Teachers’ and Supervisors’ Perceptions of Supervision Practices in Public Secondary Schools in East Shoa Zone, Oromia Region

Teachers’ and Supervisors’ Perceptions of Supervision Practices in Public Secondary Schools in East Shoa Zone, Oromia Region

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Author(s)

Author(s): Tadesse Abera

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DOI: 10.18483/ijSci.1219 1084 756 18-27 Volume 6 - Apr 2017

Abstract

The purpose of the study was to explore perceptions of public secondary school teachers and supervisors in East Shoa Zone in Oromia Region regarding school supervision practices. A descriptive survey research approach was used in this study. Teachers, secondary school supervisors assigned by woreda education offices, school principals, and department heads were included as sources of data. Purposive sampling, stratified and simple random sampling techniques were employed to select the zone, sample schools, and 256 participants for the study. The survey questionnaire consisted of 30 items, clustered around five dimensions of supervisory practice such as instruction (7 items), communication(6 items), staff development (7 items), evaluation (4 items), and classroom observation (6 items) were used by the researcher. Mann-Whitney U test—to identify if any significant differences exist between teachers’ and supervisors’ opinion on supervision practice dimension was deemed appropriate to analyse the survey data and were conducted using SPSS version 21. The findings from this study revealed that teachers and supervisors differed significantly on perceptions of different dimensions of supervisory practices such as instruction, communication, staff development, and evaluation. Classroom observation dimension of supervision practice was the only area, in which teachers’ and supervisors’ perceptions were very similar, i.e., teachers and supervisors seem to perceive these practices positively.

Keywords

Perceptions, Supervision practices, Public secondary schools

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