequently sometime

s

Never

No % No % N

o

%

1.1 Making mutual agreement on the

lesson/period be observed

EO 23 37.1 31 50 8 12.9

TR 30 37.5 50 62.5

1.2 Opportunity given to mention areas to be

observed.

EO

39 62.9 19 30.6 4 6.5

TR 50 62.5 30 37.5

1.3 Making mutual agreement on objectives

and methods.

EO 35 56.5 27 43.5

TR 30 37.5 50 62.5

II During classroom observation Activities

2.1 Observing the lesson sufficiently EO 16 25.8 38 61.2 8 10

TR

50 62.5 30 48.5

2.2

Observing/noting down important points. EO

31 50 23 37.1 8 12.9

TR 60 75 20 25

2.3 Encouraging teachers to observe their own

action

EO 27 43.5 35 56.5

TR 40 50 4 50

III post classroom observation conference

activities

3.1 Opportunity given to teachers to clarify the

lesson observed

EO 31 50 31 50

TR 45 56 35 44

3.2 Discussing on the actual classroom

observation.

EO

31 50 31 50

TR 50 62.5 30 48.5

3.3 providing feedback to teachers EO

27 43 35 56.5

TR 40 50 40 50

3.4 Arranging time for later discussion EO

16 25.8 38 61.2 8 10

TR 20 25 60 75

3.5 Keeping profile of teachers. EO 31 50 31 50

TR 30 48.5 50 62.5

EO= Education Officials TR= Teachers

--43

Table 3. Item 1.1 lists techniques used during classroom and respondents were asked their rates

of occurrence. Accordingly, item 1, indicates that the occurrence of making mutual agreement on

the lesson /period be observed 23 (37.1%) of education officials, 30 (37.5%) of teachers replied

it occurred frequently, 31 (50%) of top and middle executives, 50 (62.5%) of teachers were

replied that it occurred sometimes, while, 8 (12.9%) of education officials responded that this

type of mutual agreement on the lesson never occurred in their schools. Similarly, item 2 of the

same table shows that 39 (62.9%) of education officials, 50 (62.5%) of teachers responded that

making mutual agreement or the lesson /period be observed/ frequently in the schools where as,

19 (30.6%) of education officials, 30 (37.5%) of teachers replied that it occurs sometimes. While

4 (6.5%) of education officials responded that this kind of opportunity given to mention areas

never be observed. From these we can infer that these types of opportunity given to mention

areas to be observed frequently in most of schools. Item 1.3 of table 3 shows 35 (56.5%) of

education officials, 30 (37.5%) of teachers responded that making mutual agreement on

objectives and methods frequently occurred in the schools while 27 (43.5%) of education

officials 50 (62.5%) of teachers replied techniques of SBIS their mutual agreement on objectives

and methods occurred sometimes it is the same as the above issues.

Accordingly, Item 2.1 in the same table shows. During classroom observation activities that

occur at schools 16 (25.8%) of education officials, 50 (62.5%) of teachers replied observing the

lesson frequently while 38 (61.2%) of education officials, 30 (48.5%) of teachers responded

during classroom observation the lesson sometimes did, 8 (10%) of education officials responded

that daring classroom observation activities never done this shows that during classroom

observation activities on observing the lesson sufficiently were bellow sometimes occurred in the

schools.

Item 2.2 shows that 31 (50%) of education officials, 60 (75%) of teachers replied observing

noting down important points during classroom observation activities occurred frequently in

their school 23 (37.1%) of education officials, 20 (25%) of teachers replied that during classroom

observation the activities of noting down important points sometimes occurred and in their

schools from these we can infer that during classroom observation the activities of noting down

important points were less than sometimes occurred.

--44

Item 2.3 in table 3. shows that 27 (43.5%) of education officials, 40 (50%) of teachers replied

that during classroom observation activities encouraging teachers to observe their own action

frequently occurred in their schools, while 35 (56.5%) of education officials 40 (50%) of

teachers responded that during classroom observation activities encouraging teachers to observe

their own action sometimes occurred in their schools.

This shows that from the total number more than half of top and middle executive encouraging

teachers to observe their own action replied sometimes but teachers replied equally i.e.

frequently and sometimes.

Item 3.1 in table 3 shows that 31 (50%) of education officials, 45 (56%) of teachers replied that

post classroom observation conference activities opportunity given to the teachers to clarify the

lesson observed frequently where as 31 (50%) of education officials 35 (44%) of teachers replied

the same question sometimes occurred. From the same table item 3.2 shows that 31 (50%) of

education officials, 50 (62.5%) of teachers were replied the activates discussing on the actual

classroom observation frequently occurred. While 31 (50%) of education officials, 30 (48.5%) of

teachers replied that the activities of discussing on the actual class room observation sometimes

occurred. We can infer that more than half of teachers it occurs frequently but the executive

replied that equally.

Item 3.3 shows that 27 (43%) of education officials, 40 (50%) of teachers replied that during post

classroom observation conference executives we would provide feedback to teachers were

frequently occurred where as 35 (56.5%) of education officials, 40 (50%) of teachers were

replied that the activates of post classroom observation providing feed back to teachers

sometimes occurred in the school. From the figure we can infer that provision of feed back to

teachers during post classroom observation conference activates on the side of teachers fifty on

both frequently and sometimes occurred in the school but on the side of executives more than

half sometimes occurred in the school.

Item 3.4 in the same table shows 16 (25.8%) of education officials, 20 (25%) of teachers were

replied arranging time for later discussion during post classroom observation conference

activities frequently classroom observation conference activities frequently occurred in the

school. While, 38 (61.2%) of education officials, 60 (75%) of teachers replied in the same issue

--45

sometimes occurred in the schools, While 8 (10%) of education officials, 30 (48.5%) of teachers

during post class room observation conference activities keeping profile of teachers that occurred

frequently in the school. The figure indicate that more than half of the teachers denied the issue

i.e. sometimes they school

Table 4: Teachers Perception of SBIS

Table 4 shows the purpose of school based supervision use of respondents on SBIS improve

teaching learning process. In item 1 of the same table shows that principals and supervisors

ability in recognizing and respecting teacher’s personality during post observation. Accordingly,

51 (63.8%) of teachers agreed up on the issue, 22 (27.5%) of them replied that they were

moderately agreed too, 7 (8.7%) of them were responded that this was never happen in their

schools. School leaders should likely to enhance teachers sense of personal accomplishment,

when they provided feedback to teachers, respect their works rewarded them for successful

participation.

In item 2 of table 3 shows 58 (72.5%) of teachers responded agreed and 22 (27.5%) of them

replied that moderately agreed on the issues. The issue of principals and supervisors ability in

solving instructional problems. This indicates that more than half of the teacher agreed up on the

ability, & supervisor in recognizing and respecting teachers personality. The purpose of

Teacher respondent

No

Item & Respondent

Always agree moderately

agree

Disagree

NO % NO % NO %

1 Principals and supervisors ability in

recognizing and respecting teachers

personality during post observation

Teachers.

51

63.8

22

27.5

7

8.7

2 Principals and supervisors ability in

solving instructional problems

teachers

58

72.5

22

27.5

3 Instructional supervision should also

focus on curriculum development and

improvement tr.

50

62.5

30

37.5

4 The essentiality of supervision in

Primary School

20 25 60.5 75

--46

classroom observation of course should not only facilitating but help the teachers for

improvement of instructional performance.

Item 4 of table 3, purpose of school based supervision for instructional supervision should also

focus on curriculum development and improvement in line with this, 50 (62.5%) of teachers

agreed, while, 30 (37.5%) of them moderately agreed on the issue. This shows that more than

half teachers without doubt agreed up on the issue.

Lucille N.Austil and et al (1965), The higher mental processes of logical though the ability to

discriminate and to generalize may be impeded by emotional conflicts that absorb the individual

in un conscious fantasies and lend to an excessive use of regressive defenses and symptoms. A

large part of knowledge must be mastered through acceptance of the tested experience of others.

Such acceptance is furthered by a positive relationship between the supervisor and teacher.

Teachers, principals & supervisors work together for a communal goal. Because the kind of

relationship between them will influence their performance. As teachers are core components of

the teaching-learning process the school leaders including the supervisors are expected to create

conductive working environment in order to enable teachers to perform their duties with great

devotion.

--47

Table 5: School based Instructional management and teaching learning .

N

o

Item Respondent Agree Moderately

agree

Disagree

N

O

% N

O

% N

O

%

1 Instructional supervision is a

service delivered to make the

teaching learning process as

problem solver based on school

centered and research activity of

teachers.

SCO&S 1 50% 1 50

WHO & S 4 66.7 - - 2 33.3

P & AP 13 72.2 2 11.1 -

DH & ST 25 69.4 5 13.9 6 16.7

2 Instructional Supervision should

also focus on curriculum

development and improvement

SCOH & S 1 50 1 50

WHO & S 2 33.3 2 33.3 2 33.4

P & AP 7 38.9 7 38.9 4 22.2

DH & ST 14 38.9 13 36.1 9 25

3 Instructional supervision must

bring about change to upgrade the

creativity skill and generosity of

teachers in their profession

SCOH & S 2 100%

WHO & S 5 83.3 1 16.7

P&AP 16 88.9--

-

2 11.1

DH&ST 31 86.1 5 13.9

4 A good supervisor more time on

establishing conductive work

environment

SCOH&S 2 100

WHO& S 4 66.7 2 33.3

P&AP 18 100

- 1 of table 4, 1 (50%) of sub city office head and supervisor, 4 (66.7%) of woreda office head

and supervisor; 13 (72.2%) principals and assistant principals 25 (69.4%) of department heads

replied that instructional supervision is a service delivered to make the teaching learning process

as a problem solver based on school center and research activity of teacher agreed.

This shows more half of the top and middle executives replied that agreed up on the issues.

While, 1(50%) of sub city office head and supervisor 2 (11.1%) of principals and assistant

principals 5 (13.9%) of department heads replied that moderately agreed on the issue and 2

--48

(33.3%) of Woredas office head and supervisor, 6 (16.7%) of department head replied that

disagreed on instructional supervision is a service delivered to make their teaching learning

process as problem solver based on school centered and research activity of teachers. Hence,

quarter of the total number of executives need professional development to know and to be the

service of effective instructional supervisor.

In item 2 of the same table shows that instructional supervision should also focus on curriculum

development and improvement i.e. 1 (50%) of sub city office head and supervisor, 2 (33.3%) of

Woredas office head and supervisor, 7 (38.9%) of principal and assistant principal, 14 (38.9%) of

department heads were replied that agreed up on the issue 2 (33.3%) Woreda office head and

supervisor, and 7 (38.9%) of principal and assistant principal 13 (36.1%) department heads

moderately agreed on the issues. Whereas 2 (33.4%) of Woreda office head, 4 (22.2%) principal

and 9 (25%) of department heads were responded Disagree about the issues this shows that

quarter of the respondent disagree on the issues.

Item 3 table 5 shows that, 2 (100%) of sub city office head and supervisor 5 (83.3%) of wereda

office heads and supervisors, 16(88.9%) of principals and assistant principals, 31(86.1%)

department heads were replied that agreed on the issue of instructional supervision must bring

about change to upgrade the creativity skill and generosity of teachers in their profession where

as 1 (16.7%) of Woreda office heads and supervisors, 2 (11.1%) of principals and assistant

principals, 5 (13.9%) of department heads were responded that moderately agreed up on the

issues which mentioned in the above. These shows that majority of the respondent agreed up on

the issues without doubt.

In Item 4 table 5 debits that 2 (100%) of sub city office head and supervisor, 4 (66.7%) of

Woreda office head and supervisors 18 (100%) of principals and assistant principals, 34 (94.4%)

of department heads were replied agree on the issues of a good supervisor more time on

establishing conductive work environment. While 2 (33.3%) of Woreda office head and

supervisors, and 2 (5.6%) of department heads were replied moderately agreed up on the issues.

This shows that majority of the executives agreed on the issue. Item 5 table 4 shows that 2

(33.3%) of Woreda office heads and supervisors, 2 (5.6%) of department heads were replied that

agreed on the issues’ of a good supervisor must be fault finder and supervisor personnel in

--49

position, While 2 (100%) of Sub City office heads and supervisors, 4 (66.7%) of woreda office

heads and supervisors, 18 (100%) principals 34 (94.4%) of department heads were replied

moderately agreed. This shows that majority of the executives confirmed to the negative notion

of fault finder hence, training and professional development were needed for the executives.

Item 6 table 5 shows that 1 (50%) of sub city office head and supervisor 4 (66.7%) of woreda

office heads and supervisors, 13 (72.2%) of principals and assistant principals, 25 (69.4) of

Department heads agreed up on the issues of a good supervisor has instructional vision, self-

confident self planned, respecting teachers profession, bring constructive notion, believe on

research and development, can create friend ship atmosphere with teachers. While, 1 (13.9%) of

department heads were responded the same issue moderately agree and 2 (33.3%) of Woreda

office heads and supervisors, 3(16.7%) of principals and assistant principals 6 (16.7%) of

department heads were replied disagree. This shows that despite, less amount of middle

executives disagree from the issue and more amounts of executives agreed up on the issue.

--50

Table 6:- How do teachers perceive school based supervision?

No

Item Respondent Response SCOH

& S

WHO&

S

P&AP D.H Teache

rs No

% No

% No

% No

% No

% 1 The essentiality of supervision

in primary schools

A. High 1 50

%

2 33.

3

6 33.3 13 36.

1

45 56.

3 B. Medium 1 50%

4 66.7

12 66.7 23 63.9

35 43.7 C. Low

D. No response 2 What is the technique that

mostly teachers and

supervisors were supervised?

A.Direct classroom observation 2 100 6 100

18 100 36 100

80 100 B. on education conference

and

C. In-service training

D. Any other 3 Is supervisors informed for the

teachers observation also for manager from the lowest to the

highest

A. Yes 2 100 6 10

0

18 100 36 10

0

53 66

B. No 27 33.7 4 The main focusing points

during classroom observation

A. Only on weakness of the

teacher

B. On specific teaching learning process

-

-

1 16.7

2 11.1 3 8.3 7 8.8

C. On general teaching learning process

2 100 5 83.3

16 88.9 33 91.7

73 91.2 5 The frequency of supervisory

visits in primary school

A. Once a year B. Twice a year 1 50 2 33.

3 5 27.8 11 30.

6 50 62.

5 C. Three times a year - - 1 16.7

4 22.2 8 22.2

16 20

D. Four times a year 1 50 3 50 9 50 17 47.2

14 17.5 6 What is your understanding

on teachers ability in their own subject with planned and programmed i.e. willin….

A. High B. Medium C. Low 1 50 2 33.

3 6 33.3 13 36.

1 - -

D. No response 1 50 4 66.7

12 66.7 3 63.9

-

42

--51

According to the information provided under item 1 of table 6, 1 (50%) of sub city office head

and supervisor, 2 (33.3%) of Woreda office heads and supervisors, 6 (33.3%) of principals and

assistant principals, 13 (36.1%) of department heads, 45(56.3%) of teachers were replied that the

essentiality of supervision in primary school was high While, 1 (50%) of sub city office head and

supervisor, 4 (66.7%) of Woreda office heads and supervisors, 12 (66.7%) of principals and

assistant principals, 36 (100%) of department heads and 80 (100%) of teachers responded that

they were aware of the classroom observation program ahead of time and they plan with

supervisors and also managers plan from the lowest to the highest but 27(33.7%) of teachers

replied that they were not aware of class room observation program ahead of time and they do

not plan with supervisors. From this we understand that majority of school administrator,

Woreda education office head and sub city office head and supervisors they are aware of the

classroom observation program ahead of time but not teachers to know the issue which

mentioned about and they do not plan in collaboration with supervisors.

As shown on item 3 of table 6, 2 (100) of sub city office head and supervisor, 6 (100%) of

woreda office heads and supervisors, 18 (100%) of principals and assistant principals, 36 (100%)

of department heads, 80 (100%) of teachers replied that they were aware of the classroom

observation program ahead of time and they plan with supervisors and also managers plan from

the lowest to the highest. But 27 (33.7%) of teachers replied that they were not aware of

classroom observation program ahead of time and they do not plan supervisors. From this we

understand that majority of school administrators, woreda education office head and sub city

office head supervisors they are aware of the classroom observation program ahead of time

teachers to know the issue which mentioned above and they do not plan in collaboration with

supervisors.

As indicated on item 4 of table 6, 1 (16.7%) of Woreda office heads and supervisors, 2 (11.1%)

of principals and assistant principals, 3 (8.3%) of department heads, 7 (8.8%) of teachers replied

that the main focusing point of classroom observation is on specific teaching process while 2

(100%) of sub city office head and supervisor, 5 (83.3%) of Woreda office heads, 16 (88.9%) of

principals and assistant principals, 33(91.7%) of department heads, 73 (91.2%) of teachers

replied that the main focusing point of classroom observation is an general teaching learning

process. All respondent omitted that the focusing point of classroom observation is only on

--52

weakness of the teachers from this we understand that from the issue top, middle, and lower

manager also teachers believe that the focusing point is on general teaching learning process the

notion of vast majority of the respondent.

Item 5 of table 6 reveals on frequency and implementation of supervision between teachers and

executives, accordingly 1 (50%) of sub city office head and supervisor, 2 (33.3%) of Woreda

office heads and supervisors 5 (27.8%) of principals and assistant principals, 11 (30.6%) of

department heads and 50 (62-5%) of teaches responded that the frequency of supervisory visits

in their schools twice a year whereas, 1 (16.7%) of woreda office head 4 (22.2%) of principals

and assistant principals, 8(22.2%) of department heads, and 16 (20%) of teachers replied that the

frequency of supervisory visits in three times a years in their schools, while 1 (50%) of sub city

office heads, 3 (50%) of Woreda office heads and supervisors, 9 (50%) of principals and

assistant principals, 17 (47.2%) of department heads, 14 (17.5%) of teachers replied that four

times a year were visits their schools. Hence, schools cannot frequently visited by supervisors.

Item 6 of table 5 shows that, 1(50%) of sub city office heads 2 (33.3%) of Woreda office heads

and supervisors, 6(33.3%) of principals and assistant principals 13(36.1%) of department heads

were replied their understanding on teachers ability in their own subjects with planned and

programmed, also willingness to be supervised by supervisors were low 1(50%) of sub city

office heads, 4 (66.7%) of Woreda office heads,12(66.7%) of principals and assistant principals,

3 (63.9%) of department heads replied that no response on the issue.

--53

Table 7: Respondent view of the problems of instructional Supervision

Respondent Response

N

o

Item SCOH

& S

WHO&S P&AP D.H Teachers

N

o

% N

o

% No % No % No %

1 Less understanding about

instructional supervision

2 100 5 83.3 15 83.3 29 80.6 58 72.5

2 Less capacity of

supervisors themselves

lack supervisory

knowledge

1

50

3

50%

10

55.6

20

72.2

66

82.5

3 Being occupied by other

tasks and duties of

supervisor

2

100

4

66.7

13

72.2

26

72.2

36

45

4 shortage of budget or not

allocating budget for

supervision

1

50

2

33.3

7

38.9

13

36

22

27.5

5 Less commitment of

teachers on their duties

2 100 4 66.7 13 72.2 26 72.2 12 15

6 Not planning collectively

before classroom

observation

1

50

3

50

10

55.6

20

55.6

66

82.5

7 shortage of time 1 50 3 50 8 44.4 16 44.4 36 45

8 Lack of teaching aid and

materials

1 50 2 33.3 5 27.8 10 27.8 36 45

9 Implementation problem

onorganizationalstructure

in the school

1

50

2

33.3

5

27.8

10

27.8

36

45

Table 7 shows the reaction on problems which affects proper role playing of school based

instructional supervision that hinder the effectiveness and fruit fullness of it. in item 1 of the

same table shows that less understanding about instructional supervision. Accordingly, 2 (100%)

of sub city office head and supervisor, 5 (83.3%) of woreda office head and supervisor,

--54

15(83.3%) of principals and assistant principals, 29 (80.6%) of department heads, 58 (72.5%) of

teachers were replied that less understanding about instructional supervision.

Item 2 of table 7,1 (50%) sub city office head and supervisor, 4 (66%) of Woreda office heads

and supervisors, 12 (66.7%) of principals and assistant principals 23 (63.9%) department heads

51 (63.8) of teachers said that less capacity of supervisors themselves or lack of supervisory

knowledge Item 3 of table 6,2 (100%) of sub city office head and supervisor 4 (66.7%) of

woreda office heads and supervisors, 12(66.7) of principals and assistant principal 23 (63.9)

department heads 51 (63.8%) of teachers said that less capacity of supervisors themselves or lack

of supervisory knowledge Item 3 of table 6 2 (100%) of sub city office head and supervisor 4

(66.7%) of Woreda office heads and supervisors, 13 (72.2%) of principals and assistant

principals, 26 (72.2%) department heads, 36 (45%) of teachers said that being occupied by other

tasks and duties of supervisors.

Item 4 of table 7, 1 (50%) of sub city office head, 2 (33.3%) of Woreda office heads and

supervisors, 7 (38.9%) of principals and assistant principals,13 (36%) of department heads and

22 (27.5%) of teachers were replied that shortage of budget or not allocating budget for

supervision.

Item 5 of table 7, 2 (100%) of sub city office head and supervisor, 4 (66.7%) of Woreda office

heads and supervisors, 13 (72.3%) of principals and assistant principals, 26 (72.2%) of

department heads, 12 (15%) of teachers were replied that less commitment of teachers on their

duties

Item 6 of table 7, 1 (50%) of sub city office head and supervisor 3 (50%) Woreda office heads

and supervisors, 10 (55.6%) principals and assistant principals, 20 (55.6%) department heads, 66

(82.5%) of teachers were replied on problem of not planning collectively before classroom

observation.

Item 7 of table 7, 1 (50%) of sub city office head and supervision 3 (50%) of woreda office heads

and supervisors 8 (44.4) principals and assistant principals, 16 (44.4%) of department heads,

36(45%) of teachers were replied that problem of effective SBIS was shortage of time.

--55

Item 8 of table 7, 1 (50%) of sub city office head and supervisor, 2 (33.3%) of woreda office

heads and supervisors, 5 (27.8%) of principals and assist principals, 10 (27.8%) of department

heads, 36 (45%) of teachers replied that implementation problem on organizational structure in

the school, lack of teaching aid and materials are respondent and percentage.

This shows that all listed problems have their own negative impact on the supervision activity. If

we want to prioritize sequential orders by observing numbers and percentile for the problems that

hinder the role of supervision. So the weakness can be concluding

cumulative of all these problems.

Table 8: Respondent reaction on Measure to be taken for the improvement of the

instructional supervision practices and their recommendation on alternative strategies.

N

o

Item Respondent Response

SCOHS WHO&S P&AP D.H Teachers N

o

% N

o

% No % No % No % 1 To give adequate

training and capacity

for supervisors

2

100

5

83

15

83

29

80.6

66

82.5

2 To allocate adequate

budget for supervision

1 50 4 66 12 66.7 23 63.9 51 63.8

3 To develop cooperative

and harmony work

1 50 3 50 8 44.2 16 44.4 36 45

4 To supply adequately

instructional materials

2 100 5 83 15 83 29 80.6 66 82.5

5 Trying balance the

relation of teachers and

supervisors

1 50 4 66.7 12 66.7 23 63.9 44 55

6 placement of skilled in

Educational planning

and management

personnel were

mandatory for school

supervision

2

100

6

100

18

100

36

100

80

100

Table 8: Shows the measure to be taken for the improving of the instructional supervision

practices and their recommendation on alternative strategies. Accordingly, Item 1 in the same

table 2 (100%) of sub city office head and supervisor, 5(83%) of Woreda office heads and

supervisors, 15 (83%) principals and assistant principals, 29(80.6%) of department heads, 66

(82.5%) of teachers replied that to give adequate training and capacity for supervisors.

--56

Item 2 of table 8, shows that, 1(50%) of Sub City office head and supervisor, 4 (66%) of Woreda

office heads and supervisors, 12 (66.7%) of principals and assistant principals, 23 (63.9%)

department heads, 51 (63.8%) of teachers were replied as remedy i.e. allocate adequate budget

for supervision.

Item 3 of table 8, showed that, 1 (50%) of sub city office head and supervisor, 3 (50%) of woreda

office heads and supervisors, 8 (44.4%) of principals and assistant principals, 16 (44%) of

department heads, 36 (45%) of teachers were replied as a remedy i.e. develop cooperative and

harmony work at school level or instructional improvement.

Item 4 of table 8, shows that, 2 (100%) sub city office head and supervisor, 5 (83%) of woreda

office heads and supervisors 15 (83%) of principals and assistant principals, 29 (80.6%) of

department heads, 66 (82.5%) of teachers were replied as a remedy i.e. supply adequate

instructional materials.

Item 5 of table 8, shows that, 1 (50%) of sub city office head and supervisor, 4 (66.7%) of

woreda office heads and supervisors, 12 (66.7%) of principals and assistant principals, 23

(63.9%) of department heads, 44 (55%) of teachers replied as a remedy i.e. trying to balance the

ratio of teachers and supervisors.

Item 6 of table 8, shows that, 2 (100) of sub city office head and supervisor, 6 (100%) of Woreda

teachers and supervisors, 18(100%) of principals and assistant principals, 36(100%) of

department heads and 80 (100%) of teachers replied as a remedy i.e. placement of skilled in

educational planning and management personal were mandatory for school supervision for the

ameliorate of SBIS.

From this, we understand there is no only one solution for the problem mentioned, even when we

change the problem into positive manner which mentioned in the prime table (7) by increasing

our efficiency and effectiveness in instructional supervision we can achieve our goals and

objectives.

Indeed, by combining these solutions available, it is possible to come to solution even though we

do not dissolve the mentioned problem totally but we can reduce it at high level. To acquire

supervisory skills, of course, is as difficult as learn to be a skilful worker. Training for

--57

supervision has not received adequate professional attention. Planning for more adequate training

in the future is an essential not a luxury. Learning new methods from the educational field,

adapting research work principles to education, moving into positions that currently are

identified with status and authority, are challenges that must be met by the field. Learning to

supervise under supervision is the most effective way of gaining the requisite skills.

--58

Chapter Four

4. Summary, Conclusions and Recommendations

This chapter attempts to deal with the summary of the findings, the conclusion drawn, and the

recommendations suggested for solution.

4.1. Summary

This study dealt with an assessment of school based instructional supervision in selected

government primary school of yeka sub-city, in Addis Ababa woredas. The intention of the study

was twofold. The first was problems that affect the effectiveness of school supervision identified.

The second intentions were to suggest possible solutions to the problems identified.

In the attempt to study the problems and in order to provide a sound basis for an objective

assessment and correct understanding of the actual situation of the problem the following basic

questions were raised.

1. What are the main objectives and techniques of school based instructional supervision in

primary school?

2. How efficiently do school management use school based. Instructional supervision to

improve teaching learning process?

3. How do teachers perceive school based supervision?

4. What problems are seen in school based supervision?

5. What measures could be undertaken to solve the problems?

The study was conducted in six primary school in four woredas, one sub city education office.

The subjects of the study were including education officials both sub city and woreda, principals,

department heads and senior teaches, and teachers. Data was obtained from these sample

respondents through a survey questionnaire, which was tested in two schools and refined for

distribution out do one hundred forty two respondents hundred percent of them returned properly

filled out questionnaires. Hence, the summaries of the major findings are the following.

Concerning the rationale for school based instructional supervision the majority of the five study

group, asserted that more than half of the teachers in the selected schools are female, males

--59

occupied almost positions with the exceptions of principals and assistant principals occupied by

females. The majority of the principals and almost all of the supervisors are occupied by males.

All of the sub city supervisor and office head, woreda supervisors and office heads were

BA/BCS holders. Whereas half of principals and assistant principals were both diploma and

BA/BSC holders. All educational administrators and supervisors were not specialized in

educational planning and management

Almost all education officers, supervisors and teachers have a high perception on the main

objectives of SBIS i.e. to know the needs and activities of the students both responded by them.

The main objectives of SBIS on the side of education officials in terms of improving positive

internal relationship more than half of the respondents were medium and low perception

education official and teachers have good perception on to help and advice teacher to be

competent enough on their profession and to become better teacher except few teachers.

Most of the teachers’ high perception on to help teachers be aware of educational objectives

education officers more than half of them have medium perception on the same issues. Half of

education officers and teachers have high and medium perception on the main objectives of SBIS

to plan for educational activities

Most of educational officials and principals understanding about the main objectives of SBIS. It

is coordinate the improvement and development of curriculum. But some education officials and

principals medium understanding on the main objectives both medium and low perception about

the same issues we can summarized that the term some the numbers is significant because single

supervisors, they lead many teachers, hence, those leaders and majority of teachers need

professional development

Almost all elementary schools applied the techniques models clinical supervision that include

pre-observation conference activates of observation, post observation conference, and planning

for improvement despite, the understanding and application of the techniques more focuses on

frequently and sometimes and some education officials never be observed. Form the figure we

can infer that provision of feed back to teachers during post classroom observation conference a

activity on the side of teachers fifty on both frequently and sometimes occurred in the school.

But on the side of executives more than half sometimes occurred in the schools.

--60

Almost all education official, principal and department heads agree about SBIS and teaching

learning process in the issues of a good supervisor has instructional vision self confident self

planed, respecting teachers, profession believe on respect in and development can create

friendship atmosphere with teachers

Almost all the respondents indicated the existence major problems, of instructional supervision

accordingly, lack of trained man power, less understanding about instructional supervision,

implementation problem, on organizational structure in the school, not planning collectively

before class room observation in addition to other problems, on the side other almost all the five

groups of respondent indicate that hinder the role of supervision in giving support for teachers,

and supervisors such as give adequate training, allocate budget, develop cooperative and

harmony work, placement of skilled in EDPM personal Subject teachers

--61

4.2. Conclusion

Though the school based instructional supervision has become an essential element of our

educational system with the objective of improvement of quality of teaching learning and

enhancing mutual learning. This aim and goal of instruction as supervision is to bring about

sound improvement in the education system at large it is a source of inspiration. Guidance and

assistance of school personnel. It observed the short coming of respondents from the majority of

questions which rose during the survey study.

The capability to manage educational activity is based on the extent to which utilization of

supervisory leader ship skills and etchers. However, it was revealed that school based

supervisors are placed without training for job. Consequently, inadequate supervisory skills have

been perceived in schools and supervisor is found to inefficient in giving the expected

instructional support. As a result of this, we can’t achieve what we expect from the system.

Evidently, school supervisors are part of the technical level. As such they are concerned

primarily with teaching and learning, and also became the resource fullness in relation with

instruction and curriculum but not a line function. Their idea of expertise is curriculum and

instruction; their job is to help their colleagues improve the teaching learning process. They need

to do this activity in a conducive environment and assists in budgetary control and supervision.

However, effects of deficient organizational structure conflict and low motivation and morale of

the teacher, late and in appropriated decisions, . In addition to less capacity of supervisors, less

commitment of teachers on their duties, not planning collectively before class room observation

etc. constraints are major problems

While the government has committed a substantial budget to education, this not been translated

in to effective out puts of educational products on the system, efficient and skilled educational

leader were not available in primary schools or it is not appointed qualified and capable

education leaders including females which trained in EDPM all appropriate levels not observed

in executive and supervisory level and relatively good in school level. Generally the respondents

concluded in all education officials, principals and supervisors had no specialization in EDPM

their competence of providing supervisory services may not be as efficient and as those who had

the exposition of the discipline in the department

--62

It is indicated that instructional supervision has many functions, which are indispensable for the

effectiveness of the teaching learning performance of teachers. Follow up and coordinating

teachers, evaluating educational results; by closer observation over teachers enables teachers to

support their work through action research; and promoting staff development and facilitating

Curriculum development However, as stated by the respondents these functions of supervision

have vital value to improve instructional programs, their practical application so as to contribute

for the effectiveness of the instructional programs at the primary schools of Yeka sub city more

was not totally agreed. More over to be goods supervisor has instructional vision self confident,

self planned, respecting teachers profession believe on reaches and development can create

friend ship atmosphere with teachers.

As a result of this, SBIS could not be implemented effectively and properly. We can understand

form the respondent response there is no only one solution for the problem mentioned. By

combining these solutions available, it is possible to come to solution even though we do not

dissolve the mentioned problem totally but we can reduce it at high level if we entirely identify

the problem.

--63

4.3. Recommendations

Based on the summery of the findings of the study the following possible recommendations are

forwarded.

- Even though the manual states the objective of SBIS accurately like properly

implemented at school it has not been properly implemented at school site level.

Therefore actions should be taken by sub city education office and woreda education

office in cooperation with school administration and community to improve the

implementation of the policy and objectivist school level. The actions include creating

awareness on different options of supervision building institutional executive capacity,

motivate staff moral, enhance participation of stake holders to design, plan and

implement the program etc.

- In built supervision whose strategy is to promote and sustain the basic principles of

Ethiopian training policy, professionalism, democratization and decentralization at the

school level and which has been supported by finding and conclusion made clear that the

teachers respondents expressed the main objectives of SBIS not fully understand the

application of the objectives.

- In line with this the education office supervision with evaluation activity has developed

in teacher a negative perception towards supervision and leads the hindrance to

exercising SBIS in schools. Therefore awareness Creation and training should be given to

reconcile the theory and practice of supervision in our primary schools. This should be

facilitated by creating conducive atmosphere including the enhancement of willingness of

the administration cooperation of teachers and other relevant measures for improvement

supervision activity.

The outcomes of this study revealed that the supervisory leadership of the supervisor were found

to be efficient as reported by teachers and education officials hence, those individuals who are

supposed to conduct supervision must be offered in service training formally in the area of

monitoring and evaluation, leadership motivation process controlling and informally through

service training experience shoring discussion, surveying and other relevant methods to upgrade

their professional competency. The training program can be planned and organized by Woreda

and sub city education office.

--64

The education office should be able to recognize the need for formation of a supervision unit at

school site level in order to devolve school based instructional supervision system and strengthen

the program by providing competent man power and instructional material.

The education office is expected to solve major problems encountered in the implementation of

school based instructional supervision, school personnel should oriented about concepts,

principles, techniques, skill in order to be active participant in supervisory activity and able to

achieve better performance. In order to address survey study collaboration between all

stakeholders, remedies have been made into the following.

Remedy to the ministry of education Identify good educational leaders and ensure that they are

rewarded for their work. This will act as an incentive to remain in post and not move to other

positions, Organizational structure clearly define the roles responsibilities at each level of the

education (from ministry of education to school level) to clarify the boundary between them,

Develop and implement consistent performance evaluation.

Remedy to regional Education Bureau Expand Teachers’ participation in policy, research,

curriculum and textbook preparation enough workshops and forces, Ensure that the teaches’

guides, syllabus and curriculum materials are printed and distributed in enough quantity and in

time for school to use them, Provide training for all teachers, supervisors, principals, and

education officials on a consistent basis, monitor where training has been given (for example,

which education leaders have received leadership and management program (LAM) training and

regularly evaluate whether the loathing the training is being implemented in schools.

Remedy to woredas and sub city, Hold regular workshops and meeting to gain teachers’

opinions on policy and as a method of dissemination, as well as a way of involving teachers in

decision-making processes, Encourage cluster-based supervision and experience sharing both

within a cluster and from other clusters, Allocate sufficient budget to upgrade school libraries

laboratories class rooms water sanitation, toilets and other facilities, Appoint qualified and

capable education leaders including females which trained in EDPM (all appropriate levels).

--65

Remedy to principals Encourage dialogue between supervisors and teachers and others foster

closer links through inclosing participation, Build the confidence of the teachers and SBIS for

the improvement of the education, Encourage democratic leadership and participation, and

encourage student and teacher voice, Conduct teacher performance appraisals in relation to

improving teaching and learning using a clear and transparent process; ensure training in

application to all members of staff , Ensure a fair and transparent system of selection for

workshops training and upgrading is used, Demonstrate accountability and responsibility for the

teaching and learning in your school by implementing systems that allow for tow way feedback.

Set up a cluster of schools that can share learning and generate local solutions to problems.

Remedy to teachers Promote openness to change and commitment to learning, taking

responsibility for your profession and being committed to strengthening it, conduct regular

discussion to understand clearly the context you are facing at a school local level, be proactive in

participating in the education system, for example work cooperatively with school supervisors

and management to help affect change.

Remedy to student Work with teachers to improve the teaching and learning process through

dialogue, student councils sharing the experience of learning with teachers and promote student

peer support work with schools teachers and leaders to alleviate problems facing schools.

--66

Bibliography

Benton, Lewis.R. (1972). Supervision and Management. New- York: McGraw-Hill,Inc.

Bittel, lester. R. (1980). What Every Supervisor Should Know: The Basic of Supervisory

Management. 4th

ed. U.S.A: Mc Graw-Hill.Inc.

Boardman, Charles W., Douglass, harl R. and Bent, Rudyard K. (1953). Democratic

Supervision in Secondary Schools. New York. Richards Press.

Brinke rhoff, R.o. (2010) program Evaluation: A practitioner’s Guide for Trainers and

educations: Chicago USA. Kluwer Academic publisher Groups

Broad Well, Martin. M. (1979). Supervising Today: A Guide for positive Leadership. Boston:

CBI Publishing Company. Inc.

Dull,L.W.(1981) Supervision: School leadership Hand Book. Columbus: Charles E.Merrill

publishing Company.

Eye, Glen G. and Netzer Lanore A (1965). Supervision of instruction, New York: Harper and

Row, Inc.

Flick u. (2002) An introduction to qualitative research (2nd

ed). London. SAGE publications.

Frnak, O. Mc Quarrrie, Jr. and Fred, H Wood (1999). Supervision, Staff Development and

Evaluation Connections: Theory into Practice Jounal of Education, Vol. 30, No.2

Retrieved Nov. 8 2007, from@http://links.jstor.org/sicil.

Good. Carter, V. (1973). Dictionary of Education. New York. Mc Grew. Hall. Book Company.

Gorton, Richard. A.; Gail T. Schneider and James C. Fisher (1988). Encyclopedia of School

administration and Supervision. New York: the Oryx press.

Gwynn, J. Minor (1964). Theory and Practice of Supervision. New York: Dodd, Mead and

Company.

--67

Halland, P.E. (1989) Stories of Supervision: Tutorials in a Transformative Practice of

Supervision. Peabody Journal of Education, Vol. 66, No.3Retrieved Nov. 8,2007,

from @http://links.jstororg/sici

Harison, Raymod H. (1968). Supervisory Leadership in Education. New York: Van Nastrend

Rein hold co.

Harris, Ben M. (1963). Supervisory Behavior in Education. New York. Engle Wood Van

nastrend Rein hold. Co.

Harrison, R. (1998) “Supervisory Leadership in Education. New Your: Litton Educational

publishing, Inc.

Knezevich, Steren J. (1969) Administration of public education. (2nd

ed). New York. Harper

and Row, publisher.

Leeper, Robert. R. (1969). Supervision Emerging Profession. Association for Supervisors and

Curriculum Development, NEA. Washington D.C

Lucille N. Austin and et al (1965) Techniques of Student and Staff Supervision. Printed in

U.S.A.

Lucio, William H. and MC Neil, John D. (1979). Supervision in Thought and action. 3rd

ed.

New York, Mc Graw-Hill Book Company, inc,

Lucio, William. H. and John D. McNeil (1979). Supervision in Through and Action. 3rd

ed.

New York: Mc Graw Hill, Book company.

Melchior, Williamk.T. (1950). Instructional Supervision: A Guide to modern Practice. Boston:

by D.C Health and Company

Mohanty B. (1990). School Administration and Supervision. New Delhi. Deep and Deep

Publications.

Mohanty, jagannath (1990). Educational Administration, Supervision and School

Management. New Delhi: DEEP and DEEP Publications.

--68

Musaazis. (1987). The Theory of practice of Educational Administration London: Mac

Millan Publisher L ted.

Reba, M. Burham and L. King Martha (1961). Supervision: in action. Washington. DC: Library

of Congress Catalogue.

Reba, M. Burnham. (1976). Instructional Supervision: Post, present and Future Perspectives,

Theory into Practice Journal of Education, Vol.15, No 4, Retrieved Nov. 8 2007,

from@http://links.jstor.org/sicl.

Sergiovanni, Thomas J. and Robert, J Starratt (2002). Supervision A Redefinition. 7th

ed.

Published by Mc Graw-Hill company.

Sergiovanni, Thomas J. and Robert, J. Starratt (2002). Supervision A Redefinition. 7th

ed.

Published by Mc Graw-Hill Company.

Sergiovanni, Tomas J. and Starratt, Robert, J (2007). Supervision: A Redefinition. 8th

ed. New

York. Mc Graw Hill Comp, Inc.

Seyum Tefera and Ayalew Shibeshi (1989). Fundamentals Research for Students and

Beginning Researcher. AAU (Un Published Material).

Siratnik, Kenneth. A and Teannie Oakes (1986). Critical Perspective on the Organization and

Improvement of Schooling. Boston: Lluwer Nishoff Publishing.

Spears, Harold. (1955) Improving the Supervision of Instruction. New York. Prentice Hall

Inc.

Unesco (1999). The role of supervision in Improving the Teaching Learning process. in

Negal paris: Eugene Delacorix.

UNESCO. (2001). Trends in School Supervision in Four African Countries: National

Diagnosis. Vol.2 published by international Institute for Educational Planning.

Vashist, S.R. (2002). Principals of Educational supervision. New Delhi Anmol publications

Put. Ltd.

--69

Wisker, Gina (2005). The Good Supervisor: Supervising postgraduate and undergraduate

Research for Tutorial Thesis and Dissertations. China: Published by Palgrave

Macmillan.

Unpublished Materials

ትምህርት ሚኒስትር (1986)፣ የ ኢትዮጵያ የ ሽግግር መንግስት አጠቃሊይ የ ትምህርትና ሥሌጠና ፓሉስ አዱስ አበባ፡ ፡

(ያሌታተመ)

ትምህርት ሚኒስቴር (1994) የ ትምህርት አመራር አዯረጃጀት የ ህብረተሰብ ተሳትፎና የ ፋይናንስ መመሪያ ትምህርት

ሚኒስቴር አዱስ አበባ

(1987)፣ ሱፐርቪዥን መምሪያና መግሇጫ፣ አዱስ አበባ፣ ትምህርት ሚኒስቴር፡ ፡ (ያሌታተመ)

(1987)፣ የ ትምህርት ሱፐርቪዥን ማንኑዋሌ፡ ፡ (ያሌታተመ)

Amberber mengesha (1975). The application of supervision in Ethiopian School. Faculty of

education: A.A.U (Un published materials)

Amberber Menghesha (1975). The Aim of supervision before the Revolution and the prospect of

supervision in socialist Ethiopia. Addis Ababa, Addis Ababa University, Faculty of

Education.

Biruke Kebede (2010) Internship course on School based supervision department of educational

planning and management.

Haile Selassie Woldegerima (2002). “Current Expectations of Educational Supervision in

Ethiopia Education system” Addis Ababa/ Unpublished.

Haileselassie W/Gerima (1995). A paper presented for the Training for Trainers Workshop at

Eastern Zone Education office of Tigray. (Unpublished Material)

MOE (2004) Ongoing professional Development for principals and supervisor journal of

ministry of Education Addis Ababa.

--70

MOE, (1994) Transitional Government of Ethiopian Education and Training Policy, Addis

Ababa.

--71

በአዱሰ አበባ ዩኒቨርስቲ

በስነ -ትምህርት ኮሉጅ

በትምህርት ዕቅድና ሥራ አመራር ትምህርት እና ሰነ -ጠባይ ትምህርት ክፍሌ

ሇመጀመሪያ ድግሪ ማሟያ ጽሁፍ ሇማዘጋጀት የ ሚረዲ

የ መረጃ መሰብሰቢያ መጠይቅ

በውድ መምህራን የ ሚሞሊ

የ መጠይቁ ዓሊማ በየ ካ ክፍሇ ከተማ ውስጥ በሚገ ኙ ስድስት የ ተመረጡ አጠቃሊይ አንዯኛ ዯረጃ ት/ቤቶች ውስጥ

የ ትምህርት ሱፐርቪዥን የ ሚጫወተውን ሚና ሇመረዲትና የ መማር ማስተማሩን ሂዯት ሇማሻሻሌ ያሇውን ፋይዲና በሂዯት ሊይ

ያጋጠሙ ችግሮችን ሇይቶ በማውጣት ሇወዯፊት የ ሚሻሻሌበትን የ መፍትሄ ሃሳብ ሇመጠቆም ይረዲሌ ተብል ነ ው፡ ፡

ስሇሆነ ም መጠይቁ የ ሚዯርሳቸሁ አካሊት ሁለ መጠይቁን በመሙሊት የ በኩሊችሁን ሙያዊ ድርሻ እንድትወጣ

እየ ጠየ ቅሁ ሇሚዯረገ ሌኝ ትብብር ሁለ ከሌብ እናመሰግናሇን ፡ ፡

ማሳሰቢያ፡ - 1. መጠይቁ ሊይ ስም መፃ ፍ አያስፇሌግም

2. ትክክሇኛ መሌስዎን

ሀ . በተሰጠው ሳጥን ውስጥ የ ምሌክት በማድረግ እና

ሇ . በባዶው ቦታ ሊይ አጭር አስተያየ ት በመስጠት ወይም በመፃ ፍ ይግሇፁ፡ ፡

ክፍሌ አንድ፡ አጠቃሊይ መረጃ

1. የ ትምህርት ቤትዎ ስም

2. ፆታ ሀ . ወንድ ሇ . ሴት

3. ዕድሜ ሀ . ከ15-25 ዓመት ሇ . ከ26-30 ዓመት

ሐ. 31-35 ዓመት መ. 36-40 ዓመት

ሠ. 41-45 ዓመት ረ . 46 ዓመትና ከዚህ በሊይ

4. የ ትምህርት ዯረጃ

√

--72

ሀ . 10+2 ሰርተፊኬት ሇ . 10+3/ዱፕልማ/

ሐ. 12+መ.ማ.ተ መ. ከ12+2/ዱፕልማ/ ሠ. የ መጀመሪያ ድግሪ

5. የ ሰሇጠኑበት የ ትምህርት ዘርፍ

6. በመምህርነ ት በሥራ ሊይ የ ቆዩባቸው ዓመታት

ሀ . ከ1-5 ዓመት ሇ . ከ6-10 ዓመት ሐ. ከ11-15 ዓመት

መ. ከ16-20 ዓመት ሠ. ከ21-25 ዓመት ረ . 26 ዓመትና ከዚያ በሊይ

ክፍሌ ሁሇት፡ - ሱፐርቪዥን ዓሊማዎች በተመሇከተ ያሇዎት አመሇካከት ሱፐርቪዥን ዋና ዓሊማ መመሪያ፡ ሇሚሰጡት መሌስ የ

“√” ምሌክት መሌስዎን ያስቀምጡ፡ ፡

ተ.ቁ ከፍተኛ መካከሇኛ ዝቅተኛ

1 የ ተማሪዎች ፍሊጐትና የ ሥራ እንቅስቃሴ ሇማወቅ

2 አስፇሊጊ የ ማስተማሪያ መሣሪያዎችን ሇመምረጥ

3 ማኀበራዊ ገ ንኙነ ትን ጤናማ ሇማድረግ

4 መምህራን በሱፐርቪዥን ሊይ ትክክሇኛ አመሇካከት እንዱኖራቸው

5 መምህራን የ ተሻሇ የ ማስተማር ሥራ እንዱኖራቸው በመምከር

ሇመረዲትና ሇመተባበር

6 መምህራን የ ትምህርትን ዓሊማዎች በግሌጽ እንዱረደ ሇማገ ዝ

7 ትምህርታዊ ሥራዎችንና እንቅስቃሴዎችን ሇማቀድ

8 ሥርዓተ ትምህርትን ሇመንዯፍና ሇማበሌፀግ

9 ስሇ ት/ቤቱና ስሇ አካባቢው ኀብረተሰብ ማብራሪያና ማስተዋወቂያ

ሇአዱስ መምህራን ሇመስጠት

--73

ክፍሌ 2.1 ፡ - በክፍሌ ምሌከታ ወቅት ሱፐረቪዥን ሲተገ በር ሉከተሊቸው የ ሚገ ቡ ቴክኔ ክና ተከተልች፡ ፡ ምን ያህሌ

ተግባራዊ ይዯረጋለ?

ዯረጃዎች 3 ዘወትር ይታያሌ 2. አንዲንድ ጊዜ ይታያሌ 1. ጨርሶ አይታይም

ተ.ቁ ጥያቄዎች 3 2 1

I በቅድመ ምሌከታ ውይይት ወቅት

1 ሇክፍሌ ውስጥ ትምህርት ሱፐርቫይዘር በውይይት የ ጋራ ስምምነ ት መፍጠር

2 መምህሩ/ርቶ ፍቃዯኛ ሆነ ው እንዱታይሊቸው የ ሚፇሌጉትን የ ትምህርት ክፍሌ

እንዱገ ሌፅ እድለን መስጠት

3 የ ክፍሌ ውስጥ ትምህርት ሱፐርቫይዘር የ ማስተማር አቀራረብ በአሊማና በክፍሌ

ውስጥ የ ትምህርት አጠቃቀም ስምምነ ት ማድረግ

II በክፍሌ ምሌከታ ወቅት

1 የ ክፍሌ ውስጥ ት/ርት ሱፐርቫይዘር በጥሌቀት የ ማስተማር ሂዯት ሊይ የ ሚታየው

በቂ ሰአት የ መስጠተ አማራጭ

2 ሱፐርቫይዘሩ ውሳኔ የ ት/ርት አሰጣጥ ሂዯት ነ ጥቦች መያዝ

3 በመማር ማስተማር ወቅት የ ክፍሌ ውስጥ ትምህርት ሱፐርቫይዘር የ ሚታየው

ተግባር አበረታችነ ት

III ከክፍሌ ምሌከታ በኋሊ

1 የ ክፍሌ ውስጥ ት/ርት ሱፐረቫይዘር በክፍሌ ምሌከታ ወቅት የ ተገ ነ ዘባቸውን

ሇመግሇጽና ሇማንፀባረቅ ተነ ሳሽነ ት

2 የ ክፍሌ ውስጥ ት/ርት ሱፐርቫይዘር ሇማስተማር በእቅድ የ ቀረበው በትክክሌ

--74

ተዛማጅነ ቱና ቀጣይነ ቱ ከሱፐርቫይዘሩ መወየ የ ት

3 የ ክፍሌ ውስጥ ሱፐርቫይዘር ገ ንቢ ግብረ መሌስ አሰጣጥ

4 ሇተጨማሪ ምሌከታ ሰዓት ያመቻቻሌ

5 መሻሻሌን ሇማየ ት የ መምህሩን የ የ ጊዜውን የ ትምህርት አሰጣጥ ታሪክ

ይይዛሌ፡ ፡

ክፍሌ ሶስት፣ የ መማር ማስተማር ሂዯትን የ ተሻሇ ሇማድረግ በቃትያሇው የ ት/ቤ አስተዲዯር የ ሱፐርቪዥንን አጠቃቀም

በተመሇከተ

1. የ ትምህርት ቤትዎ ርዕሰ መምህራን በሱፐርቪን ወቅት የ መምህራንን ስብእና የ መቀበሌና የ ማክበር ችልታቸው

ሀ . ከፍተኛ ነ ው ሇ . መካከሇኛ ነ ው ሐ. ዝቅተኛ ነ ው

2. የ ትምህርት ቤትዎ ርዕሰ መምህርና ሱፐርቫይዘር በት/ቤቱ ውስጥ የ ሚከሰቱትን የ ትምህር ችግሮች ሇሚቃሇሌ

አስተዲዯራዊ እርዲታን የ መሰጠት ችልታቸው፣

ሀ . ከፍተኛ ነ ው ሇ . መካከሇኛ ነ ው ሐ. ዝቅተኛ ነ ው

መመሪያ፡ - በዚህ ክፍሌ ውስጥ የ ቀረቡትን ጥያቄዎች በጥሞና ካነ በባችሁ በኋሊ ሇእያንዲንደ ጥያቄ ፊት ሇፊት ከቀረቡት

ዯረጃዎች መካከሌ የ ምታስቡትን ዯረጃ ሊይ የ “√” ምሌክት በማስቀመጥ ይመሌሱ፡ ፡

ዯረጃዎቹ 3 እስማማሇሁ 2 በመጠኑ እስማማሇሁ 1. አሌስማማም

ተ.ቁ

በትምህርትዎ የ ሱፐርቪዥን ጽንጸ ሃሳብና አሊማውን በተመሇከተ ያሇዎት

አመሇካከት

የ ምሊሽ ዯረጃ

3 2 1

1 የ ትምህርት ሱፐርቪዥን መምህራን ትምህርት ቤትን ማዕከሌ የ ዯረገ ጥናትና ምርምር

በማድረግ በመማረ ማሰተማሩ ሂዯት የ ችግር ፇችነ ት ባህሪ እንዱሊበሱ የ ሚያስችሌ

አገ ሌገ ልት ነ ው፡ ፡

--75

2. የ ትምህርት ሱፐርቪዥን መምህራን ያሊቸውን ዕውቀትና የሙያ ችልታ እንዱጠቀሙበት

የ ሚያዯርግ አገ ሌግልት ነ ው፡ ፡

3 የ ትምህርት ሱፐርቪዥን በትምህርቱ ሂዯት ሊይ የ ፇጠራን ችልታ በመጠቀምና ቀና

አሰተሳሰብን በማራመድ ሇውጥ የ መምጣት ሂዯት መሆን አሇበት፡ ፡

4 ጥሩ ሱፐርቫይዘር የ ትምህረት ራዕይ ያሇው በራሱ የ ሚተማመን በዕቅድ የ ሚመራ

ሇመምህራኑ ተገ ቢውን ሙያዊ ክብር የ ሚሰጥ ገ ንቢ ሃሳብ ያሇው በጥናትና ምርምር

የ ሚያምን እና ከመምህራን ጋር የ ጓዯኝነ ት መነ ፇሰ መፍጠር የ ሚችሌ ነ ው፡ ፡

5 ጥሩ ሱፐርቪዥን የ መምህራኑን ስህተት ፇሊጊና የ በሊይ ተቆጣጣሪ ነ ው፡ ፡

6 የ ትምህርት ሱፐርቪዥን አገ ሌግልት ስርዓተ ትምህርቱን እንዱሇውጥና እንዱሻሻሌ

የ ሚዯረግ ሂዯት ነ ው፡ ፡

ክፍሌ (አራት)፡ - በት/ቤት ውስጥ የ ትምህርት ሱፑርቪዥን አስፇሊጌነ ትና አተገ ባበር ሂዯትን በተመሇከተ መምህራን

እንÈት ያረደታሌ

1. እርስዎ በአብዛኛው ጊዜ ሰፐርቫይዝ የ ሚዯረጉት በምን መሌኩ ነ ው?

ሀ . በክፍሌ ምሌከት ሇ . በሥራ ሊይ ስሌጠና

ሐ. በትምህርታዊ ኮንፇረንስና በወርክሾፕ መ. ላሊ ካሇ ይጥቀሱ

2. እረስዎ የ ክፍሌ ምሌከታ/ጉብኝት አካሄድና አፇፃ ፀምን በተመሇከተ ቀድሞ በማወቅ ከሱፐርቫይዘሮች ጋር

ያቅዲለ?

ሀ . አዎን ሇ . አይዯሇም

3. በክፍሌ ምሌከታ ወቅት ይበሌጥ ትኩረት የ ሚዯረገ ው

ሀ . በመምህራኑ ዯካማ ጐን ሊይ ብቻ ነ ው፡ ፡

ሇ . በተወሰነ መማር ማስተማሩ ሂዯት ሊይ ነ ው፡ ፡

ሐ. በአጠቃሊይ በመማር ማስተማሩ ሂዯት ሊይ ነ ው፡ ፡

4. ከክፍሌ ምሌከታ በኋሊ በአጠቃሊይ ስሇተዯረገ ው የ ከፍሌ ምሌከታ አስመሌክቶ እርስዎና ሱፐርቫይዘርዎ ውይይት

ታዯርጋሊችሁ?

--76

ሀ . እናዯርጋሇን ሇ . አናዯርግም

5. ከክፍሌ ምሌከታ በኋሊ የ ሚዯረገ ው የ ጋራ ውይይት መነ ሻ ነ ጥቦች ከየ ት የ ሚመነ ጩ ናቸው?

ሀ . ሱፐርቫይዘሩ ባስተዋሊቸው ነ ጥቦች ዙሪያ ሊይ ነ ው፡ ፡

ሇ . ከመምህሩ/ራ ሐ. በሁሇቱም ዙሪያ መ. ከላሊ

6. በትም/ቤትዎ የ ሱፐርቪዥን ማነ ዋሌ አሇ?

ሀ . አሇ ሇ . የ ሇም

7. የ መምህራንና የ ሱፐርቫይዘሮችን አቅም ሇማጐሌበት የ ሥራ ሊይ ስሌጠና እና ትምህርት ነ ክ ጥናትና ምርምር

ያሇው አስተዋፅ ኦ

ሀ . በጣም ከፍተኛ ሇ . ከፍተኛ ሐ. መካከሇኛ

መ. ዝቅተኛ ሠ. በጣም ዝቅተኛ

8. በትምህርት ቤት ዯረጃ የ ሚካሄዯውነ የ ትምህርት ሱፐርቪዥን በዋናነ ት በማቀናጀትና በመምራት ዙሪያ ከፍተኛ

ሃሊፊነ ት ያሇበት ማነ ው?

ሀ . የ ት/ቤቱ ር /መምህር ሇ . ም/ር /መምህር

ሐ. የ ዱፓርትመንት ተጠሪ መ. ቀዲሚ መምህር ሠ. ሉሊካሇ

9. በአጠቃሊይ ሲመሇከቱት የ ትምህርት ቤት የ ውስጥ ሱፐርቪዥን አተገ ባበር እና ዓሊማውን ወዯ ተፇሇገ ው ግብ

ሇማድረስ ወይም ሇማሳካት ያሇው አቅም

ሀ . በጣም ከፍተኛ ሇ . ከፍተኛ ሐ. መካከሇኛ

መ. ዝቅተኛ ሠ. በጣም ዝቅተኛ

1. በት/ቤት ውስጥ የ ሱፐርቪዥን ተግባራዊነ ትና አስፇሊጊነ ቱ ግንዛቤ

ሀ . ከፍተኛ ሇ . መካከሇኛ

ሐ. ዝቅተኛ መ በጣም ዝቅተኛ

2. ካለት የ ት/ርት ቀኖች በአማካይ ሇሱፐርቪዥን የ ሚመድቡት የ ጊዜ መጠን

ሇ . ከፍተኛ ሐ. መካከሇኛ

መ. ዝቅተኛ ሠ. በጣም ዝቅተኛ

3. ት/ቤትዎ በሱፐር ቪዥን ሥራ ሥንት ጊዜ ይጐበኛለ?

ሀ . በዓመት 1 ጊዜ ሇ . በዓመት 2 ጊዜ

ሐ. በዓመት 3 ጊዜ መ. በዓመት 4 ጊዜ

--77

ክፍሌ አምስት

ሱøርሷዥን የ ሚጫወተው ሚና ውጤታማ እንዲይሆኑ የ ሚያዯናቅፍ ነ ገ ሮች ውስጥ

( ከአንድ በሊይ መሌሶ መመሇስ ይችሊለ፡ ፡ )

ሀ / ስሇ ትምህርት ሱøርቪዥን ያሇው ግንዛቤ አናሳ መሆን

ሇ / የ ሱøርሻይዘሮች በላልች ስራዎች ሊይ መጠመድ

ሐ/ሱøረቫይዘሮች በላልች ወይም አሇመመዯብ

መ/ የ በጀት እጥረት መኖር ወይም አሇመመዯብ

ሠ/ መምህራን በስራቸው ሊይ ተነ ሳሸነ ት አናሳ መሆን

ረ / ከክፍሌ ምሌክታ በፊት በጋራ የ ማቀድ ሌምድ ያሇማዲበር

ሰ . የ ጊዜ እጥረት መኖር

ሸ/ በቂ የ ማስተማሪን መረጃ መሣሪያዎች እጥረት

ቀ/ የ ት/ቤቱ አስተዲዯራዊ መዋቅር ትግባር ሊይ ችግሮች መኖራቸው

በ / ላሊ ካሇ ይጥቀሱ ______________________

ክፍሌ ስድስት ሇችግሮቹ መፍትሄ የ ሚሆኑ ሃሳቦችን በተመሇከተ በእርስዎ አመሇካከት በመምህራን የ ክፍሌ ውስጥ

ትምህርት ሱøርቪዥን የ ሚጫወተውን ሚና ሇማጠናከርና ውጤታማ ሇማድረግ መፍትሄዋቹ ምን ይመስሌዋታሌ/ከአንድ በሊይ

መሌሶ መመሇሰ ይችሊለ፡

ሀ / በሱøርቪይዘሮች በቂ ስሌጠና በመሰጠት ብቁ ማድረግ

ሇ / ጉዲይን በ•ሊፊነ ት ሇሚያሰፊጽሙ አካሊት ግንዛቤ ማስጨበጥ

ሐ/ በቂ በጀት በመመዯብ ስሪውን ማከናወን

መ/ ቅንጅታዊ የ አሠራር ባህሌ ማዲበር

ሠ/ የ ትመህርት ግብአቶችን ማቅረብ

ረ / የ መምህራንና የ ሱøር ቫይዘሮች ቁጥር ሇማጣጣም መምከር

--78

ሰ / ሉሊ ካሇ ጥቀሱ _____________________________________

በድጋሚ አመሰግናሇሁ፡ ፡

--79

በአዱሰ አበባ ዩኒቨርስቲ

በስነ -ትምህርት ኮሉጅ

በትምህርት ዕቅድና ሥራ አመራር ትምህርት እና ሰነ -ጠባይ ትምህርት ክፍሌ

ሇመጀመሪያ ድግሪ ማሟያ ጽሁፍ ሇማዘጋጀት የ ሚረዲ

የ መረጃ መሰብሰቢያ መጠይቅ

ውድ ርዕሰ መምህራን ሇሱፐርቫይዘሮች፣ ሇዱፓርተመንት ሄዶች በአጠቃሊይ ሇትምህርት

አመራሮች፡ ፡

የ መጠይቁ ዓሊማ በየ ካ ክፍሇ ከተማው ውስጥ በሚገ ኙ ስድስት የ ተመረጡ አጠቃሊይ አንዯኛ ዯረጃ ት/ቤቶች የ ውስጥ

ትምህርት ሱፐርቪዥን የ ሚጫወተውን ሚና ሇመረዲትና የ መማር ማስተማሩን ሂዯት ሇማሻሻሌ ያሇውን ፋይዲና በሂዯት ሊይ

ያጋጠሙ ችግሮችን ሇይቶ በማውጣት ሇወዯፊት የ ሚሻሻሌበትን የ መፍትሄ ሃሳብ ሇመጠቆም ይረዲሌ ተብል ነ ው፡ ፡

ስሇሆነ ም መጠይቁ የ ሚዯርሳቸሁ አካሊት ሁለ መጠይቁን በመሙሊት የ በኩሊችሁን ሙያዊ ድርሻ እንድትወጣ

እየ ጠየ ቅሁ ሇሚዯረገ ሌኝ ትብብር ሁለ ከሌብ እናመሰግናሇን ፡ ፡

ማሳሰቢያ፡ - 1. መጠይቁ ሊይ ስም መፃ ፍ አያስፇሌግም

2. ትክክሇኛ መሌስዎን

ሀ . በተሰጠው ሳጥን ውስጥ የ ምሌክት በማድረግ እና

ሇ . በባዶው ቦታ ሊይ አጭር አስተያየ ት በመስጠት ወይም በመፃ ፍ ይግሇፁ፡ ፡

ክፍሌ አንድ፡ አጠቃሊይ መረጃ

1. የ ትምህርት ቤትዎ ስም

2. ፆታ ሀ . ወንድ ሇ . ሴት

3. ዕድሜ ሀ . ከ15-25 ዓመት ሇ . ከ26-30 ዓመት

ሐ. 31-35 ዓመት መ. 36-40 ዓመት

ሠ. 41-45 ዓመት ነ ረ . 46 ዓመትና ከዚህ በሊይ

√

--80

4. የ ትምህርት ዯረጃ

ሀ . 10+2 መ.ማ.ተ ሇ . 10+3/ዱፕልማ/

ሐ. 12+መ.ማ.ተ መ. ከ12+2/ዱፕልማ/ ሠ. የ መጀመሪያ ድግሪ

5. የ ሰሇጠኑበት የ ትምህርት ዘርፍ

6. አሁን እየ ሰሩበት ያለበት ሥራ ሀ . ር /መምህር ሇ .ም/ር /መምህር

ሐ. ሱፐርቫይዘር መ. በላሊ

7. በዚሁ ስራ ሊይ የ ቆዩባቸው ዓመታት

ሀ . ከ1-5 ዓመት ሇ . ከ6-10 ዓመት ሐ. ከ11-15 ዓመት

መ. ከ16-20 ዓመት ሠ. ከ21-25 ዓመት ረ . ዓመትና ከዚያ በሊይ

ክፍሌ ሁሇት፡ - ሱፐርቪዥን ዓሊማዎች በተመሇከተ ያሇዎት አመሇካከት ሱፐርቪዥን ዋና ዓሊማ መመሪያ፡ ሇሚሰጡት መሌስ የ

“√” ምሌክት መሌስዎን ያስቀምጡ፡ ፡

ተ.ቁ ከፍተኛ መካከሇኛ ዝቅተኛ

1 የ ተማሪዎች ፍሊጐትና የ ሥራ እንቅስቃሴ ሇማወቅ

2 አስፇሊጊ የ ማስተማሪያ መሣሪያዎችን ሇመምረጥ

3 ማኀበራዊ ገ ንኙነ ትን ጤናማ ሇማድረግ

4 መምህራን በሱፐርቪዥን ሊይ ትክክሇኛ አመሇካከት እንዱኖራቸው

5 መምህራን የ ተሻሇ የ ማስተማር ሥራ እንዱኖራቸው በመምከር

ሇመረዲትና ሇመተባበር

6 መምህራን የ ትምህርትን ዓሊማዎች በግሌጽ እንዱረደ ሇማገ ዝ

7 ትምህርታዊ ሥራዎችንና እንቅስቃሴዎችን ሇማቀድ

8 ሥርዓተ ትምህርትን ሇመንዯፍና ሇማበሌፀግ

9 ስሇ ት/ቤቱና ስሇ አካባቢው ኀብረተሰብ ማብራሪያና ማስተዋወቂያ

ሇአዱስ መምህራን ሇመስጠት

--81

ክፍሌ 2.1 ፡ - በክፍሌ ምሌከታ ወቅት ሱፐረቪዥን ሲተገ በር ሉከተሊቸው የ ሚገ ቡ ቴክኔ ክና ተከተልች፡ ፡ ምን ያህሌ

ተግባራዊ ይዯረጋለ?

ዯረጃዎች 3 ዘወትር ይታያሌ 2. አንዲንድ ጊዜ ይታያሌ 1. ጨርሶ አይታይም

ተ.ቁ ጥያቄዎች 3 2 1

I በቅድመ ምሌከታ ውይይት ወቅት

1 ሇክፍሌ ውስጥ ትምህርት ሱፐርቫይዘር በውይይት የ ጋራ ስምምነ ት መፍጠር

2 መምህሩ/ርቶ ፍቃዯኛ ሆነ ው እንዱታይሊቸው የ ሚፇሌጉትን የ ትምህርት ክፍሌ

እንዱገ ሌፅ እድለን መስጠት

3 የ ክፍሌ ውስጥ ትምህርት ሱፐርቫይዘር የ ማስተማር አቀራረብ በአሊማና በክፍሌ

ውስጥ የ ትምህርት አጠቃቀም ስምምነ ት ማድረግ

II በክፍሌ ምሌከታ ወቅት

1 የ ክፍሌ ውስጥ ት/ርት ሱፐርቫይዘር በጥሌቀት የ ማስተማር ሂዯት ሊይ የ ሚታየው

በቂ ሰአት የ መስጠተ አማራጭ

2 ሱፐርቫይዘሩ ውሳኔ የ ት/ርት አሰጣጥ ሂዯት ነ ጥቦች መያዝ

3 በመማር ማስተማር ወቅት የ ክፍሌ ውስጥ ትምህርት ሱፐርቫይዘር የ ሚታየው

ተግባር አበረታችነ ት

III ከክፍሌ ምሌከታ በኋሊ

1 የ ክፍሌ ውስጥ ት/ርት ሱፐረቫይዘር በክፍሌ ምሌከታ ወቅት የ ተገ ነ ዘባቸውን

ሇመግሇጽና ሇማንፀባረቅ ተነ ሳሽነ ት

2 የ ክፍሌ ውስጥ ት/ርት ሱፐርቫይዘር ሇማስተማር በእቅድ የ ቀረበው በትክክሌ

ተዛማጅነ ቱና ቀጣይነ ቱ ከሱፐርቫይዘሩ መወየ የ ት

3 የ ክፍሌ ውስጥ ሱፐርቫይዘር ገ ንቢ ግብረ መሌስ አሰጣጥ

4 ሇተጨማሪ ምሌከታ ሰዓት ያመቻቻሌ

5 መሻሻሌን ሇማየ ት የ መምህሩን የ የ ጊዜውን የ ትምህርት አሰጣጥ ታሪክ

ይይዛሌ፡ ፡

--82

ክፍሌ ሶስት፡ - የ መማር ማስተማር ሂዯትን የ ተሻሇ ሇማድረግ በቃትያሇሙ የ ት/ቤት አስተዲዯር የ ሱፐርቪዥንን አጠቃቀም

በተመሇከተ

መመሪያ፡ - በዚህ ክፍሌ ውስጥ የ ቀረቡትን ጥያቄዎች በጥሞና ካነ በባችሁ በኋሊ ሇእያንዲንደ ጥያቄ ፊት ሇፊት ከቀረቡት

ዯረጃዎች መካከሌ የ ምታስቡትን ዯረጃ ሊይ የ “√” ምሌክት በማስቀመጥ ይመሌሱ፡ ፡

ዯረጃዎቹ 3 እስማማሇሁ 2 በመጠኑ እስማማሇሁ 1. አሌስማማም

ተ.ቁ

በትምህርትዎ የ ሱፐርቪዥን ጽንጸ ሃሳብና አሊማውን በተመሇከተ ያሇዎት

አመሇካከት

የ ምሊሽ ዯረጃ

3 2 1

1 የ ትምህርት ሱፐርቪዥን መምህራን ትምህርት ቤትን ማዕከሌ የ ዯረገ ጥናትና ምርምር

በማድረግ በመማረ ማሰተማሩ ሂዯት የ ችግር ፇችነ ት ባህሪ እንዱሊበሱ የ ሚያስችሌ

አገ ሌገ ልት ነ ው፡ ፡

2. የ ትምህርት ሱፐርቪዥን መምህራን ያሊቸውን ዕውቀትና የሙያ ችልታ እንደጠቀሙበት

የ ሚያዯርግ አገ ሌግልት ነ ው፡ ፡

3 የ ትምህርት ሱፐርቪዥን በትምህርቱ ሂዯት ሊይ የ ፇጠራን ችልታ በመጠቀምና ቀና

አሰተሳሰብን በማራመድ ሇውጥ የ መምጣት ሂዯት መሆን አሇበት፡ ፡

4 ጥሩ ሱፐርቫይዘር የ ትምህረት ራዕይ ያሇው በራሱ የ ሚተማመን በዕቅድ የ ሚመራ

ሇመምህራኑ ተገ ቢውን ሙያዊ ክብር የ ሚሰጥ ገ ንቢ ሃሳብ ያሇው በጥናትና ምርምር

የ ሚያምን እና ከመምህራን ጋር የ ጓዯኝነ ት መነ ፇሰ መፍጠር የ ሚችሌ ነ ው፡ ፡

5 ጥሩ ሱፐርቪዥን የ መምህራኑን ስህተት ፇሊጊና የ በሊይ ተቆጣጣሪ ነ ው፡ ፡

6 የ ትምህርት ሱፐርቪዥን አገ ሌግልት ስርዓተ ትምህርቱን እንዱሇውጥና እንዱሻሻሌ

የ ሚዯረግ ሂዯት ነ ው፡ ፡

ክፍሌ አራት፡ - በት/ቤት ውስጥ የ ትምህርት ሱፑርቪዥን አስፇሊጊነ ትና አተገ ባበር ሂዯትን በተመሇከተ የ ትምህረት

አመራር እንዱት ይረደታሌ፡ ፡

--83

1. እርስዎ በአብዛኛው ጊዜ ሰፐርቫይዝ የ ሚያዯረጉት በምን መሌኩ ነ ው?

ሀ . በክፍሌ ምሌከት ሇ . በሥራ ሊይ ስሌጠና

ሐ. በትምህርታዊ ኮንፇረንስና በወርክሾፕ መ. ላሊ ካሇ ይጥቀሱ

2. እረስዎ የ ክፍሌ ምሌከታ/ጉብኝት አካሄድና አፇፃ ፀምን በተመሇከተ ቀድሞ በማወቅ በየ ዯረጃው ካለት ትምህርት

አመራር ጋር ያቅዲለ?

ሀ . አዎን ሇ . አይዯሇም

3. በክፍሌ ምሌከታ ወቅት ይበሌጥ ትኩረት የ ሚዯረገ ው

ሀ . በመምህራኑ ዯካማ ጐን ሊይ ብቻ ነ ው፡ ፡

ሇ . በተወሰነ መማር ማስተማሩ ሂዯት ሊይ ነ ው፡ ፡

ሐ. በአጠቃሊይ በመማር ማስተማሩ ሂዯት ሊይ ነ ው፡ ፡

4. ከክፍሌ ምሌከታ በኋሊ በአጠቃሊይ ስሇተዯረገ ው የ ከፍሌ ምሌከታ አስመሌክቶ እርስዎና በየ ዯረጃው ካለት

ትምህርት አመራር ጋር ውይይት ታዯርጋሊችሁ?

ሀ . እናዯርጋሇን ሇ . አናዯርግም

5. ከክፍሌ ምሌከታ በኋሊ የ ሚዯረገ ው የ ጋራ ውይይት መነ ሻ ነ ጥቦች ከየ ት የ ሚመነ ጩ ናቸው?

ሀ . ሱፐርቫይዘሩ ባስተዋሊቸው ነ ጥቦች ዙሪያ ሊይ ነ ው፡ ፡

ሇ . ከመምህሩ/ራ ሐ. በሁሇቱም ዙሪያ መ. ከላሊ

6. በትም/ቤትዎ የ ሱፐርቪዥን ማነ ዋሌ አሇ?

ሀ . አሇ ሇ . የ ሇም

7. የ መምህራንና የ ሱፐርቫይዘሮችን አቅም ሇማጐሌበት የ ሥራ ሊይ ስሌጠና እና ትምህርት ነ ክ ጥናትና ምርምር

ያሇው አስተዋፅ ኦ

ሀ . በጣም ከፍተኛ ሇ . ከፍተኛ ሐ. መካከሇኛ

መ. ዝቅተኛ ሠ. በጣም ዝቅተኛ

8. በትምህርት ቤት ዯረጃ የ ሚካሄዯውነ የ ትምህርት ሱፐርቪዥን በዋናነ ት በማቀናጀትና በመምራት ዙሪያ ከፍተኛ

ሃሊፊነ ት ያሇበት ማነ ው?

ሀ . የ ት/ቤቱ ር /መምህር ሇ . ም/ር /መምህር

ሐ. የ ዱፓርትመንት ተጠሪ መ. ቀዲሚ መምህር ረ . ሉሊካሇ

9. በአጠቃሊይ ሲመሇከቱት የ ትምህርት ቤት የ ውስጥ ሱፐርቪዥን አተገ ባበር እና ዓሊማውን ወዯ ተፇሇገ ው ግብ

ሇማድረስ ወይም ሇማሳካት ያሇው አቅም

ሀ . በጣም ከፍተኛ ሇ . ከፍተኛ ሐ. መካከሇኛ

--84

መ. ዝቅተኛ ሠ. በጣም ዝቅተኛ

1. በ ት/ቤት ውስጥ የ ሱፐርቪዥን ተግባራዊነ ትና አስፇሊጊነ ቱ ግንዛቤ

ሀ . ከፍተኛ ሇ . መካከሇኛ

ሐ. ዝቅተኛ መ በጣም ዝቅተኛ

2. ካለት የ ት/ርት ቀኖች በአማካይ ሇሱፐርቪዥን የ ሚመድቡት የ ጊዜ መጠን

ሇ . ከፍተኛ ሐ. መካከሇኛ

መ. ዝቅተኛ ሠ. በጣም ዝቅተኛ

3. ት/ቤትዎ በሱፐር ቪዥን ሥራ ሥንት ጊዜ ይጐበኛለ?

ሀ . በዓመት 1 ጊዜ ሇ . በዓመት 2 ጊዜ

ሐ. በዓመት 3 ጊዜ መ. በዓመት 4 ጊዜ

4. በጉብኝትዎ ጊዜ የ ሚያተኩሩት በምን ሊይ ነ ው?

ሀ . በተማሪዎች ሥነ -ሥርዓት ጉድሇት

ሇ . በመምህራን ሥነ -ሥርዓት ጉድሇት

ሐ. በማስተማር ሂዯት

መ. በት/ቤት አስተዲዯር ሥራ ሠ. ሉሊ ካሇ

5. መምህራን የ ሚያስተምሩት ት/ርት በዕቅድና በዝግጅት ይመራለ የ ሚሌ እምነ ትዎ

ሇ . ከፍተኛ ሐ. መካከሇኛ

መ. ዝቅተኛ ሠ. በጣም ዝቅተኛ

ክፍሌ አምስት ፡ -

ሱøርሷዥን የ ሚጫወተው ሚና ውጤታማ እንዲይሆኑ የ ሚያዯናቅፍ ነ ገ ሮች ውስጥ

( ከአንድ በሊይ መሌሶ መመሇስ ይችሊለ፡ ፡ )

ሀ / ስሇ ትምህርት ሱøርቪዥን ያሇው ግንዛቤ አናሳ መሆን

ሇ / የ ሱøርሻይዘሮች በላልች ስራዎች ሊይ መጠመድ

ሐ/ሱøረቫይዘሮች በላልች ወይም አሇመመዯብ

መ/ የ በጀት እጥረት መኖር ወይም አሇመመዯብ

--85

ሠ/ መምህራን በስራቸው ሊይ ተነ ሳሸነ ት አናሳ መሆን

ረ / ከክፍሌ ምሌክታ በፊት በጋራ የ ማቀድ ሌምድ ያሇማዲበር

ሰ . የ ጊዜ እጥረት መኖር

ሸ/ በቂ የ ማስተማሪን መረጃ መሣሪያዎች እጥረት

ቀ/ የ ት/ቤቱ አስተዲዯራዊ መዋቅር ትግባር ሊይ ችግሮች መኖራቸው

በ / ላሊ ካሇ ይጥቀሱ ______________________

ክፍሌ ስድስት ፡ - ሇችግሮቹ መፍትሄ የ ሚሆኑ ሃሳቦችን በተመሇከተ በእርስዎ አመሇካከት በመምህራን የ ክፍሌ ውስጥ

ትምህርት ሱøርቪዥን የ ሚጫወተውን ሚና ሇማጠናከርና ውጤታማ ሇማድረግ መፍትሄዋቹ ምን ይመስሌዋታሌ/ከአንድ በሊይ

መሌሶ መመሇሰ ይችሊለ፡

ሀ / በሱøርቪይዘሮች በቂ ስሌጠና በመሰጠት ብቁ ማድረግ

ሇ / ጉዲይን በ•ሊፊነ ት ሇሚያሰፊጽሙ አካሊት ግንዛቤ ማስጨበጥ

ሐ/ በቂ በጀት በመመዯብ ስሪውን ማከናወን

መ/ ቅንጅታዊ የ አሠራር ባህሌ ማዲበር

ሠ/ የ ትመህርት ግብአቶችን ማቅረብ

ረ / የ መምህራንና የ ሱøር ቫይዘሮች ቁጥር ሇማጣጣም መምከር

ሰ / ሉሊ ካሇ ጥቀሱ _____________________________________

በድጋሚ አመሰግናሇሁ፡ ፡

--86