A THESIS SUBMITTED TO THE SCHOOL OF GRADUATE STUDIES IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE MASTERS OF ART DEGREE IN CURRICULUM AND INSTRUCTION

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.