Abstract:
The purpose of this study was to investigate the practices and challenges of instructional
supervision in improving instructional practices in primary schools of Offa Woreda, Wolaita
zone in SNNPR. To conduct the study, descriptive survey method and a mixed approach research
design with multistage sampling technique was employed. The sample size was 82 teachers, 9
principals, 5 cluster supervisors and 3 Woreda education office experts with the total of 99
participants out of 177 study populations. The data gathering tools employed were
questionnaire, interview as well as document analysis. The quantitative data was analyzed using
percentage, standard deviation, mean score and independent samples T- test and the qualitative
data was analyzed by narration. The findings indicated that the implementation of different
supervisory alternatives that match individual teacher’s developmental level was insufficiently
implemented. Furthermore, the identification of weaknesses of teachers and provision of
professional support on the areas like giving induction trainings, providing in-service trainings
and workshops, assisting teachers to study CPD and conducting action research was
inadequately implemented. The implementation of instructional supervision was affected by
instructional supervisors’ commitment problems, teachers’ misperception and refusing to accept
feed backs, lack of educational facilities and financial incentives, work overburden. Based on
this, it is recommended to give relevant in-service trainings for instructional supervisors
and teachers on the implementation of instructional supervision and Woreda education office
and zonal education department with other stake holders to fulfill necessary educational
facilities and budget for the effectiveness of instructional supervision implementation.
