A THESIS SUBMITTED TO THE DEPARTMENT OF PEDAGOGICAL SCIENCES IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE DEGREE OF MASTERS OF ARTS IN EDUCATIONAL LEADERSHIP AND MANAGEMENT

Abstract

The purpose of this study was to examine the effect of school supervision on teachers’ professional development in Government primary and secondary schools of town administration of Gamo Zone. Explanatory correlation research design was used, the research method was quantitative, furthermore from Arba Minch and Chench town administration a primary and secondary data sources were employed. The total sample size was 190 which were composed of 134 teachers and 28 department head selected through simple random sampling techniques, and 13 principals, 12 vice principals and 3 cluster supervisors were selected by availability sampling technique. The quantitative data were analyzed by using descriptive statistics, frequency, percentage, mean, correlation coefficient, standard deviation and linear regression by means of SPSS software version 20. Data gathered through questionnaire and document analysis was narrated. The Pearson correlation is significant at 0.01 levels. The finding indicated that an overall supervisory activity is 0.587therefore; there is high relationship between teachers’ professional development and schools’ supervision.. The findings of study regarding to the implementation of CPD practice, teachers training, and school based supervision, some teachers were not satisfied. Therefore, town administration education office and school leaders should follow up continuously and fulfill the gaps of those supervisory activities. Based on linear regression result the researcher concluded that, from supervisory activities the highest effect obtained in CPD practice, the medium effect in teachers training and the least effect in school based supervision. In addition, the researcher recommended that, Regional Educational Bureau, Zone Education Department and Town Administration Education Office should have prepared short training courses, in-service training, seminar and workshops in allocating budget, by initiating NGO's, Stakeholders and Development Associations to help teachers to update and upgrade their professional competence.