Tahir-thesis-for defence 1-modified

HARAMAYA UNIVERSITY
POSTGRADUATE PROGRAM DIRECTORATE
TEACHERS’ PERCEPTION ON SUPERVISORY PRACTICES
AND ITS EFFECT TO TEACHING-LEARNING PROCESS IN
KEBRIBAYAH WOREDA GOVERNMENT PRIMARY
SCHOOLS, SOMALI REGIONAL STATE
MA THESIS
TAHIR SHEIKH ABDI
JANUARY, 2016
HARAMAYA UNIVERSITY, HARAMAYA
HARAMAYA UNIVERSITY
POSTGRADUATE PROGRAM DIRECTORATE
Teachers’ Perceptions of Supervisory Practices and Its Effect to Quality
Teaching-Learning Process in Kebribayah Woreda Government Primary
Schools, Somali Regional State
A Thesis submitted to the Department of Educational Planning and
Management, Postgraduate Program Directorate
HARAMAYA UNIVERSITY
In Partial Fulfillment of the Requirements for the Degree of
MASTER IN EDUCATIONAL LEADERSHIP
Tahir Sheikh Abdi
JANUARY, 2016
HARAMAYA UNIVERSITY, HARAMAYA
ii
HARAMAYA UNIVERSITY
POSTGRADUATE PROGRAM DIRECTORATE
We hereby certify that we have read and evaluated this Thesis entitled Teachers’ Perceptions
of Supervisory Practices and Its Effect to Quality Teaching-Learning Process in Kebribayah
Woreda Government Primary Schools, Somali Regional State, prepared by Tahir Sheikh Abdi.
We recommend that it be submitted as fulfilling the thesis requirement for the degree of Master
of Arts in Educational Leadership.
Wakgari Tasisa (Asst. Professor)
Major Advisor
Yilfashewa Seyoum (PhD)
Co-Advisor
__________________
____________
Signature
____________________
Date
____________
Signature
Date
As a member of the Board of Examiners of the M.A. Thesis Open Defense Examination, I
certify that I have read and evaluated the Thesis prepared by Tahir Sheikh Abdi and examined
the candidate. I recommend that the thesis be accepted as fulfilling the Thesis requirements for
the degree of Master of Arts in Educational Leadership.
___________________________
________________
_____________
Chairperson
Signature
________________________
_________________
Internal Examiner
Signature
Date
________________________
________________
_____________
External Examiner
Signature
Date
Date
______________
Final approval and acceptance of the thesis is contingent up on the submission of final copy of
the thesis to Council of Graduate Studies (CGS) through the department or school graduate
committee (DGC or SGC)
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STATEMENT OF THE AUTHOR
By my signature below, I declare and affirm that this thesis is my own work. I have followed
all ethical and technical principles of scholarship in the preparation, data collection, data
analysis and compilation of this Thesis. Any scholarly matter that is included in the Thesis has
been given recognition through citation.
This Thesis is submitted in partial fulfilment of the requirement for Master’s Degree in
Educational Leadership at Haramaya University. The Thesis is deposited in the Haramaya
University Library and is made available to borrowers under the rules of the library. I solemnly
declare that this thesis has not been submitted to any other institution in anywhere for the
reward of any academic degree, diploma or certificate.
Brief quotations from this Thesis may be made without special permission provided that
accurate and complete acknowledgment of the source is made. Requests for permission for
extended quotations from or reproduction of this Thesis in whole or in part may be granted by
Head of the School or Department when in his or her judgment the proposed use of the
material is in the interest of scholarship. In all other instances; however, permission must be
obtained from the author of the Thesis.
Name: Tahir Sheikh Abdi
Signature__________________
Date of submission: January, 2015
Department: Educational Planning and Management
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BIOGRAPHICAL SKETCH
The author was born on 15 May, 1972 at Hargeele-Barai Village, of Afdheer Zone Somali
Region, Ethiopia. He attended his elementary and secondary education in Somalia during
1978-1990. For higher education, he joined as a scholarship grant college of education at Aden
University, Republic of Yemen during 1999-2003 and got his first degree in Education and
Arts. In 2012, he joined School of graduates’ studies of Haramaya University to pursue his post
graduate studies in the field of educational leadership. The author worked for various
institutions and Humanitarian Organizations including UN agencies where he has been
working more than 7 years with World Food Programme up to date as Sr. Programme
Assistant.
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ACKNOWLEDGEMENTS
I would like to express my heartfelt gratitude to my Major advisor, Wakgari Tasisa, (Asst.
Professor) whose expertise; advice and guidance were of invaluable assistance throughout the
process of the thesis. His understanding and most of all, his patience, are highly appreciated.
Next, my special gratitude to my Co-advisor, Yilfashewa Seyoum (PhD) whose guidance,
expertise and encouragement were vital help throughout the process.
I also use this occasion to thank all teachers who spent their time to participate this study and
all school principals and woreda and region education officials whom without them the study
would not have been possible.
I would also like to thank all my colleagues, friends and relatives for their encouragement of
financial and moral support in achieving my goal.
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ACRONYMS AND ABBREVIATIONS
ATTS
Addis Ababa Teacher Training School
BPR
Business Process Re-engineering
BoE
Bureau of Education
CRC
Cluster Resource Centre
EC
Ethiopia Calendar
EMIS
Education Management Information System
ESDP
Education Sector Development Program
ETB
Ethiopia Birr
ETP
Education and Training Policy
GEQIP
General Education Quality Improvement Package
IIEP
International Institute for Education Planning
MoA
Ministry of Agriculture
MoE
Ministry of Education
PASPED
Plan for Accelerated and Sustainable Development to End Poverty
PGS
Professional Growth Supervision
REB
Regional Education Bureau
SRS
Somali Regional State
TQ
Teacher Qualification
TTC
Teacher Training College
WEO
Woreda Education Office
vii
TABLE OF CONTENTS
STATEMENT OF THE AUTHOR
iv
BIOGRAPHICAL SKETCH
v
ACKNOWLEDGEMENTS
vi
ACRONYMS AND ABBREVIATIONS
vii
TABLE OF CONTENTS
viii
LIST OF TABLES
xi
ABSTRACT
xii
1. INTRODUCTION
1
1.1.Background of the Study
1
1.2. Statement of the Problem
3
1.3. Objectives of the study
5
1.3.1. General objective
5
1.3.2. Specific objectives
6
1.4. Significance of the Study
6
1.5. Delimitation of the Study
7
1.6. Limitation of the Study
7
1.7. Operational Definitions of Key Terms
8
1.8. Organization of the study
8
2. REVIEW OF RELATED LITERATURE
2.1. The Concept of Supervision
9
9
2.2. Historical Growth of Supervisory Practices
10
2.2.1. Overview of supervisory growth
10
2.2.2. Period of modern supervisory practices
12
2.2.3. Post-modernist period supervisory practices
13
2.2.4. Growth of supervisory practices in Ethiopia
13
Continues…
viii
2.3. Purpose of supervisory practices
15
2.4. Supervisory Practices Effect to Quality Teaching-Learning process
17
2.4.1. Instructional Improvement
20
2.4.2. Staff Development
21
2.4.3. Curriculum Development
23
2.5. Teacher with Supervision and Assessment
24
2.6. Factors Affecting the Implementation of Supervisory Practices
24
2.7. Approaches of Supervisory Practices
27
2.7.1. Clinical supervisory practice
27
2.7.2. Collaborative:
29
2.7.3. Peer coaching
30
2.7.4. Cognitive coaching
30
2.7.5. Mentoring
31
2.7.6. Self-reflection
31
2.7.7. Portfolio method
32
2.7.8. Professional growth supervision
33
2.8. Teachers’ Perception towards Supervisory Practices in the Classroom
3. RESEARCH DESIGN AND METHODOLOGY
34
37
3.1 Description of the Study Area
37
3.2 Research Design
38
3.3 Sources of Data
38
3.3.1 Primary Data
38
2.3.2. Secondary Data
38
3.4 Population Size and Sampling Techniques
38
3.4.1. Population
38
3.4.2. Sample Size and sampling techniques
39
Continues…
ix
3.5 Data Collection Instruments
40
3.5.1 Questionnaire
40
3.6 Interview Guide
41
3.7 Data Collection Procedures
42
3.8 Method of Data Analysis
42
3.9 Ethical Consideration
42
4. RESULTS AND DISCUSSION
43
4.1 Socio-demographic characteristics of the participants
43
4.2. Analysis of teachers experiences with supervision and evaluation
44
4.2.1 Individuals participated in supervisory and evaluation
46
4.2.2 Teachers’ perceptions towards supervisory practices in their schools
47
4.2.3. Factors affecting the implementation of supervisory practices
53
4.2.4. Supervisory practices effect to quality teaching-learning process
56
4.2.5. Additional interview response from school based supervisors
58
5. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
60
5.1. Summary
60
5.2. Conclusions
62
5.3.Recommendations
64
6. REFERENCES
66
APPENDIXES
75
x
LIST OF TABLES
Table
page
1. Sample Population and Size
39
2. Population and sample Size of school supervisors
40
3: Socio-demographic characteristics of the participants
43
4: Frequency of supervision and evaluation given to teachers
45
5: Individuals Identified as Supervisors and Evaluators
46
6: Responses from the Teachers’ Perceptions towards supervisory practices
48
7. Summary of pastoral and agro-pastoral teachers’ perceptions on supervisory
51
8: Response on factors affecting the implementation of supervisory practices
53
9: The association of supervisory practices with quality teaching-learning
57
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Teachers’ Perceptions of Supervisory Practices and Its Effect to Quality
Teaching-Learning Process in Kebribayah Woreda Government Primary
Schools, Somali Regional State
ABSTRACT
The major purpose of this study was to explore the Pastoral and Agro-pastoral teachers’
perceptions of supervisory practices and its effect to quality teaching-learning process at
primary schools in Kebribayah woreda of Somali Regional State. Descriptive study design was
used. The study population was teachers of Government primary schools of Kebribayah
Woreda. The total sample size of the study was 146. Stratified random sampling technique
used to select 136 teachers comprising 48 pastoral and 88 agro-pastoral primary school
teachers. Additionally, a purposive non- -probability sampling technique was employed to
select 10 school supervisors. The questionnaire was the main data gathering instrument for
this study. An open –ended questions were prepared for interview with school based
supervisors. Data were collected and checked for completeness and then the researcher
entered the quantitative data to SPSS for analysis. Descriptive statistical tests were used.
Frequencies, percentages were used to present the result and mean was used to summarize
data. Thus, according to the findings of the study, majority of the teachers see supervision
positively rather than appraisal against their performance, however; supervision practices
being given was inconsistent with teachers’ needs of professional development and goals.
Moreover, 70.1% of teachers agreed that supervisors had lack of skill in transferring
knowledge. Besides, 92.5% of teachers reported that the existing supervision practiced should
be replaced by improved supervision practices, even though, they agreed that regular
supervision activities were found contributing for quality of teaching-learning process.
Likewise, the challenging factors of supervision were shortage of skilled supervisors, lack of
public transport and lack of resources for supervisory practices. Therefore, supervisors should
be skilled of field profession of teachers, supervision should be given regularly and transport
services should be prepared for supervisors so as to supervision be implemented in timely
manner.
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1. INTRODUCTION
1.1. Background of the Study
In the education process the role of teachers cannot be underestimated (Glatthorn cited in
Kutsyuruba, 2003). In addition improving teaching is a complex process in which many elements
should interact. Teachers are in the centre of this improvement process. Hence teachers
acceptance and interaction with the supervisory practice, therefore, the techniques, methods,
models, or processes used by supervisors at schools, provide the catalyst for any supervisory
success. The way teachers gain professional support from instructional supervisors and the way
teachers view the instructional supervision that they are undergoing and think about it is very
important in the outcomes of the supervisory process.
Instructional supervisory practice is an interactive process that depends on the source of
supervision the supervisor and the teacher. Therefore, assessing the supervisory practices is
important in implementing successful supervision (Abdulkareem, 2001).
Supervision is “an intervention that is provided by a senior member of a profession to a junior
member or members of that same profession”. This relationship is evaluative, extends over time,
and has the simultaneous purposes of enhancing the professional functioning of the junior
member(s); monitoring the quality of professional services offered to the clients she/ he, or they
see(s), and serving as a gatekeeper of those who are to enter the particular profession, (Bernard
and Goodyear, 1998). Supervision has gone through many changes caused by the political,
social, religious and industrial forces.
In supervisory practice, supervisors support teachers in improving classroom instructions,
making teachers much competent and resourceful; hence, the required standard of quality
learning-teaching process can be achieved by children are inspired to work firmer. In line with
this, Education Sector Development Program IV [ESDP IV] by the Ministry of Education noted
the importance of providing quality based instructional supervision to improve the quality of
education (MoE, 2010) with forming school clusters. The concept of instructional supervision
differs from school inspection in the sense that the former focuses on guidance, support, and
2
continuous assessment provided to teachers for their professional development and improvement
in the teaching-learning process, whereas the latter gives emphasis on controlling and evaluating
the improvement of schools based on stated standards set by external agents outside the school
system. Instructional supervisory practice is mainly concerned with improving schools by
helping teachers to reflect their practices; to learn more about what they do and why; and to
develop professionally (Sergiovanni and Starratt, 2007).
The fast growing of learner population linked with complexity of school organization and
introduction of new schooling system (decentralization) in Ethiopia, has significantly made due
attention to supervisory practice and depicted rising interests in quality teaching-learning process
Educational institutions are highly concerned with qualitative supervision in education (MoE,
2002. However, school supervisory practices must be given high priority and met collective
responsibility for the well-being of citizens and country development. Primary school teachers
are more needed to be supported and assisted by qualified supervisors and in return, student’s
achievement is gained according to TTC (2011).
Teacher skills enhancement exercise plays an essential function in fostering the learning and
professional growth of teachers. So that, supervision is one of the tasks of education that
provides prospects for schools to be effective and for intensifying professional promotion of
teachers, as an instrument of effectively administering the teaching-learning process
(Kutsyuruba, 2003).
On the other hand, instructional supervisory practices at school level; the focus of this area, has
been conceived a better model for helping teachers; school leaders to expand their knowledge
and expertise in many countries. As Dawson, (2002), describe the classroom performance of a
teacher as implementing curriculum, planning, classroom management and instructional
techniques, instructional supervisory practice is the cycle of activities between a supervisor and a
teacher with the objective of improving classroom performance, to improve student achievement.
Their liaison role is, however, not only vertical; increasingly supervisors are entrusted with
horizontal relations and have a privileged role to play in identifying and spreading new ideas and
good practices between schools. Particularly when ambitious reform programs are being
launched, their role in disseminating the reform and in ensuring smooth implementation at the
3
school level becomes important. Researches indicated that, instructional supervisors greatly
responsible to link their schools with the community; NGOs and individuals to solve financial
and material scarcities of the school with the aim of achieving the goal of stakeholder
participations on the school improvement programs. However, in the context of Kebribayah
woreda primary school supervisory practices, it seems they miss partially this function.
Instructional Supervisors in educational organizations have individual goals for improvement
and believe that purpose of instructional supervisory practice is to achieve those specified goals.
It is the cycle of activities between a supervisor and a teacher with the objective of improving
classroom performance. Instructional supervision is the link between teacher needs and school
goals so individuals can improve and work together towards the vision of the school (Glickman,
1990).
Most researches on the quality of education focus on the key role of teachers and school leaders
in bringing education quality. However, as all teachers and school leaders are not qualified
enough, they need support from instructional supervisors (Giordano, 2008).
In Somali region including Kebribayah woreda, there are a lot of variables (large class size,
scarcity of qualified teachers, supervisor capacity and increasing primary schools, shortage of
instructional materials and nature of community mobility) where all these aspects have been
pressing the need of quality education through instructional supervisory practices. Therefore, the
main focus of this study was to assess teachers’ perception of supervisory practices and its effect
to quality teaching-learning in Kebribayah Woreda public primary schools.
1.2. Statement of the Problem
The supervisory practices in education are designed to effectively develop the implementation of
overarching goals in teaching-learning process by providing teachers with professional
development and growth skills of supervision tasks (Sullivan and Glanz, 2009). However,
according to the conclusions drawn by International Institute for Educational Planning, teachers
perceive negatively towards supervisors and perceive supervisory practices as an appraisal
against their performance for downsizing or promoting UNESCO (2007).
4
In addition, teachers feel that supervision work should be more developmental, supportive and
less control-oriented and the teacher did not refuse to be controlled, but what they dislike is the
attitudes of controllers. Teachers were not also properly supported by supervisors in tackling
supervisory practices problem or in applying new curriculum and innovative supervision
techniques (Chanyalew, 2005).
The most frequent complaints raised by teachers were that some supervisors are authoritarian,
fault-finding and bureaucratic and the second biased, subjective and arbitrary. In Ethiopia, a lot
of efforts have been made in improving supervisory practices at all levels of education system in
the country but related research outcomes suggesting that the system still remained to face some
difficulties. Among others, the most important are; irrelevance of training programs to the
teacher’s development need, absence of adequate opportunities that help to improve teaching and
learning process, improperly designed support system and absence of systematic follow up
(MoE, 2002,Getachew, 2001 and Chanyalew, 2005).
Education in Ethiopia has been passing through a period of transition from the emphasis on
quantity to focus on quality. According to MOE, (2004), the Ethiopian government has now
shifted its attention to improve quality of the education effective supervisory practices. It has
started quality education initiative called ‘General Education Quality Improvement Package
(GEQIP) of 2007. Quality education depends on several issues; planning, management, teachers’
professional competence, efforts of students, instructional supervisory practices and classroom
teaching-learning situation (MOE, 2002).
A research conducted by Gashaw (2008) on the practice of primary school supervisors at
national level indicated; ineffectiveness of primary school supervisors in providing support to
teachers. So, the research conducted on the practice of instructional supervision of primary
schools at national level recommended further investigations regarding the problems that
obstruct supervisory practices (Gashaw, 2008).
Also there was other research conducted by Ibrahim (2014) on the perceptions of teachers
towards Instructional Supervisory practices in government secondary schools of Fafan Zone,
Somali regional state. The researcher suggested further investigation should be done on
supervisory practices implementation at schools.
5
Another research was conducted by Ababe (2014) on practices and challenges of school-based
supervision in government secondary schools of Kamashi zone of Beneshagul Gumuz regional
state. All those studies conducted on supervision practices, the focus was on secondary schools
supervision practices implementation specifically.
However, this study is going to fill the gap of others by investigating the perceptions of
government primary school teachers on supervisory practices and its effect to quality teachinglearning process. In addition, factors affecting the implementation of supervisory practices at
pastoral and agro-pastoral schools in Kebribayah woreda.
To this end, the researcher made a personal communication to woreda education officers and
received some reports suggested that there have been many problems (supervision time, less visit
of classroom, supervisor capacity and attitudes, less priority to supervisory practices, teacher
experience and qualification, coordination, lack of budget, motivation and evaluation issues) for
supervisory practices at schools as per suggestion by teachers of primary schools. Therefore, all
these stated problems have encouraged the researcher to undertake this study on teachers’
perceptions of supervisory practices in government primary schools in Kebribayah Woreda of
Somali Regional State.
As a result, the study tried to provide answer to the following basic research questions:
1) What are the perceptions of pastoral and agro-pastoral teachers towards supervisory
practices at public primary schools in Kebribayah woreda?
2) To what extent school supervisors use supportive supervisory practices at primary
schools in Kebribayah woreda?
3) Do current supervisory practices play a role of improving learning-teaching process in
Kebribayah Woreda?
4) What are the factors affecting the implementation of supervisory practices at public
primary schools in Kebribayah woreda?
1.3. Objectives of the study
1.3.1. General objective
The general objective of the study was intended to assess teachers’ perceptions of supervisory
practices in Kebribayah woreda public primary schools.
6
1.3.2. Specific objectives
Based on the general objective, the study has attempted the following specific objectives:
1. To identify perceptions of pastoral and agro-pastoral teachers towards supervisory
practices at public primary schools in Kebribayah Woreda
2. To find out factors affecting the implementation of supervisory practices at primary
schools in Kebribayah Woreda
3. To find out whether supportive supervisory practices used at primary schools of
Kebribayah Woreda?
4. To assess the supervisory practices effect to quality learning-teaching processes.
1.4. Significance of the Study
The study has examined current supervisory practices and factors affecting the implementation at
primary pastoral and agro-pastoral schools in Kebribayah, the mind set of teachers towards
existing supervisory practices. Thus, the identification of teachers’ perceptions and beliefs is
very vital for quality teaching-learning improvement and much is to help supervisors to assess
themselves where they should re-adjust their supervisory practice approaches and at the same
time provide with teachers due supportive instructional supervision as well as assist them their
professional growth. Moreover, the expected result of the study may encourage decision makers
and policy leaders to introduce change to educational supervisory practices and provide durable
solutions to the reported challenges hindering teacher development and achievement of desired
results in supervision.
Also this investigation may equip important information about supervisory practices to the
regional and woreda educational officials on the current status of supervision situation and help
education management to take required corrective actions in the primary schools of study area. It
may also assist school principals, teachers, supervisors, educational officers to get relevant
trainings and capacity building over supervision and instructional skills, thus students will
receive quality education. Moreover, NGOs working in education field may have useful
information about school supervisory practices for intervention. Therefore, teachers and school
supervisor, may get in-service training, workshops, seminars and some relevant programmes to
teacher professional growth.
7
This study has provided some recommendations from the research findings in order the decisionmakers introduce some changes aiming at supportive and professional development manner for
primary school teachers in pastoral and agro-pastoral situations. In addition, the study may serve
as a resource material for other future researchers who are interested to carry out a study on this
field.
1.5. Delimitation of the Study
The study was delimited to Kebribayah woreda primary schools. The selected schools were
based on pastoral and agro-pastoral situations. Because there was reports suggesting the there is
a problem in supervisory practices implementation. Secondly, the researcher had a regular
contacts with schools in that area during the follow up of school feeding program activities
implementation in the primary school of Kebribayah woreda. Therefore observed that there is a
gap in supervisory practices and needs due consideration for further study.
The study is not considering secondary schools, adult education and urban schools. It was
delineated to 136 teachers and 10 of school supervisors. Mainly data gathering tools used was
questionnaire and descriptive survey design was employed. The study also, conceptually
delimited to assess, the perception of teachers towards supervisory practices at 16 schools out of
37 primary schools in the woreda.
1.6. Limitation of the Study
Time constraint, uncooperativeness of some of respondents, in filling the questionnaires and
return on time were some of the problems I have encountered while conducting this study.
Initially it was difficult to collect all the questionnaires as planned. In addition, some of sampled
schools were inaccessible sometimes for transportation means. Furthermore, member of Woreda
education officers and Principals were always too busy. I was however able to minimize some
these problems by having a good rapport with officials and asked to facilitate. The return rate of
the questionnaires also maximized because some of colleagues helped me by encouraging
respondents to fill in the questionnaires and return them.
8
1.7. Operational Definitions of Key Terms
Perception: It is a belief or opinion, often held by many people and based on how things seem.
Agro-pastoral: refers to the livelihood system by which people do both farming activities and
livestock rearing
Pastoral: It is the livelihood system characterized by extensive livestock rearing based on
natural fodder lands in the dry arid and semi-arid areas. Pastoralists are nomadic herders that
mostly depend on livestock products.
Supervisory Practice: It is a continuous process of supervising a teacher in an instructional
setting, often involves direct and indirect assistance to improve the strategies of classroom
practices through observation and evaluation of teacher performance for better practices.
Primary school: schools that provide basic education for eight years (1-8), which include
primary first cycle (1-4) and primary second cycle (5-8) to prepare students for further education
and skills training.
School based supervisors: Are internal supervisors i.e. principals, vice principals and school
based supervision committee members (department heads, senior teachers and unit leaders).
1.8. Organization of the study
This research thesis is organized in to five chapters. The first chapter is the introductory part
which includes the background of the study, statement of the problem, objective, significance,
scope, the limitation and operational definitions of terms. The second chapter presents the review
of literature relevant to the research. The third chapter discuss about research methodology and
chapter four deals about data interpretation and analysis. The last chapter presents summary,
conclusions and recommendations of the study. Reference and appendixes are also the parts of
this paper.
9
2. REVIEW OF RELATED LITERATURE
2.1. The Concept of Supervision
The concept of supervision activity is a continuous exercise of mentoring individuals who deal
with both academic and administrative activities run in the schools for the purpose of
instructional support and professional development. It can be also described as a means of
motivating, refining, managing, inspiring, energizing and keeping an eye on specific employee
group dealing with educational activities; whereas supervisors pursue their teamwork towards
result achievement, (Ogansaju, 1993). Supervision is originally taken from two words “super
video” entailing to observe certain activities taking place at educational institutions for quality
teaching and learning process. It is also considered as a regular contact between at least two
individuals for the development of planned tasks and deliberately designed activities to enhance
teachers’ effectiveness (Adepeju, 1998). Moreover, in educational environment it is the main
instrument of establishing social interaction club in which teacher and supervisor could create
helpful relations and reliable measurement over teacher-student interaction in the classroom
behaviors.
There are two terms, inspection and supervision, used in this field that is supervision practice
where its differences are explained in this paragraph. However, some countries ( like Nigeria,
Tanzania and Nepal ) are still using the term “inspection” as supervisory practice for schools
activity evaluation and follow up of improvement. On the contrary, most of the countries in the
world are adapted the term of “supervision” for enhancing teacher performance and students
achievement. The difference of the two said terms is that inspection can be defined as an
accurate investigation and assessment of school as a place of learning, (Olele, 1995) and in this
respect; appropriate advice may be given for school progress and just indicated in school reports.
But supervision is a persistent and continuous practice of individual leadership in relation to
instructional activities by offering supportive assistance on professionalism in the classroom
tasks and providing regular counseling over learning and teaching situation in the school. On this
exercise, due consideration is rewarded to one and more aspects of school and its organization.
10
2.2. Historical Growth of Supervisory Practices
2.2.1. Overview of supervisory growth
The history of supervisory practices in education had passed through different stories and
circumstances from time to time among others. Respectively, supervision process had slowly
developed as a diverse practice, always in connection to the academic, cultural, professional and
professional dynamics that historically produced the complicated agenda of schooling system.
Sullivan and Glanz (2000) perceived that supervision practice had changed since its original of
colonial periods and its efficiency as means of enhancing instructional activity in the classroom
and at the same time teachers’ professional growth.
Historically, teaching supervision dates back to colonial centuries of the world. In the beginning,
supervision was done by Instructional supervisors who acted more like inspectors and worked as
an authoritarian manner. They were responsible for curriculum, teaching methodologies, teacher
efficiency and student achievement. The person who usually performed these tasks “were often
ministers, selectmen, schoolmasters and other distinguished citizens” (Nolan and Hoover, 2005).
These public school inspectors, “local school committeemen” took on the role of checking on
teachers to ensure that they were in compliance with community’s teaching guidelines and could
show a marketed gain in their student achievement levels.
The term supervision is different from “inspection” where inspection sounds more control of
evaluating teacher and school performance improvement based on pre-designed criteria or
procedure by external experts outside the schools. On the contrary, supervisory practice is a kind
of school based internal practice conducted by school principals, department heads, experienced
teachers and specialized external supervisors. Such supervisory practice aims at supportive
guidance and collaborative continues assessment to teachers’ career development and well-being
of learners (Glick, 2004). As a result, the researcher discusses in this aspect in to two scenarios
“the early days and scientific management periods” in other meaning in the past and present. In
early days educational supervisory practice was not regarded as a professional field of study
where in many countries did not train people as a specialized field for instructional supervisory
practices. Instead it was practiced as a traditional way and introduced differently from one
country to another as religious instructors and local administration were responsible to oversee
11
such activities, for instance, in United States local government and priesthood had unlimited
power to hire teachers and do judgments about their teaching performance (Tracy, 1995).
In this view, teacher was reflected as a community servant where supervision practice was
conducted by traditional committees and monitoring the quality of educational instruction. They
were also given indefinite authority to set up criteria for effective teaching-learning process, to
recruit and dismiss teachers (Burke and Krey, 2005). However, the idea of specialization role
started in urban towns and soon increased in many countries in the world where it was
acknowledged that clergy did not have the required base of instructional judgments about
teachers’ effectiveness. As a formal activity practiced by educational administrators within the
school system, was not began until universal school system designed in late 1830s.
During the first half of nineteenth century, population growth in both developed and developing
countries increased significantly and necessitated school system should be changed by
introducing effective control system for teacher and learner performance. Thus, immediately
after world war II, the literature on this field began to focus on the teacher as an individual while
such emphasis was not meant only helping the teacher to improve his/her instructional skills but
also intended to their emotional needs ( Alfonso and Robert, 1990).
Afterwards, in 1946 the issue of “Educational Leadership” was the great shift to be reflected in
an article “the Supervisory Visit”, Elsie Coleman (1945) described that the major shift was to
understand the teacher as a person, different from every other individual, living in an
environment which influences and in line with is affected by that person. In addition, illustrated
the supervisory process and guidelines for a successful supervisory model included “1)
democratic ideals 2) opportunities for initiative 3) understanding human limitations 4) shared
decision making and 5) delegation of responsibility.”
There are also many writers like (Glanz, 2000 and Pajak, 1993) who categorized the historical
growth of supervision in to three periods 1) supervision as an inspection 2) democratic and
scientific thinking supervision 3) collegial and collaborative supervision.
Consequently, it was described as a pre-modern period that was from 1895-1920s and in this
period the term of supervision was considered synonymous with “inspection”. And such concept
was come up from the work effort initiated by William Payne in 1895, where explained that
12
supervisor as an expert who is in charge of monitoring and follow up of curriculum and
instruction tasks, also evaluates teacher performance.
2.2.2. Period of modern supervisory practices
In this era, supervisory practice was deeply labeled with the idea of democracy and scientific
thinking as a leading principle in education term during 1920s-180s (Pajak, 1993). Thus the idea
of autocratic supervision existing in the old time was abolished and replaced by democratic
supervision application in a cooperative way of solving educational problems in the school
environment. Education researchers agreed that democratic approach provides a friendship and
collegial environment where teacher and supervisor establish a rapport relationship between the
two parties by encouraging professional development through instruction tasks in the classroom
(Sullivan and Glanz, 2000).
The field of effective supervisory practices continued to be identified with various forms in
clinical supervision for quality teaching-learning activities at any level of school. At the
beginning, this approach was developed by Harvard Professors Morris Cogan and Robert
Anderson together with their students, where described clinical supervision is blended with
elements of “Objective” and “Scientific” classroom observation deploying collegial coaching,
balanced planning and adaptable review based on students concern in learning.
In this respect, five stage processes were suggested to be followed in this approach; 1) Preobservation conference hold amid supervisor and teacher discussing concerns in the lesson to be
monitored, 2) Classroom observation related event to behaviors and organization, 3) supervisor
analysis on post-observation conference, 4) post-conference between supervisor and teacher, 5)
and supervisor analysis on post-observation findings (Goldhammer, 1969). However, the
application of this approach on the ground had provided an accommodation to perspectives came
out from the “post-Sputnik” curriculum transformations in 1960s, the focus on the academic
disciplines structures. Hence, those perspectives attributed research on effective schools and
effective classrooms and these various understandings of curriculum and teaching were often
overlaid on three to five stage process of clinical supervision and converted in to normative for
supervisors’ duty with teachers. Nevertheless, this origin process of supervision has been
13
successively included by advocates of peer-supervision and collegial teacher leadership through
action research in classrooms.
Despite of all these, it was recognized the time constraints in supervisory practices and arising
needs to promote the growth of teachers where in 1998, Thomas and Sergiovanni and Robert
proposed the formation of a supervisory system with multiple process of supervision including
summative evaluation. They added that such suggested system would not require the direct
involvement a formal supervisor for every teacher in every year. But the supervisory system
might cycle teachers with professional status through three to five year period, in the course of a
formal evaluation to be received once and a variety of other evaluative process during the other
years.
2.2.3. Post-modernist period supervisory practices
Supervision practice continued to encounter a lot of changes from time to time as per technology
introduction to school environment and it was developed from the work of Robert Goldhammer,
1969 and Pajak, 1993. This period was dated from 1980s-1990s, where the focus was on
reflective problem solving through individual classroom emphasis and teacher as change agent,
thus post-modernists suggested to have a “dialogic supervision” ( Glanz, 2000). As a result,
various school reforms were experienced due to arising need of transformational leadership and
collaborative manner between supervisors and teachers (Darling and Goodwin, 1993). This
concept of participative and developmental supervision over existing variances among teachers
and their level of expertise were also proposed to have been in place (Glickman, 2002)
2.2.4. Growth of supervisory practices in Ethiopia
According to MoE supervision manual, 1987, education supervision service began initially in a
method of term “inspection” in 1934, the main motive of having this inspection practices
contributed by many aggravating constraints in educational environment. These forcing issues
were (increased school pupils, teacher capacity building and the provision of quality education
for the well-being of the citizens. Therefore established a central office for inspectorate service
in the country but the office was run by “British scholar John Miller with some Ethiopian
educators”. Afterwards, the office was expanded by increasing the number of inspectors and
14
introduced relevant training program implemented by Addis Ababa Teacher Training School
(ATTS) in 1943. Training for educational inspectors continued to address education problems in
teaching-learning process and prepared a number of manpower for education program follow up
and report writing (MoE, education supervision manual, 1994).
However, in Ethiopia a tangible educational supervisory service was presented during the period
of 1962/63 and the period of 1994 and it was designed to offer both monitoring and instructional
assistance to teaching-learning processes (Getachew, 2001). Thus the notion of “inspection” was
shifted to term supervision with the intention of stressing in curriculum and educational program
and during that period hand books for supervisors as guidance were produced which was
considered as a major improvement in education quality.
Subsequently, the change of political system in the country (1991), the name of inspection was
shifted to supervision. The current education system and training policy has established
departments of supervision work in education program at federal and regional levels with
branches even up to woreda level. According to the ETP (1994), ‘educational management is
shaped in a decentralized, democratic, professional, coordinated, efficient and effective way”. In
order to help teachers for the improvement of learners’ achievement, it also seeks the
participation of education matter from all concerned actors at all levels in terms decision making
and development of objectives and teaching strategies. As remarked before, in order to provide
sufficient and continuous support to educational institutions, the current Ethiopian education
policy has delegated supervisory service to the various constituents including regional, zonal,
woreda and cluster levels.
With regard to Somali region like any other regions of Ethiopia, it has a supervisory system at
school and woreda levels. But the supervisory service at zonal level which is practiced by other
regions does not exist in Somali region. According to REB education officers, the supervision
service at regional level has not even been productive before 2007. Thus, the supervision
department at regional level was established as a department in 2007 as part of implementing
Business Processing Re-engineering (BPR) in the region. For this and other associated factors
the department did not develop a comprehensive supervision manual for the region, and as such;
the researcher is forced to use the supervision manual of the MoE (1987) as a reference in
15
examining the major tasks of supervisory service at regional and woreda levels of Somali region
as follows.
The key tasks of that department include; building capacity of regional supervisors although few
in number and providing technical support, ensuring the implementation of federal and regional
education polies, monitoring and evaluating all education programs of the region. Also provide
facilitation to curriculum implementation, arranging experience sharing forum among teachers
and supervisors and strengthening the linkage between REB and WEOs as well as schools to
improve the quality of teaching-learning practices (Supervision manual, MoE, 2012).
At woreda level, there is one supervisor assigned to each Cluster Resource Center (CRC) to
facilitate supervisory practices of schools. The supervisory duties at woreda include; monitoring
and evaluating school teaching learning activities; ensuring that educational programs inclined to
local conditions and community needs; organizing and demonstrating appropriate teaching
methods to teachers; organizing in-service training programs for school based supervisors and
teachers; conducting periodic planned visits to schools to render support at spot and preparing
reports to woreda education office on issues and problems of the school which are beyond the
capacity of schools to deal with (supervision manual, MoE, 1987). Moreover, based on regional
department report (2011) there have been a developed plan for supervisory service improvement
at all levels (region, woreda and school), so as to achieve desired supervision goals in education.
2.3. Purpose of supervisory practices
The goal is to make teacher supervision and evaluation a positive experience with a direct focus
and impact on student learning. This process recognizes the complexities of good teaching and
the value of good professional practices .The teacher supervision and evaluation process is based
on professional trust and collaboration; it centers on students’ learning and the four domains of
teaching responsibility: instructional planning, classroom environment, instructional process, and
professional responsibilities. Thus, the purpose for supervising teachers is as follows:
1) to enhance performance and instructional effectiveness that improves student learning
opportunities and results to promote a positive environment for professional growth and student
development; 2) to provide supervision that is adaptable to needs and assignments;
3) to provide an objective assessment of overall performance based on the four domains of
16
teaching responsibility; 4) to support state law, board of education policies, and the district’s
guiding documents; and 5) to collaboratively establish professional goals that will improve
teaching and learning IIEP-UNESCO (2007)
The supervision of teachers is the comprehensive ongoing process of facilitating teachers’
professional growth and development throughout their careers. Quality teacher supervision
enhances the performance and instructional effectiveness of teachers, thereby increasing the
probability of desired student learning opportunities and results. Teacher supervision may take
the
form
of
self-supervision,
peer
supervision,
and
administrative
supervision.
Self-supervision is the process where teachers assume personal responsibility for improving their
own performance. Self-assessment is an important element of professional work. Teachers are
encouraged to regularly reflect on and self-analyze their own teaching performance, and to
incorporate self-supervision strategies. Such strategies include the analysis of the teacher’s
videotaped instruction, analysis of student learning, peer observations, peer teaching,
implementation of professional goals, self-selected reading, and participation in various other
self-selected
professional
development
and
self-assessment
activities.
(Bowman
and
McCormick, 2000).
Peer supervision is the process by which a peer teacher assumes a shared responsibility for
improving another teacher’s performance. Teachers are encouraged to participate in available
peer supervision strategies, including peer coaching and mentoring. Peer coaching feedback may
be provided to teachers by a teacher designated and trained to effectively coach other teachers.
Mentoring is a process by which a trusted and experienced person takes a direct professional and
personal responsibility for facilitating the growth and development of a less experienced
individual. The district’s mentor teacher program is designed to provide beginner teachers with
professional and personal support through a structured, yet flexible, process and set of activities
that resulted in a high performing reflection of practitioners (Bowman and McCormick, 2000).
Administrative supervision is the process by which an administrative supervisor assumes
responsibility for monitoring and improving a teacher’s performance. Administrative supervision
strategies include conducting classroom observations to observe the teaching and learning
17
process; reviewing artifacts of teaching; monitoring evidence of student learning; and
establishing and monitoring professional goals (Danielson, 1996)
As per various researchers’ reports, a scientific management as an instructional supervision
practice is mainly concerned at improving classroom practice for the well-being of nation pupils
regardless what may resulted in both curriculum development and growth of staff (Bays, 2001).
On the other hand, likewise, McQuarrie and Wood (1991) stated that “the primary purpose of
supervision aspect is to help and support teachers as they are familiarized with, accept, and
upgrade the instructional practices they are trying to implement in their day to day educational
tasks in the classrooms”.
In addition to this, Zepeda (2003) also described that one of the essential aims in supervision
practice, is to promote growth, development, interaction, fault-free problem solving, and
accountability to enhance teachers’ capability in educational activities timely delivery. It is
obvious that the teachers have different backgrounds and experiences, off course conceptual
abilities, and diverse levels of concerns for others (Beach &Reinhartz, 2000; Glickman et al.,
1998; Wiles &Bondi, 1996). In accordance with set standard, supervisors should employ in their
best a supervisory approach that matches to individual needs and organizational expectations
(Zepeda, 2007).
Some writers also argue that supervision is an act of encouraging human relations (Wiles , 1996)
and teacher motivation (Glickman & Gordon, 1998) and enabling teachers to try out new
instructional techniques in a safe, supportive environment (Nolan, 1997). Supervision is believed
to provide a mechanism for teachers and supervisors to increase their understanding of the
teaching-learning process through collective inquiry with other professionals (Nolan & Francis,
1992). For them, the purposes of supervision are improving instruction; fostering curriculum and
staff development; encouraging human relations and motivation; and encouraging action
research and supporting collaboration.
2.4. Supervisory Practices Effect to Quality Teaching-Learning process
The relationship of supervisory service to teaching-learning is that supervision aims at teacher
skills development as (individual) and school as a whole and thus student’s achievement depends
on teacher professionalism. Supervision has the below detailed core functions of relation
18
addressing at quality education activities in the schools: 1) to control and evaluate 2) to give
support and advice 3) to act as a liaison agent. In this context, each of these functions has two
fields of purposes; one is for pedagogical part and other one is for administrative aspects. Hence
supervisors can focus either on the individual teacher and or on school as an entire (Glatthom,
1990)
These three supervisory practices functions can be explained to know how each of them plays an
important function of relation to quality education and for instance “Control” part is to ensure
that the laws and regulations of the educational administration are accordingly implemented in
schools and also services, pedagogical and administrative inputs and processes are in place.
Second one “Support” in this role it provides advice to teachers and head teachers during
supervisory activity visits and respectively covers both administrative and pedagogical subjects.
In addition, assistance of individual tutoring, demonstration lessons, in-service training program
culture of peer-learning are offered (Glickman, 2007) in liaison function of supervision,
supervisor who deals with supervisory practice works as an agent in between top management
level of educational system and assigned schools.
In this situation, he/she has diversified
educational tasks where schools are informed the
decisions taken by the central Offices or regional to down schools and vs. informs the really
existing status of schools to central management or region for taking improvement actions.
According to research done by UNESCO, quality in education rests on a multi-dimensional
concept comprised of three interlinked elements i.e. input, process and output of the school. It
also explained that a good school is the one with qualified professional teachers and good
equipment; for process, translated that a good school is a school with discipline and good
teaching-learning climate and output means a good school is a school that produces above
average exam results.
In the same research report stated that one of the major function of any school supervisory
practice system is to monitor the quality of education, i.e. of schools and teachers. And such
supervisory practice establishes function of overall quality monitoring and development system,
which involves “examinations, achievement tests and self-assessment practices” by schools and
teachers. In addition, International Institute for Education (IIEP) of UNESCO reported that there
are three types of supervision as a quality teaching-learning monitoring in education. These are
19
1) competence monitoring- the main focus of this type is on school inputs that is of required
textbooks, per pupil, teacher qualification and number of pupils per class etc. its central goal is to
make sure that schools are complying with pre-determined educational norms set by law and
administration rules and regulations. The second one is diagnostic monitoring in supervisionthis kind of supervisory activity is to ensure that pupils/students learn what they are supposed to
learn, its focus of action is on instructional process on what of occurring in the classroom and
whether assumed techniques deployed and in place accordingly. During 1960s and 1970s, this
type was considered the most popular mastery learning introduced fundamental changes in the
classroom supervision structures. The third one is performance monitoring supervision- this one
focuses on school results and its goal is to motivate school contest among schools so as to
upgrade academic achievement. Such activity is characterized by school based management and
stimulated some of most radical transformations in 1980s and 1990s in many countries in the
world among others.
Shortly, supervisory practice relation to quality education may mainly be divided into two
categories i.e. administrative and academic relations. Consequently, the supervisor has to
discharge a large number of administrative tasks together with academic activity. Especially
under Ethiopian conditions the supervisors or officers at regional educational bureau have to
perform many administrative functions in order the intended supervisory practices to be inclusive
and effective (Adetula, 2005)
The academic function of the supervisory practices deals with major activities happening in the
classroom and supports teacher professional development. Thus, teachers’ performances are
enhanced where at the same time students’ achievements are relatively boosted. Therefore,
writers stated that all aspects attached with supervisory practices as a duty are significantly
contributing quality teaching and learning process. Because they deal with two required aspects
that researchers believe they can play an important function in quality education at all levels. It
also deals and ensures with three vital elements of quality i.e. school input, process and output,
plus teacher professional growth IIEP (UNESCO, 2007).
20
In this regard, many scholars like William and Harris cited in (Million, 2010) they have
identified three main tasks of quality education in supervisory practices; Instructional
improvement, professional development and curriculum development.
2.4.1. Instructional Improvement
One of the major components of supervisory practices is the improvement of classroom
instruction (Beach and Reinhartz, 2000; Glickman, 1998; Sergiovanni and Starratt, 1998). For
instruction to improve, staff development, self-evaluation, and fostering curriculum development
must be included in the supervisory processes. According to (Zepeda, 1997) supervision is
linking the facilitation of human growth to that of achieving goals.
One way that in which the school as an organization can grow can be achieved through teacher
development. According to the literature, there are four key strategies for enhancing the
professional growth of teachers which include: First, the establishment and subsequent
administrative support of and provision guidance for a systematic, ongoing staff development
program supported by modelling, coaching, and collaborative problem solving should focus on
means of linking new knowledge, on way of thinking, and on practice given existing knowledge,
experience, and values (Glickman et al., 1997).
Time needs to be provided for teachers to undertake professional development as part of their
normal teaching responsibilities. Second, argue that teachers need to engage, both individually
and in group, in the concrete tasks of teaching, observation, assessment, experimentation, and
pedagogical reflection. In this way they will better understand the learning and development
process given their teaching contexts and students. Third, given the wide variety of supervisory
techniques described, supervisors should match appropriate supervisory approaches to teachers‟
level of development needs.
The ultimate goal of supervisory practices should be, to enable teachers to be self-directed
(Glickman et al., 1997). Fourth, organizational leaders should work to establish a culture that
values professional, collegial interactions among participants (e.g., team planning, sharing,
evaluation, and learning to create methods for peer review of practice). In doing so, they promote
the spread of ideas and shared learning. There exist many different avenues for providing direct
assistance to teachers for the improvement of instructional practices. According to (Zepeda and
21
Ponticell, 1998), teachers’ perceptions of supervisory practices were positive when supervision
practice was viewed as coaching. What was coaching? The supervisor worked alongside the
teacher, providing assistance while the teacher addressed his or her classroom concerns. The
supervisor took an interest in the teacher’s accomplishments during the process of change and
improvement. The supervisor provided evidence of success together with guidance to enable the
teacher to build upon success.
The supervisor was responsive to the individual teacher’s needs and recognized that the
supervisor’s interactions with the teacher influenced the teacher’s success. Coaching in its
clearest form is composed of planning, observing instructional practice, and reflecting the basic
phases of all instructional supervisory models. One can gather that the goal of coaching is to
assist teachers in becoming more resourceful, informed, and skilful professionals. Another
scholar stated that, “Skilful cognitive coaches apply specific strategies to enhance another person
perceptions, decisions, and intellectual functions. Changing these inner thought processes is a
requirement to improving evident behaviours that, in turn, enhance student learning’ (Glickman
et al., 1997).
2.4.2. Staff Development
The quality of student learning is directly related to the quality of classroom instructions.
Therefore, one of the most important aspects of instructional leadership is to provide the
necessary climate to promote ongoing instructional improvement. Supervisor is responsible to
the identity of training needs for the teachers and organize in-service programs in the form of
work shop, seminars, conference, faculty meeting, intra school and inter school visits and other
services are useful to be utilized, so as to realize effective staff professional development and
supervision manual (MOE,1994).
According to (Sergiovanni and Starratt, (1998) stated, “since teachers often will not know-how
to do what needs to be done, it is important for a supervisors to identify their needs and then to
in-service them in some ways”. According to Travers (1995) proposed the name of training, is
staff development, which primarily aim to increase the knowledge and skills of teachers and staff
members and thereby increase the potential of the school to attain its goals and objectives. On
the other hand, staff development programs must be predicted on the beliefs that; the school
system delivers quality education through quality of its staff and teacher in a continuous learning
22
process. In addition, Travers, (1995) lists benefits that staff development programs can offer to
the teacher, which are as follows; to update skills and knowledge in a subject area, to keep
abreast of societal demands, to become familiar with research on new methods of teaching and to
become equipped with the advances in instructional materials and equipment.
To accomplish the instructional improvement, the instructional supervisors must be able to plan
and deliver effective staff development programs. The supervisor needs to ensure that staff
development efforts have the appropriate financial resources; adequate time set aside to plan,
conduct, and implement the programs; and time for staff to practice the new skills. Further,
teachers need the verbal support and physical attendance at sessions by the supervisors to verify
their commitment.
Teachers should be involved in the identification of their own staff development needs. It must
be involved in the planning and delivery of staff development activities to gain the greatest
acceptance. Collaboration of teachers and supervisors will enhance the staff development
program and lead to improved student learning. Staff development programs need to be
comprehensive and continuous programs that are carefully designed for personal and
organizational growth, supervision manual (MOE, 1994).
The activities should be founded upon strong theoretical, conceptual, or research bases. The
information must be related to practice with plenty opportunities provided for modeling and
coaching. Professional training sessions developed for teachers must be consistent with adult
learning theory. A well-planned and administered staff development program may be one of the
most critical factors in the improvement of instructional practices and subsequently in the
increase in student learning are carefully designed for personal and organizational growth.
Taking this reality in mind, there is almost an agreement among those researchers and educators
that staff development is a main component of the supervisory practices. The instructional
supervisor’s guide represents the view of instructional supervision, developing teachers’
educational competences is the main aims of supervision practices. According to MoE, (2008)
staff development listed as one of the major functions of instructional supervisory.
Accordingly, any experience that enlarges teachers’ knowledge, skills, appreciation and
understanding of his/ her work falls under the domain of staff development. In general, at school
23
level teaching Staff development should meet the need of both the individual teacher and the
educational system. Staff development at school level is highly important for quality education.
The main reason is that pre-service training has become an introduction to teaching profession
and the complete teacher is developed through experience (Travers, 1995)
2.4.3. Curriculum Development
Curriculum development and improvement is another function of school supervisions that
contribute quality education. Having this in mind, (Beach and Reinhartz, 2000), stated that the
field of curriculum/instruction is directly related to the field of supervisory practices. As the
above author put it once curriculum is created we need to “look” at, to supervise, how it is being
delivered. Supervisors should become curriculum specialists devoting extraordinary amounts of
time rewriting, redefining, and strengthening the curriculum.
Much of the refinement consisted of individualizing supervisory practice, modifying curriculum,
and production of new curriculum guides. Another scholar, suggested by becoming stakeholder
in the curriculum development process, teachers begin to recognized as it one of the vital
elements of supervision life of schools and individual classroom. Supervisor’s role in curriculum
development is to promote teacher reflection on key components and to select appropriate
concepts to be taught and the methods for implementation. Supervisors and teachers must work
to understand the many facets involved in planning and how these facets impact every day
instruction and student achievement. In an effective schools where there is a strong emphasis on
learning and positive student outcomes, principals play an important role (Beach and Reinhartz,
2000).
Thus, instructional supervisors have to work effectively for effective implementation of the
system. They need to know how instructional supervisory practices should be implemented, by
whom it is carried out, the way they perceive, its purpose and effect on the teaching learning
process.
24
2.5. Teacher with Supervision and Assessment
Several researchers indicated the importance of differentiating supervision from the term of
evaluation where acknowledged instructional supervisory practice as a formative process with
the focus of collegial approach in teaching and learning exercise (Poole, 1994). Such approach
leads to the direction of growth, promotion, development, interaction, free from weak point
hunter behavior and collaborative method of all related problem solving as well as builds the
capacity of teachers (Zepeda, 2007).
Consequently, members of instructional supervisory action plans are expected to provide- in this
quality education framework- a professional growth opportunities in which its original strategy is
to achieve teaching teams professional development and educational objectives at all levels of
educational driving structure. On the other hand, teacher assessment (evaluation) exercise is
described as a summative method of concentrating on teacher’s instructional competence and
performance evaluation where they perceive sometimes negatively because of seeing biased and
subjective exercise (Hoover and Nolan, 2008). As a result, such practice encompasses a
procedural written and formal appraisal by using scaling rates to verify individuals existing
professional competence in a particular period (Lunenburg and Omstrein, 2008).
Despite its initial perseverance was diverse in category, the supervision practice and evaluation
exercise both are complementing each other for effective teaching- learning process and intended
results attainment in the long run. Thus the application of standardized supervision in educational
environment is remarkably essential for teaching team professional development whereas
systematic evaluation exercise is directly addressing teacher competence progress and efficiency
in order to deliver healthy education.
2.6. Factors Affecting the Implementation of Supervisory Practices
According to many writing researches, there are some factors that affected the implementation of
supervisory practices where a numerous problems associated with current school supervisory
system in developing countries have been reported. The factors that associated with current
supervisory practices are the following major areas:
25
(1) Professionalism; (2) attitudes and commitment; (3) feedback and follow-up; (4)
collaboration; (5) pre-service and in-service training; (6) transport; (7) planning supervisory
practice; (8) cost of supervision; (9) adequacy of supervision; (10) resourcing; (11) supervisory
reports; (12) post-supervisory evaluation; (Kamuyu, 2001).In these areas writers had discussed
one by one explaining the problems faced in each area; for instance, the major concerns in
professionalism are those associated with unprofessional conduct of school supervisors which as
Wanga (1998) noted, has had a serious implications for teaching and learning to the extent that
“a private cold war” has developed between teachers and supervisors. Even some school
supervisors have been criticized for being harsh to teachers and for harassing teachers even in
front of their pupils instead of helping solve professional problems. (Bowen and Isolo 2001).
B. For attitudes and commitment, over the years, school supervisors have had general negative
attitudes toward supervision and decided lack of commitment and positive approach to
supervisory practices. As Nakitare (1992) noted that a study on supervisory practices in
developing countries revealed 5% of teachers believed that some supervisors were not dedicated
to their supervision duties. C. Feedback and follow up; productive feedback and follow up
initiatives to supervision practices are missing in the schools and opportunities for follow up
regarding recommendations based on supervision findings such as the need for in-service
training of teachers are not given due consideration, therefore, there does not seem to be a sure
mechanism for ensuring that improvement initiatives, will, be undertaken. (Dean, 1995). D.
Collaboration; school supervisors have tended to evaluate teachers based on their perceptions of
teachers performance, teacher involvement of issues concerning school supervision has been
very limited (Wanga, 1995).
Also according to Masara (1996), currently, teachers do not understand and never participate in
designing instruments that are used to evaluate them. Moreover, he argued school supervisors
have had the tendency to be secretive, focusing on their business and not able to communicate
adequately with teachers to put them at ease. E. Pre-service and in-service training; currently
there are no adequate courses regarding school supervision at pre-service training programs for
aspiring teachers at institutes and colleges. Similarly, in-service training opportunities for school
supervisors and teachers on school supervision are not adequate. Also noted that there existed no
comprehensive programs for supervisor in service-training and that induction courses and even
26
where available had been conducted inadequately due to financial constraints. F. Transport;
school supervisors are often encountered with the problem of getting transport means,
particularly with those deployed in rural areas (Bowen and Isolo 2001).
This problem is provoked by the fact that some schools are located in areas that too remote to be
reached. Further to this, there is a lack of sufficient funds, especially traveling and subsistence
allowance, provided to supervisors to meet expenses associated with transport and
accommodation. Planning supervisory practices; school supervisory practices in developing
countries have been marked by poor planning. As Olembo (1999) noted, plans of school
supervisory practices have been over-ambitious and, consequently, they seldom carried out as
per plans. Further to this, in a study of factors that affect schools supervision of primary schools
revealed that some schools and teachers were visited and supervised more frequently than others.
(Olembo et al., 1999).
H. Cost of supervision and Adequacy; school supervisory practice is expensive and has serious
implications for funding of public education and reaching efficiently to all schools. There is also
another problem of supervision adequacy in most of the developing countries. It does not
adequately meet the needs of schools, teachers, students, head teachers and parents and also
Adongo, (2000) noted that there are some reasons for inadequate supervisory practices in
schools: a) understaffing of supervisors b) heavy workloads c) time constraint. I. Resourcing;
school supervision in rural areas, has been discouraged by the lack of essential facilities such as
office accommodation, clerical services and support staff for school supervision, funds,
equipment and stationary. For supervisory reports, school supervisors are expected to prepare
supervision reports with detailed comprehensive recommendations and to avail the reports to the
school authorities for taking necessary action of improvement. However, there is no clear
indication regarding accessibility of reports to teachers, parents and other interested parties.
Moreover, there is in general lack of post-supervision evaluation by school supervisors in order
to determine the views of teachers and other school personnel regarding the practices and process
supervision (Wilcox and gray, 1995).
27
2.7. Approaches of Supervisory Practices
In this category, there are standardized supervision approaches- clinical, collaborative; selfreflection, portfolio and professional growth supervision - that should be adapted by school
supervisors and principals who always strive to resolve schooling persistent aspects. Those
characteristics need to be diversified and supervisors must discharge tangible efforts to
harmonize appropriate supervisory methods to teachers balance level of development needs.
Hence, teachers could do an important role in deciding the most preferable choices of meeting
their needs at hand. Educational supervision researchers identified a number of approaches that
supervisors should apply in supervisory practice. By the time of selecting a supervisory
approach, it is necessary that the supervisors consider the teacher’s level of experience in
instructional practices and developmental aspect (Glickman, 1990), and it is also likely that the
working setting within which a supervisor influences his/her approach plays and an effective
role.
Respectively, national policy may also read out some procedures and approaches to be used by
supervisors during their visit in schools. Employing mixed supervisory approaches is crucial not
only to give choices to teachers; but also to provide options to the administrators and schools
(Kutsyuruba, 2003). However, details of identified supervision techniques to be applied at all
levels of teachers dealing with teaching activities in the schools are:
2.7.1. Clinical supervisory practice
This type of approach is considered the most effective and supportive technique if the supervisor
uses properly as an application tool in the classroom. Because even its name implies face to face
meeting as it is obvious that medical Doctor interacts with the patients in the clinic and provides
support on the spot. Historically, Clinical supervision ideal appeared in the 1970s with focus on
classroom behaviour for the improvement of instruction and originated from the pioneering work
of Robert Goldhammer and Morris Cogan in a collaborative study of teaching through Harvard
University. This was the period when the field of supervision was overwhelmed by uncertainty
and ambiguities and thus concerned researchers were engaged a lot of efforts to reform
supervision (Sullivan &Glanz, 2000).
28
Clinical supervision is “in-class supervision that demonstrated sufficient powerful means to give
supervisors a reasonable expectation of accomplishing tangible improvement in the classroom
instruction”. It also refers to face-to-face contact with teachers not only to improve instruction in
the classroom but also to enhance professional growth (Sergiovanni and Starratt, 2007). In
addition, Sergiovanni and Starratt (1998) described clinical supervision is more formative in its
assessment technique to the practices of beginning teachers and its goal is not aligned with
traditional evaluative system. The purpose of clinical supervision according to Snow-Gerono
(2008) is “to provide support to teachers (to assist) and gradually to increase teachers’ abilities to
be self-supervising”. Many writers like Goldhammer (1969) described the most universally
accepted form of clinical supervision with the following five-stage process to practised
accordingly in the classroom: 1) a pre-observation conference with the teacher; 2) classroom
observation; 3) supervisor’s analysis and interpretation of the data collected in the observation,
and planning for the post-observation conference with the teacher; 4) the post-observation
conference; and 5) the supervisor’s analysis of the post-observation conference.
In the pre-observational conference with the teacher, the supervisor develops a relationship with
the teacher to be supervised. Pre-observational planning conferences should identify teacher
interests and concerns, make the teacher comfortable with the process, and reinforce that the
purpose of the observation is improvement of instruction (Glanz, 2000). The supervisor will
determine, through a collaborative process possibly with the teacher, the most appropriate
observational tool to use during the classroom visit. The second step to be considered as a
process in the clinical supervision is classroom observation is that supervisor observes the
teacher in the classroom setting, implementing the lesson discussed in the pre-observational
meeting and collects the data agreed upon during the pre-conference.
He is also required to record descriptions rather than interpretations of the events that taking
place during the observation and at the end of the observation, he will remind the teacher the
time for the post-observational meeting and he hands in a copy of the observational tool when
appropriate. The third step of clinical supervision process is to analyse noted data and make due
interpretation. Also the supervisor summarises the collected data and organizes it into an
understandable format to present to the teacher. In the fourth step, identified related concerns are
discussed in a post-observation conference in order to reach the same consensus with teachers.
Then teacher has to look at the data and, with the assistance of the supervisor, depicts his/her
29
conclusion regarding with the offered data. The fifth and final step is post-observation
conference analysis, in which the teacher and supervisor develop a plan of action for the next
cycle of supervision and usually, these cycle steps in the process of clinical supervision in the
classroom remained continuing based on day today supervision plan (Glickman, 2002).
In the process of clinical supervision, pulled agreement exists between improving classroom
instruction and increasing professional growth, and for this reason, professional development and
clinical supervision are inseparable concepts and activities (Sergiovanni &Starratt, 2007). In this
regard, Glickman et al. (2004) found four primary interpersonal approaches, namely directive
control, directive informational, collaborative and nondirective style that can be utilized to
effectively meet the needs of the teacher. In conclusion, clinical supervision is formally
applicable with: new teachers, teachers experiencing difficulties, and experienced teachers who
are in need of improving their instructional supervisory performance.
2.7.2. Collaborative:
Effective and efficient supervision practice is highly recommended; therefore collegiality and
collaboration based supervision are very important in modern schooling system. Supervision
field researchers perceived that when administrators are seen as collaborators, the working
environment is conducive to a collegial working environment (Johnson and Donaldson, 2007).
Hence, teachers in schools with collaborative cultures have greater confidence and commitment
to improvement and professional growth as well as better administrator-teacher relationship
(Fullan and Hargreaves, 1996; Ingersoll, 2007). Teachers are the central focus of collaborative
approach in supervision. Collaborative approaches to supervision are mainly designed to help
beginning teachers and those who are new to a school or teaching environment with the
appropriate support from more experienced colleagues.
These colleagues have a professional and ethical responsibility to offer appropriate types of
support upon request (Kutsyuruba, 2003). In this regard, a teacher who needs collegial and
collaborative support should realize that “feedback from colleagues and other relevant sources
should be sought in order to pursue fruitful improvement”. The key milestone components of
collaborative approach in supervision are: “peer coaching, cognitive coaching, and mentoring”.
Even though, it seems these approaches correspond each other, but they are quite different in
30
their purpose and function (Kutsyuruba, 2003, Sergiovanni and Starratt, 2007). More details for
each approach will be broadly explained in the following paragraphs.
2.7.3. Peer coaching
The term of Peer coaching refers to a process where a person who has an extensive knowledge in
the field helps his partners so as to achieve better performance or resolve their problem though
devising “structured discussion and activities (Haileselasse, 2004). It also refers to a process
whereby two or more professional colleagues work together to reflect upon current practices,
expand, refine and build new skill, share ideas; conduct action research; teaches one another
(Moon, 2001 and Truesdale,2009). The goal of coaching as described by Sergiovanni and
Starratt (2007), is to develop communities within which “teachers collaborate each other to
honour a very simple value: when we learn together, we learn more, and when we learn more, we
will more effectively serve our pupils in the school”.
As per explanation of Glatthorn (1990), peer coaching seemed to be the most intensive process
among all collaborative approaches. The coaching approach is used by units and is often coupled
with clinical supervision. Since teams work collaboratively, their emphasis is on asking
questions, which serve to clarify their own perceptions about instruction and learning, hence, it
fosters opportunities to extract teaching required skills through immediate feedback and testing
with alternate strategies (Bowman and McCormick, 2000).
2.7.4. Cognitive coaching
The term cognitive in supervision also refers to becoming aware of one’s own teaching
effectiveness. It is an effective means of establishing rapport relationships between two or more
professionals of different categories (beginners with experienced teachers, beginners with
assigned supervisors, or experienced teachers with assigned supervisors).
According to Neubert and Bratton (cited in Batt, 2010), “the cognitive coach should be more
knowledgeable and experienced in the practices being learned than the teacher being coached”.
This coaching approach also refers to “a non-judgmental process in which supervisor (senior
teacher) attempts to facilitate teacher learning (the one to be coached) through a problem solving
approach by using questions to stimulate the teacher’s thinking” (Costa and Garmston, 1994).
31
Fundamentally, cognitive coaching is similar with peer coaching approach but the difference
between the two models lies, while the peer coaching emphasis curriculum and instructional
innovation, cognitive coaching mainly focuses on improving the existing practice (Showers and
Joyce, 1996).
According to Beach and Reinhartz (2000), cognitive coaching consists of three stages: the
planning, the lesson observation, and the reflection. Each of the components requires enough
time “to support professional growth and change in teachers through reflective discussions and
analyses of the instructional behaviour in class” (Blase, 1998). As per information stated in this
model, also many other researchers indicated the same description or explanation in their written
papers.
2.7.5. Mentoring
This term combines all the meanings articulated in the above written models and it is the most
influential and helpful in terms of meeting quality education and leadership fashion exercised in
supervision world It refers to a process where an experienced educator (mentor) works with an
inexperienced teacher (protégé) collaboratively and non- judgmentally to study and deliberate on
ways in which the classroom instruction may be improved (Sullivan and Glanz, 2000).
Mentoring approach differs both from peer coaching and cognitive coaching in the sense that
mentoring involves a hierarchical relationship only between a novice and senior (more
experienced) teacher (Murray and Mazur, 2009). The main functions of mentoring described in
the literature are: teaching, sponsoring, encouraging, counselling, and befriending. In order the
mentoring process works effectively, mentors should be respected by teachers and administrators
in communicating, listening, analysing, providing feedback and negotiating (HopkinsThompson, 2000; Shapira-Lishchinsky, 2009). It is obviously believed that any supervisor who
employs such model as a tool, his/her “protégé” will be remained in a productive and responsive
manner towards result achievement.
2.7.6. Self-reflection
The self-reflection model is considerably seen as a continuous self-assessment exercise by both
teacher and supervisor aiming at professional growth in all its aspects. It refers to individualized
supervision practice whereby a teacher evaluates carefully his/her own teaching competence then
32
identifies the most emerging needs for improvement (Kutsyuruba, 2003). Teachers who are
involved in this kind of supervision are expected to prioritize their needs, and hence develop a
yearly plan that includes derived goals from an assessment of their own needs. Self-directed
models are “mostly ideal for teachers who prefer to work alone or in another meaning, are unable
to
cooperatively
work
with
other
teachers”
(Sergiovanni,
1991).
According
to
(Sergiovanni&Starratt, 2007), self-reflection approaches are also applicable to competent and
experienced teachers who are able to manage their time well” and maintain this choice to be
“efficient in the use of time, less costly, and less demanding in its reliance on others". According
to Fanselow (1990) suggested that there could be supplementary systematic method of helping a
teacher in capacitating where he proposed that teachers should undertake to differently perceive
teaching by realizing what others teach. It was concluded that the usual aim of observation and
supervision is to advice and assess the person being observed.
2.7.7. Portfolio method
This term of method in supervision, teachers are encouraged to be actively involved in their own
improvement and they are interested in participating assessment process (Kutsyuruba, 2003).
Also in accordance to Painter (2001), the best recommended way that teachers significantly
involve in this type of practices is to adapt teaching portfolio approach. And such useful
technique refers to a supervisory approach whereby teachers list down sets of “artifacts,
reproductions, testimonials, and productions” that represents the teacher’s abilities and
professional growth (Riggs & Sandlin, 2000; Zepeda, 2007). Therefore, professional portfolio
aspects, can serve various purposes as per researchers findings of several reviewed related
literatures in this field. According to development documents of innovative and effective
practices, portfolio is a central instrument for the growth of the teacher through self-reflection,
analysis, and sharing with colleagues through discussion and writing” (Sullivan and Glanz,
2000). Portfolios can play a key role in many developmental aspects, particularly in maintaining
and enriching mentoring and coaching relationships (Sullivan and Glanz, 2000); enhancing
professional development (Danielson and McGreal, 2000); in peer assessment (Topping, 2009)
or in differentiated supervision (Sullivan and Glanz, 2000). As a result, it is described that
portfolio approach can be exercised to provide supportive and enhanced mentoring and coaching
relationships for professional growth.
33
2.7.8. Professional growth supervision
This form of teacher supervision provides ongoing coaching, professional development, and
support to help tenured teachers continually improve their performance and instructional
effectiveness. The purposes of professional growth supervision are to enhance performance and
instructional effectiveness that improves student learning opportunities and results; promote
learning-focused dialogue, feedback, and reflection; provide ongoing professional development
opportunities, support, and resources; focus on successfully implementing body and schoolbased improvement strategies; and evaluate performance for continued growth and employment.
According to Brandt (1996), professional growth strategies are “individual goal-setting activities,
long term projects teachers develop and carry out relating to the teaching”.
Also Beach and Reinhartz (2000) reported that - in order to assess teacher performance-, one
thing must be considered as an instructional aim; 1) the teaching learning interactions 2) and the
results of teachers’ efforts. It is useful for the supervisor to engage teachers in reflective writing,
as well as describing the goals and objectives with their perceived results. Similarly, teachers are
required to reflect on their instructional and professional goals and become more active
participants in the assessment process by describing intended outcome and plans for achieving
the goals. They select the skills they wish to acquire, place their plan in writing including the
source of knowledge, the type of workshop they wish to attend, the books and articles to read,
and how they will set up practical activities. It also includes who will monitor them as they start
the new learning program (Barkley and Cohn, 1999). Professional growth strategies “could
produce transformative effects in teaching practice, greater staff collaboration, decreased teacher
anxiety, and increased focus and commitment to learning” (Fenwick, 2001).
Similarly, teachers are required to reflect on their instructional and professional goals and
become more active participants in the assessment process by describing intended outcome and
plans for achieving the goals. They select the skills they wish to acquire, place their plan in
writing including the source of knowledge, the type of workshop they wish to attend, the books
and articles to read, and how they will set up practical activities. It also includes who will
monitor them as they start the new learning program (Barkley & Cohn, 1999). This professional
Supervision will be assigned and provided to tenured teachers when all, or nearly all, of the four
34
teaching domains have been rated at least at the “proficient” standard on the summative
evaluation. This level of supervision assures that contract teachers will receive coaching and
supervision throughout their teaching careers. Teachers assigned to professional growth
supervision will generally be placed on a three-year summative evaluation cycle. Additionally,
they will participate in a collaborative professional goal-setting process, which will result in a
goal established and evaluated yearly.
2.8. Teachers’ Perception towards Supervisory Practices in the Classroom
Every work meant to successfully achieve its expected result, must be sought a common
understanding among players in order to satisfy the service clients. There are clear indications
from several scholars in this field suggested that as a supervisor, the importance of knowing
oneself and recognizing of those that he/she is going to supervise is very crucial to reach group
success. When the conflicting values, attitudes and beliefs are present amongst the members of
the group over an issue of inclusion or behaviors of a member (non-inclusion), the entire group
will end in failure, therefore, knowing the perception of the staff is very important for the health
of program implementation and otherwise cannot be successful without positive support
(Thomas et al, 2011).
In relation to the term “Super Vision, as a common vision, Glickman and Gordon (210)
described that it is collaboratively combined and conveyed in to one term i.e. supervision. It also
refers to the linkage that gives much emphasis on the organizational and individual goals,
objectives and efforts in to a primary strategy supervisor encourages its employees to reach their
full potential and supports to improve interpersonal relationships and a productive organizational
culture and thus these outcomes are achieved by daily updated supervision practice (Dessler,
Munro and Cole, 2011). The supervisor by definition, is “someone who assists, guides, directs
and oversees the people that he/she is managing”, however, the issue is much beyond of being a
supervisor than just keeping an eye on what people are doing at schools (Langton, R. and Judge,
2011). It is also important to understand not only their own beliefs towards education and
approaches of their supervisees, so as to be successful supervisor whose effective supervisory
service delivery reflects on the school and teachers performance during teaching-learning
process.
35
In many years, one of the most controversial issues in this aspect is “inclusive instructional
supervision” issue in the schools and have seen inclusion is the primarily an overarching
philosophy/idea that supports for the classroom consistence as the primary assignment option of
teachers with exceptionalities (Edmunds, 2008). It is obvious that the successfulness of inclusive
supervision depends greatly on the perceptions, beliefs of the teachers and as supervisor, it is
essential to wisely have an understanding of supervisee’s belief systems towards supervisory
practice in order to reach the desired education goals within the target schools because without
the acceptance of teachers, his/her efforts are melted in an empty bags and planned tasks will end
up in disappointment. Inclusive supervision is the idea of employing techniques (clinical,
collegial, informal and self-direction) of instructional supervision.
Inclusive supervision practice is one aspect of which always being discussed and heavily reliant
on teachers’ positive support towards supervisors’ manner of support delivery in and outside the
classroom and how they treat with them as practitioner. In many studies conducted on this issue
indicated that the need to examine teacher perception in supervisory practice is directly
connected to approaches employed by supervisor and teacher’s experience in instructional
required skills in the classroom. Moreover, the concept of supervision has grown through past
generations where teachers considered that supervisory work is handled by supervisors who are
seen as traditional inspectors, who came in the classroom for fault finding visit rather than
supportive and developmental mission as Marks noted (1985). On the contrary, some teachers
welcomed the value of modern supervision due to the fact that supervisors employed democratic
approach in the classroom environment (Anderson et al, 1993).
The improvement of teaching–learning process depends on teacher attitudes toward supervision.
Most teachers preferred discussions with their supervisors about the lessons observed but this is
more likely when the supervisor is supportive and understandable, and where there is collegial
relationship and mutual trust between the supervisor and teachers. Teachers usually regard
instructional supervision with the teachers’ rating and some teachers still view supervision as a
form of “... inspection and evaluation...” or more popularly “supervision” (Kapfunde, 1990). As
a result, understanding the teachers’ opinions and expectations about the instructional
supervision is crucial to ensure successful supervision. That is, unless teachers perceive as a
process of promoting professional growth and student learning, the supervisory exercise will not
36
achieve the expected outcome. According to the conclusion result of the study conducted by
International Institute for Educational Planning (UNISCO, 2007), it shows that some teachers
still continued to negatively perceive supervisory practice as an appraisal against their
performance. In addition, underlined that teachers feel that supervision work should be more
developmental and less control-oriented and it is not the teacher who refused to be controlled but
what they dislike is the attitudes of controllers. In that study the most frequent complaints raised
by teachers were that some supervisors are authoritarian, fault-finding and bureaucratic and the
second biased, subjective and arbitrary. Various literatures findings proposed that supervision is
not well-known with most of teachers because it has been applied as an evaluative structure
(Achesan and Gall, 1992).
Conclusion, in relation to above literature reviewed, supervisory practice was discussed by many
writers who described a lot of different aspects about supervision service that was supposed to be
in place while undertaking supervisory practices at school. In this respect, most of the writings
from this field highlighted that supervisory practices implementation must be intended for the
support of teachers’ instructional skills improvement, professional growth and curriculum
development. Also stated that strong relationship must be established by supervisor and teacher
in order the planned supervision practice is conducted in a way that all parties can get its short
term and long term benefits. To ensure this, discussed scientific management of supervisory
approaches should be applied during the implementation by both parties (supervisor and teacher)
so as to achieve desired educational results. However, application of supportive supervisory
practice in public primary schools have been remained in poor manner in most cases of pastoral
areas. Although Ministry of Education has introduced developmental activities to teachers and
supervisors in education system, but still challenges in supervisory practices persistently
remained to have been faced at school level. Therefore, the researcher decided to make this study
on the subject and tried to find out teachers’ perceptions towards supervisory practices and
constraints affecting its implementation in order to provide recommendations of way forward.
Thus decision- makers is to pay due attention to this area and make appropriate action plan to
supervisory practices improvement at school level.
37
3. RESEARCH DESIGN AND METHODOLOGY
3.1 Description of the Study Area
Kebribayah woreda is under Fafan zone and one of 68 administrative woredas in Somali
Regional State. It is bordered on the South by the Degahabur Zone, on the West as well as on the
Northwest by Jijiga district, on the north by Awbare district, on the Northeast by Somaliland, and
on the Southeast by Harshin district. It is also one of the districts that have been hosting more
than 17,000 Somali refugees from Somalia country since the collapse of Siyad Barre Regime,
1992 G.C. Kebribayah woreda is described to have been two livelihood systems (Pastoralist and
Agro-pastoralist) among others. According to the last census held in 2007, the total population of
the woreda in general is 165,422, comprising 89644 male and 75778 female according to Central
statistics agency (CSA, 2007).
The socio-economic of the woreda is described as the following conditions: about 99.5% of the
population living in the woreda are ethnically Somali-Ethiopian. The livelihood of the area is
categorized in to two (agro-pastoralism and Pastoralism) conditions. Almost 90% of
community’s livelihood depends on earnings as a source from livestock products (milk, hide and
meat) and its sales in markets for export to purchase food and other goods. The livestock species
available in the woreda are shoats, cattle and camel, in addition to that, people living in agropastoral area have some small fed seasonal rain farmers and do some farming activities during
the main rainy seasons. The type of crops people grow are white sorghum and maize for family
consumption level during the dry season. The climate condition of the woreda is semi-arid, it
receives rains twice in a year, these two seasonal rains are Gu/Meher which is considered the
major rainy season and Deyr/Karemt which is the minor rainy season according to Somali region
livestock, crop and rural development bureau (SRLCRDB, 2002)
With regard to public primary education facilities, there are 37 primary schools delivering
education services to the community (Regional Bureau of Education EMIS and woreda
Education Office 2013).
38
3.2 Research Design
The researcher employed descriptive survey design where this technique is appropriate to gather
understandings and views from different respondents. Quantitative and qualitative design were
used for data collection and analysis in order to examine teachers’ perceptions on existing
supervisory practices, factors affecting the implementation and its effect with quality teachinglearning process. The use of the qualitative design enabled the researcher to obtain the relevant
information from interviewed respondents and to develop the real condition or settings of entities
and its actions from appropriate environment and related circumstances. It is believed that the
use of mixed method is the most appropriate element for identifying general trends in
populations (Gall, Borg and Gall, 1996).This method deals with data that is principally numerical
through the scientific method of inquiry that is exemplified in the problem-solving process. The
selection of this method helped the researcher to find out teachers’ views towards current
supervisory practices implemented at government primary schools and its effect with quality
teaching-learning process.
3.3 Sources of Data
In this survey, both primary and secondary data about subject under study were used as a source
of target information required for the research development.
3.3.1 Primary Data
Primary sources data were collected from primary school teachers involved in teaching practices
in government primary schools and some of school based supervisors of Kebribayah Woreda.
2.3.2. Secondary Data
The study had also used secondary data about the subject study, which were collected from
different sources such as documented records of supervision practice data at woreda education
office and selected schools. In addition, publications, journals, minutes and related essay.
3.4 Population Size and Sampling Techniques
3.4.1. Population
The target population of this survey were primary school teachers of 205 in total with different
descriptions (qualification, experience and background) and 10 school supervisors in total from
pastoral and agro-pastoral schools. In addition, 16 schools were selected out of the 37 schools in
39
Kebribayah Woreda. Thus, 136 teachers were selected out of the 205 total teachers from
selected 16 schools. And 10 school supervisors were selected due to their availability
consideration. Therefore, the final participants of the study were 146.
3.4.2. Sample Size and sampling techniques
Stratified random sampling techniques were used with teacher population considering pastoral
and agro-pastoral conditions as a two strata. Out of 205 teachers selected 136 in which 48
teachers were from pastoral and 88 teachers from Agro-pastoral schools by using this formula to
identify the sample size (n = N 1+N (e) 2). And selected 10 school supervisors available for
interview. The 16 pastoral and agro-pastoral primary schools were purposively selected due to
considering some reasons with other remaining schools (security concern, lack of transportation
means to easily reach there and time constraints) which would affect the study to be successfully
completed. The target selected sixteen primary schools were consisted from1-8 grades and it’s
accessibility in terms of security and road condition for transportation, where most of the
respondents were available regularly. As a result, the researcher made distribution of population
and sample size of target schools from pastoral and agro-pastoral condition.
Table.1. Sample Population and Size
Type of school
Total
Sample
Sampling
number
size
technique
Pastoral
12
8
Purposive
Agro-pastoral
25
8
Total
37
16
%
Teacher
Sample
%
Sampling
Population
size
67
72
48
67
Stratified
Purposive
32
133
88
65
Stratified
Purposive
43
205
136
66
Source: Kebribayah woreda education office
technique
40
Table 2. Population and sample Size of school supervisors
No School supervisors
Population
Sample size
%
Sampling
technique
1
Principal
4
4
100
Available
2
Vice-principal
3
3
100
Available
3
Teacher head
3
3
100
Available
10
10
100
Available
Total
Source: Kebribayah woreda education office
3.5 Data Collection Instruments
Questionnaires, interview and document review were used to collect required data and these
tools are appropriate means to identify related information in educational research. Questions
about feelings, motivations, perceptions, events and experiences of individuals were also used
(Gall et al., 1996). The survey was more of quantitative research, because it was structured
design compatible with this approach. The interview guideline was commonly used in qualitative
data, as it permitted open-ended exploration of topics and elicits responses that conveyed unique
meaning of the respondents’ words and helped to have relevant analytical reports for the
intended survey issue of concern. Two woreda education experts were used as assistants for data
collection process and helping the teachers technically.
3.5.1 Questionnaire
Questionnaire was developed as an instrument of research data collection and distributed to
respondents after the approval of the advisor granted then translated in to local language
(Somali). The questionnaire was divided into three sections: demographic data for teacher
respondents, Likert scale items (perception of teachers on supervisory practices, type of
supervisory practices and factors affecting supervisory practices). The findings from both
instruments sought the opinions of teachers and head teachers (supervisors) on how they
experienced supervision in their schools, as well as how they thought supervision should be
practiced. Pre-test of questionnaire was made before its distribution to the respondents.
41
The questionnaires were distributed to 20 respondents in Dul’anod and Qaha schools teachers
selected from none sampled schools. It was used Cronbach’s Alpha based on reliability
coefficient =0.85 value obtained.
The first part of the questionnaire begins with the demographic data of the respondents. The
demographics sought were the sex, year of experience, location of school and professional
qualification. This section also asked respondents about number of time and type that they were
supervised and evaluated.
The second section of the questionnaire included Likert scale items about supervision aspects
and practices. For each item, teachers were asked to indicate the scale that matches with their
situations. And how often they experienced the particular aspect of supervision in their
respective schools, and their level of agreement or disagreement on how they thought it should
be practiced. Responses on both sides of the questionnaire were arranged on a continuum from
“Strongly Disagree” to “Strongly Agree” respectively.
In the third part of the questionnaire, teacher and school supervisor were asked about supervision
and its effect with teaching-learning process in their respective schools. The items which were
common to both the teachers and school supervisor were analysed together qualitatively, while
the other one was analysed separately for each group.
3.6 Interview Guide
Interview session was conducted with 10 supervisors in local language (Somali) and then taken
notes were translated in English. Semi-structured interview was designed to gather data from 10
selected supervisors. This type of interview is flexible method according to Gall et al. (2007) and
was not only helping the researcher to explore into required information but also allowed the
participants feel free to express their ideas about the subject relating to supervision practices. To
this end, 10 available supervisors were interviewed to reach consensus and get more information
about the required research data.
42
3.7 Data Collection Procedures
The researcher made review of related documents and then prepared the questionnaire.
Permission was taken from woreda and regional education officers. After giving training to data
collectors and conducting pre-test, data collectors used interview method to collect data based on
the questionnaire. The interview was taken 10-15 minutes with each 10 respondents. The
principal investigators and data collectors met every evening during the data collection time to
check completeness of
the questionnaire and discussing potential barriers of approaching
respondents and data collection. Observed mistakes had been corrected on time and incomplete
questionnaire was recompleted by contacting of the respondent again. Moreover, questions were
prepared for the interview of supervisors and a note taker was recording their own words on note
while respondents were giving their response.
3.8 Method of Data Analysis
Quantitative data gathered from questionnaire were entered to SPSS and it was cleaned for any
missed values and mislabelled value. However, the qualitative data collected from interviewing
supervisors were analysed and descriptive statistical tools like frequency and mean were used.
Moreover, statistical tools were also used at 95% confidence level with a significance level
P<0.05 to compute the association of independent variables with dependent variable which is
attitude of teachers of this study.
Results of the study are presented by tables and figures to
make the findings more simple and understandable.
3.9 Ethical Consideration
The researcher strongly respected the culture; norms and beliefs of the study target communities
and strictly followed ethical principles. Ethical research clearance was approved by Ethical
research reviewing board of the Haramaya School of graduated study. Consequently, manner of
data collection ethical consideration permitted from Samali regional education bureau and after
reviewing the document. Moreover, the research got permission from the selected schools before
actual data collection time started. During the course of data collection participants were asked to
give their consent voluntarily. All ethical matters were maintained to keep confidentiality and the
rights of respondents to participate voluntarily and withdraw from the study any time during data
collection session.
43
4. RESULTS AND DISCUSSION
The study was analysed and interpreted the data obtained from; Questionnaire distributed and
Interview conducted. From the total of 136 questionnaires copies distributed, 133 (98%) were
returned with complete responses and used for the data analysis.
This chapter presents the findings from the questionnaire and interview data. The first part of this
chapter presents the findings from the questionnaire and interview responses.
4.1 Socio-demographic characteristics of the study participants
Table-3: Socio-demographic characteristics of the participants
Gender
Frequency
Percentage
Male
93
40
69.9
30.1
52
64
39.1
48.1
17
12.8
Pastoral
46
35
Agro-Pastoral
87
65
Year of Experience
1-2
33
25
41
31
44
33
12
9
3
2
Female
Qualification
Certificate
Diploma
Degree(BA)
School type
2-4
4-10
10-15
15-20
Table 3 shows that 69.9 percent of the respondents were male and 30.1 percent female. Teachers
reported during the interview that this gender imbalance came about because qualified female
teachers did not like to work in remote rural districts of the region. It also indicates that 12.8% of
44
the respondents had degree. It also shows that 48.1% of the respondents had the Diploma, while
39.1% were holders of the Primary teachers’ certificate. According the findings from the
interview teachers who hold degree did not like to work in remote rural districts of the
Kebribayah Woreda, as the result there were not enough qualified number of teacher. This has
serious implications for the process of supervision as the untrained personnel require a lot of
attention from the supervisor to guide them on teaching skills that trained teachers obtained from
college.
Moreover, table shows that 35% of the respondents work at a schools of pastoral area and that
65% belong to Agro-pastoral schools. This suggests that the majority of the respondents work
agro-pastoral than pastoral schools. About teaching experience, 25% of the respondents fell
within the 1-2 years of experience group; 31% are within the 2-4 years’ experience group, 33%
fell within the 4-10 years’ experience group; 9% fell within the 10-15 years’ experience group
(see table 4). Altogether, 118 teachers, constituting 89% of the respondents had less than ten
years of working experience. Among total sample teacher in the districts none of them have
working experience of 20 years and above. Only 11% of the respondent had ten year and above
of working experience. They further indicated that supervisors with more teaching experience
have the tendency for developing stronger classroom management skills than those with little or
no teaching experience.
4.2. Analysis of teachers Experiences with Supervision and Evaluation
This section discusses teachers’ experiences with supervision and evaluation pertaining to these
practices. The results of actual frequencies for teacher supervision and evaluation are
summarized in Table 4
45
Table 4: Frequency of supervision and evaluation given to teachers
Evaluation
Frequency
Year of experience
1-2(%)
0
times
Supervision
2-4
Year of experience
4-10
101
152
5
0
>2
1-2(%)
2-4
4-10
10-15
15-20
>2
%
per
4(12)
1
2
1
0
(4)
(3)1
1
2
0
0
(3)
per
5(15)
6
6
2
0
(14)
(24)8
5
6
2
0
(13)
14(42)
17
16
4
1
(38)
(21)7
12
18
3
1
(34)
10(30)
17
20
5
2
(44)
(51)17
23
18
7
2
(50)
33
41
44
12
3
100
33
41
44
12
3
100
year
1
times
year
2-4 times per
year
5 or more per
year
Total
This table shows a more than half of beginning (1-2 year) and experienced (>2 year) teachers
responded that they were supervised five or more times per year. Next to that, 24% of beginner
and 13% of experienced teachers perceive that they were supervised only once per year while
21% beginner and 34% experienced teacher thought they supervised at 2-4 time per year. This
clearly shows that beginner teachers received more frequent supervision as their experienced
counterparts. Supporting this, regarding the challenges of teachers with teaching, it is stated by
Glickman, Gordon and Ross-Gordon (1998) and Johnson (2001) that beginning teachers face
more difficulties than more experienced teachers. Similar with Calloid and PostleThwate (1999),
teachers with less experience require more attention from the supervisors than the more
experienced by the teaching experience of a teacher and for that matter the supervisor counts in
the learning achievement of pupils. Next to supervision, the number of times that beginning and
experienced teachers were evaluated was measured in the survey as well.
46
Teacher evaluation was defined as a planned, summative process that involved a formal, written
appraisal or judgment of an individual’s professional competence and effectiveness at a specific
time. The results (see table 4) show that the majority of beginning teachers (42%) perceived that
they were evaluated 2-4 time per year, whereas 44% of experienced teachers responded that they
were evaluated five or more times per year. This shows that beginning teachers are evaluated less
frequently than experienced teachers.
4.2.1 Individuals participated in supervisory and evaluation
Table 5: Individuals Identified as Supervisors and Evaluators
F
Principal
Vice
Supervisor
Evaluator
Year of experience
Year of experience
1-2(%)
2-4
4-10
10-15
15-20
>2%
1-2 (%
11(34)
8
14
1
2
25
16(49)
3(9)
3
3
2
0
8
3(9)
1
5
1
0
16(49)
29
22
8
33
41
44
12
2-4
4-10
10-15
15-20
>2%
13
17
7
0
37
0(0)
1
0
1
0
2
7
2(6)
3
2
1
1
7
1
60
15(46)
24
25
3
2
54
3
100
33
41
44
12
3
100
principal
Dep.
Head
Supervis
or
Total
Fromt table 5 also observed that, evaluation of teachers was conducted by different individuals.
For the beginner teacher responses, 46% of them a supervisor and 49% by Principal was stated
as teacher evaluator, whereas respectively 54% and 37% for experienced teacher. Again assigned
Department head and vice-principal do not play a major role in teacher evaluation. This is
against the idea from school based supervisors that they believed all the partakers in the
supervisory practices are executing their roles
Supervision and evaluation of teachers can be conducted by a variety of individuals. Table 5
contains the information about individuals most frequently identified as supervisors of their
instruction and those identified as evaluators of teachers’ performance. The responses revealed
that the 16 of beginning and 60 experienced teachers were supervised by school based
supervisor. However, assigned department heads and Vice-principals were almost not involved
in supervision (only 7-9%). This finding clearly shows that assigned subject area department
47
heads and Vice-principals in Kebribayah woreda public primary school were not actively
involved in supervision in their respective schools; supervision is mostly conducted by
Supervisor and Principal. This implies the assigned supervisor has great role in the study area.
This is may be against finding of Ababe (2014), he found that assigned subject area instructional
supervisors in Kamashi zone of Bunshagul Gumuz region were focused on administrative
matters rather than academic issues, and gave less time to support teachers.
The respondents were asked about approximate length of time a supervisor spend working with
a teacher per classroom visit and 40% of beginners and 42% of experienced teachers replied that
supervisors spend one full class period (45 minutes) observing the teacher. About 24% and 23%
accordingly said that supervisors spend one half class periods to observe a teacher work in the
classroom.
4.2.2 Teachers’ Perceptions towards Supervisory Practices in their schools
This section of the questionnaire had 12 items, which required the participants to respond on a
five-point likert scale (strongly disagree, disagree, neutral, agree and strongly agree) on items
believed to measure teachers’ perception on supervisory practice.
48
Table 6: Responses from the Teachers’ Perceptions towards supervisory practices
S/N
Items
1
2
3
4
5
6
7
8
9
10
11
12
Strongly
Disagree
N(%)
The current supervisory practices
at P & AP schools is considered a 1(0.8)
supportive and helpful practice
The professional implementation 5(4)
of supervisory practices for
schools rests on supervisor
qualification and experience
In my opinion, the quality of 20(15)
supervisory practices given to
pastoral
and
agro-pastoral
schools is not satisfactory
The current supervision practice 23(17)
that I receive meets with my
individual needs and goal
Face to face contact with teachers 15(11)
is implemented during the
supervisory practices at schools
Five phases are conducted in a 26(20)
classroom supervisory practices
at schools
Teacher systematically plans for 6(5)
his/her own professional growth
and develop instructional skills
Teachers work collaboratively in 10(8)
couples and groups to observe
each other on his/her teaching for
improvement practice
I believe that supervisor approach 36(27)
in my school is described as a
fault finding rather than collegial
and professional manner
Supervisory practices being 38(29)
practiced school is not taking
care of teacher’s professionalism
and development
I believe that school supervisors 6(5)
use professional standards during
the practices at schools
The
existing
supervisory 2(6)
practices are in need of a
significant improvement
Disagree
Neutral
Agree
N(%)
Strongly
Agree
N(%)
N(%)
N(%)
Mean
St.d
22(17)
45(34)
56(42.1)
9(7)
3.38
0.86
14(11)
44(33.1)
57(43)
13(10)
3.44
0.94
47(35)
32(24)
33(25)
1(0.8)
2.61
1.04
39(29)
33(25)
29(22)
9(7)
2.71
1.18
32(24)
51(38)
31(23)
4(3)
2.83
1.01
39(29)
48(36)
17(13)
3(2)
2.49
1.02
19(14)
24(18)
73(55)
11(8)
3.48
0.98
20(15)
29(22)
58(44)
16(12)
3.38
1.11
41(31)
24(18)
28(21)
4(3)
2.42
1.18
46(35)
27(20)
20(15)
2.26
1.08
2(2)
18(14)
52(39)
53(40)
4(3)
3.23
0.89
1(0.8)
7(5)
59(44)
64(48)
4.37
0.75
3.05
1.01
Grouped value
49
Almost half of respondents 49% agreed on the current supervisory practices are supportive and
helpful practice, however; 17% of the respondents did not agreed and 34% of the respondents
neither agreed nor disagreed. Likewise, almost 50% of the participants agreed on the quality of
supervisory practices given to pastoral and agro- pastoral schools are satisfactory. Nevertheless,
25% of the respondents were not agreed and 24% of the participant did not give their response,
whereas 63% of the respondents reported that teachers plan for his/her own professional growth
and development of instructional skills. In addition, 46% of participants have disagreed that the
current supervisory practice meets with their individual needs and goal and on the contrary 29%
of them agreed said it meets their individual needs.
Moreover, 64% of the participants agreed that supervisory practices being given in their school is
taking care of teacher’s professional development. However, more than 80% of the respondents
said the existing supervisory practices at pastoral and agro-pastoral schools needs a significant
improvement.
Sergiovanni and Starratt (1993) believe that promoting collegiality among teachers is an
important way to help schools change for the better. In this study, above 50% of the respondents
generally agree with various extents that teachers work collaboratively in couples and groups to
observe each other on his/her teaching for improvement of the practices.
For the face-to-face contact with supervisors not only to improve instruction in the classroom but
also to enhance professional growth and 26% of the participants agreed on this item which is
consistent with study by (Sergiovanni and Starratt, 2007), Acheson & Gall, 1990).However, 49%
did not agree on the face to face contact was implemented at schools and 36% undecided on it,
where only 15% agreed.
More than 53% of the respondents were on the view of professional implementation of
supervisory practices in their schools rests on supervisor qualification and experience while
only14% not agreed on it. On the other hand, 42% of the sampled teachers believe that school
supervisors use moderately professional standard during the practices at pastoral and agropastoral schools and 18% did not agree. More than half (58%) generally don’t believe that
supervisor approach in their school is described as a fault-finding rather than collegial and
professional manner. This is against (Anderson R. et al, 1993) which state that some teachers
50
welcomed the value of modern supervision due to the fact that supervisors employed democratic
approach in the classroom environment.
Moreover, teachers replied that a supervisory practice at schools is considered a supportive and
helpful practice and believing the school supervisors use somehow professional standards during
the practices at schools.
Furthermore, most of statements believed to be the measures of teacher perception on
supervisory practice in this study have an average or moderate agreement by sampled
respondents on issues such as face to face contact with teachers is moderately implemented
during the supervisory practices at schools although it is not regular, current supervision practice
that received meets with teachers individual needs and goal, teachers’ opinion on the quality of
supervisory practices given to
schools is not satisfactory, five
phases (pre-observation
conference, classroom observation, data analysis and interpretation, post-observation conference
and analysis of post-observation conference) are not conducted in a classroom supervisory
practices at schools.
They appear, however, to be least average agreement or totally not reached an agreement by
sampled teacher in Kebribayah woreda with measure/statement like supervisory practices being
practiced in their school is not taking care of teacher’s professionalism and development and
supervisor approach in their school is described as a fault-finding rather than collegial and
professional manner.
Based on the fact that, the overall level of perception on supervisory practice of teachers in
Kebribayah Woreda government primary schools, represented by arithmetic mean score of 3.05.
Thus, it may be concluded that the Kebribayah woreda teachers have positive agreement to the
statement believed to measure the teachers’ perceptions on supervisory practices in this study.
Moreover, the above table shows that summary of degree of implementation supervisory
practices by the help of measurement of central tendency on each item that believed to measure
the existing supervisory practice Kebribayah Woreda public primary school. It can be observed
that the mean score of the items table 6 ranges from 2.26 to 4.37. This implies that the level of
supervisory practice not more or less than medium. The degree of implementation of supervisory
practices can be summarized as: Low level when arithmetic means amounted to (1.00-2.33),
51
Medium level if arithmetic means amounted to (2.34-3.67) and High level if arithmetic means
amounted to (3.68-5.00). Based on the above fact, degree/level of overall supervisory practices
in Kebribayah Woreda government primary schools, represented by arithmetic mean score of
3.05 in table 6. Thus, it may be concluded that in the Kebribayah Woreda government primary
school were identified as a medium level of implementing supervisory practices at schools.
Table.7. summary of pastoral and agro-pastoral teachers’ perceptions on supervisory
Items of Teachers’ Opinions related with
school location (P or AP)
The current supervisory practices at pastoral
and agro-pastoral schools is considered a
supportive and helpful practice
The professional implementation of supervisory
practices for schools rests on supervisor
qualification and experience
In my opinion, the quality of supervisory
practices given to pastoral and agro-pastoral
schools is not satisfactory
The current supervision practice that I receive
meets with my individual needs and goal
Face to face contact with teachers is
implemented during the supervisory practices at
schools
Five phases are conducted in a classroom
supervisory practices at schools
Teacher systematically plans for his/her own
professional growth and develop instructional
skills
Teachers work collaboratively in couples and
groups to observe each other on his/her teaching
for improvement practice
I believe that supervisor approach in my school
is described as a fault finding rather than
collegial and professional
Supervisory practices being practiced in my
pastoral and agro-pastoral school is not taking
care of teacher’s professionalism and
development
I believe that school supervisors use
professional standards during the practices at
schools
The existing supervisory practices needs
improvement
Chi-Square
statistic(  )
p-value
7.501a
0.112
13.378a
0.010
2
Decision
Don’t
reject Ho
Reject Ho
S\NS
NS
S
8.724a
0.068
Don’t
reject Ho
19.476a
0.001
Reject Ho
11.247a
0.024
Reject Ho
NS
S
S
Don’t
reject Ho
Don’t
reject Ho
NS
0.366
Don’t
reject Ho
NS
5.364a
0.252
Don’t
reject Ho
NS
9.315a
0.054
Don’t
reject Ho
NS
6.076a
0.194
Don’t
reject Ho
NS
6.428a
0.169
Don’t
reject Ho
NS
9.087a
0.059
9.249a
0.055
4.311a
NS
*Note: P refer to pastoral and Ap refer to agro-pastoral, S/NS = significant/not significant
52
Now here we look at whether or not, the existing/observed association of sampled (133) teacher
perceptions among pastoral and agro-pastoral school shall represent the target population
(Kebribayah woreda government primary school) and which can be assessed by persons’ chisquare statistical technique (Table7). The hypothesis for Chi-square test of association for this
test is: Ho: there is no significant association in views among pastoral and agro-pastoral school teachers.
H1: there is association Based on this fact, it can be observed in table 7 that the views/perceptions
of teachers on current supervisory practices at pastoral and agro-pastoral schools is considered a
supportive and helpful practice has not statistical significant different among pastoral and agropastoral school teachers (  2 =7.501, p-value=0.112).
Likewise, views of the quality of supervisory practices given to pastoral and agro-pastoral
schools is not satisfactory, Five phases(pre-observation conference, classroom observation, data
analysis and interpretation, post-observation conference and analysis of post-observation
conference) were not conducted in a classroom supervisory practices at pastoral and agropastoral schools, teacher systematically plans for his/her own professional growth and develop
instructional skill, teachers work collaboratively in couples and groups to observe each other on
his/her teaching for improvement practice, believing that supervisor approach in their school is
described as a fault finding rather than collegial and professional manner , supervisory practices
being practiced in my pastoral and agro-pastoral school is not taking care of teacher’s
professionalism and development, the existing supervisory practices are in need of a significant
improvement has not statistical significant different among pastoral and agro-pastoral school
teachers.
Teachers’ perception on professional implementation of supervisory practices for schools rests
on supervisor qualification and experience has statistical significant different among Pastoral and
Agro-pastoral communities (  =13.378, p-value=0.010). Similarly, the views on current
2
supervision practices that they receive meets with individual needs and goal and face to face
contact with teachers is implemented during the supervisory practices at pastoral and agropastoral schools also significant associated.
53
4.2.3. Factors affecting the implementation of supervisory practices
Table 8: Response on factors affecting the implementation of supervisory practices
Strongly disagree
Neutral
Agree
Strongl Mean
S/
disagree
y agree
N
Items
St.de
v.
N(%)
N(%)
N(%)
N(%)
N(%)
Teachers and supervisors
communications are very
poor
Supervisor capacity
20(15.0)
47(35.3)
37(27.8)
23(17.3)
6(4.5)
2.61
1.079
4(3)
13(10)
22(17)
58(44)
36(27)
2.82
1.036
The time of supervisory
practices is not sufficient
17(13)
46(35)
28(21)
33(25)
9(7)
2.78
1.157
22(17)
57(43)
31(23)
20(15)
3(2)
2.44
1.01
36(27)
45(34)
19(14)
25(19)
7(5)
2.41
1.223
5
Teachers
are
not
motivated
to
be
supervised
The school administration
does not pay due attention
Shortage of supervisors in
the school
5(4)
5(4)
12(9)
55(41)
56(42)
4.44
3.956
6
An adequate courses
regarding
school
supervision
In-service
training
opportunities
Lack of resources
2(2)
30(23)
38(29)
54(41)
9(7)
3.29
0.942
14(11)
22(17)
30(23)
38(29)
29(22)
3.35
1.279
3(2)
8(6)
14(11)
61(46)
47(35)
4.06
0.952
There is no reward,
recognition for good
supervisory practices
Supervisors are much
concentrated
on
administrative
The existing supervisory
practices are not giving
priority
to
teachers
professional growth
School
administration
understands supportive
18(14)
46(35)
36(27)
25(19)
8(6)
2.69
1.109
11(8)
41(31)
46(35)
32(24)
3(2)
2.81
0.970
4(3)
15(11)
20(15)
60(45)
34(26)
2.21
1.045
7(5)
18(14)
24(18)
65(49)
19(14)
3.53
1.063
Visit
for
classroom
activities
Experienced teachers are
not promoted to involve
supervision practices in
the school
Lack of public transport
Total
8(6)
59(44)
21(16)
29(22)
16(12)
2.89
1.176
14(11)
37(28)
34(26)
37(28)
11(8)
2.95
1.147
0(0.0)
10(8)
12(9)
54(41)
57(43)
4.19
2.93
0.889
1.233
1
2
3
4
7
8
9
10
11
12
13
14
15
16
54
In this study, majority (71%) of the respondents agreed that supervisors’ capacity to pass on
supervisory practice knowledge is limited and needs improvement which different from (Gordon
& Ross-Gordon, 2004; Holland, 2004 that supervisors should possess some working knowledge
and skills to be able to provide the necessary assistance, guidance, and support services to
teachers for improved classroom practices. Besides, 47% of the teachers agreed that adequate
courses regarding school supervision at pre-service program were not given to teachers and
supervisors. Moreover, more than (51%) respondent also agreed that in-service training
opportunities for school supervisors and teachers on school supervision are not adequate,
whereas 28% reported against the majority. In addition of that 23% of the respondents agreed
that teachers and supervisors communications are very poor in school as against, though, 50% of
the respondents disagreed the item and 27% of the participants were remained undecided.
About supervisors’ character, 62% of the respondents disagreed that the approach of supervisors
used is considered an authoritarian manner instead of becoming supportive and helpful. This is
opposite to the finding of, Bowen and Isolo (2001), that school supervisors have been criticized
for being harsh to teachers and for harassing teachers even in front of their pupils instead of
helping to solve professional problems.
The survey again indicated that more than 50% of the respondents were not agreed on the item of
teachers are not motivated to be supervised and they see it is just a matter of appraisal against
their performance. Even if, the conclusions drawn by (UNESCO, 2007), some teachers still
continued to negatively perceive supervisory practices as an appraisal against their performance
for downsizing or promoting, only 17% of the respondents are agreed on the item.
Almost 83% of respondents agreed on the item of shortage of supervisors in the school
contributed delay of planned supervisory practices. Similarly, almost 81% of the respondents
indicated that lack of resources for supervisory practices resulted in poor implementation at both
woreda and school level and 84% reported lack of public transport to timely reach the school for
supervisory practices contributed delay of plan implementation of Kebribayah woreda.
Nearly to 49% of the participants said that there is a reward and recognition for good supervisory
practices in school and 25% agreed there was no a reward and recognition for good supervision
practice. Where the majority (71%) of respondents said that the existing supervisory practices are
55
not giving priority to teacher’s professional growth plans. In the other side, 36% has said
experienced teachers are not promoted to involve supervision practices in the school while 39%
of them were not believed on it.
Only 26% believe that Supervisors are much concentrated on administrative role rather than
academic tasks while 39% not agree on it. 35% are undecided. Majority of the participants
agreed on school administration understands supportive supervisory practice is important for
school development. Above 50% respondents were not believed that visit for classroom activities
observation is limited due to absence of supervisor against 34% of them agreed with various
extent.
According to respondents it was found that shortage of supervisors in the school, lack of public
transport to timely reach the school for supervisory practices, lack of allocated budget for
supervisory practices, supervisor capacity and knowledge on supervision were the most factors
affecting the implementation of supervisory practices at Kebribayah woreda government primary
schools. In addition, It can be also observed that relatively least significant factor affecting the
implementation of supervisory practices in Kebribayah woreda government primary school was
that the existing supervisory practices were not giving priority to teachers’ professional growth
plans. In addition, in-service training opportunities for teachers and supervisors were not
adequate.
On the other hand, a significant number of participants responded positively the following
factors: school administration understands supportive supervisory practice is important for
school development, experienced teachers are not promoted to involve supervision practices in
the school. Visit for classroom activities observation is limited due to absence of supervisor,
supervisors were much concentrated on administrative role rather than academic tasks, there is
no reward, recognition for good supervisory practices, teachers and supervisors communications
are very poor, teachers are not motivated to be supervised and they see it is just a matter of
appraisal against their performance, the school administration did not pay due attention to
provide conducive environment for supervisory practices implementation, the approach of
supervisor that uses, is considered an authoritarian manner instead of becoming supportive and
helpful”.
56
4.2.4. Supervisory practices effect to quality teaching-learning process
In a study of supervision and teachers perception, Fraser (1995) stated that “the improvement of
the teaching learning process was dependent upon teacher attitudes towards supervision”. He
further noted that unless teachers perceive instructional supervisory practices as a process of
promoting professional growth and student learning, the supervisory practice will not bring the
desired effect. Writers also stated that all aspects attached with supervisory practices as a duty
are significantly contributing quality teaching- learning process.
It was observed that almost (79%) of the respondent have opinions of the current supervisory
practices in their school related with quality of teaching-learning process. This is against few
(21%) of the respondent who didn’t believe on it.
According to given responses of supervisory practice in school, the supervisor supports the
growth of strategic vision and mission of the school is not significant contributing the quality of
teaching-learning process in Kebribayah public primary school (p-value=0.378).Likewise,
proposes higher standards for every learner and staff, Monitor and assesses the actualization of
the expectations and goal, Designs and develops systematic data collection, analysis and
professional development implementation, Employs systematic approaches to observe the
achievement of set standards, Appraises approaches of learning and teaching against school
strategic needs are not statistically significant.
57
Table 9: The association of supervisory practices with quality teaching-learning
s/n Items
p-value S\NS
1
The supervisor supports the growth of strategic vision and mission of the
0.378
NS
school
2
The supervisor provides assistance to find goal areas
0.012
S
3
Proposes higher standards for every learner and staff
0.123
NS
4
Monitor and assesses the actualization of the expectations and goals
0.551
NS
5
Designs and develops systematic data collection, analysis and
0.312
NS
professional development
6
Employs systematic approaches
0.712
NS
7
Appraises approaches of learning and teaching
0.123
NS
8
Makes review of school learning and progress
0.03
S
9
Monitors the process and provides timely feedback
0.33
NS
10
The supervisor conducts educational research
0.420
NS
11
Administers organizational change
0.151
NS
12
The supervisor supports and evaluates teaching learning activities
0.011
S
13
Improves school strategic planning with stakeholders
0.041
S
However, it contributed the review of school learning and progress achievement, the supervisor
supports and evaluates teaching-learning activities and improves school strategic planning with
stakeholders were the types of supervision practices and significantly contributing the quality of
teaching-learning process in Kebribayah government primary school (since their p-value is less
than 0.05).
58
4.2.5. Additional interview response from school based supervisors
In this regard, 10 school supervisors were interviewed. Interviewees (7 out of 10) were agreed
that all partakers were executing their role in supervisory practices because the school
established a committee consisting different entities from the community, school administration,
supervisors and teachers for the follow up of school educational activities including supervisory
practices.
1. Do you believe that all partakers in the supervisory practices are executing their roles?
In response to this question, one of the interviewees provided negative answer “all partakers
were not executing their role as required in supervisory practices and suggested harmonized
efforts for better involvement should be in place” Another two interviewees stated that “I believe
all parts were taking their roles in the implementation of supervisory practices at school and
woreda level however expressed it needs improvement.” Also three of the interviewees provided
close answers during the individual interview conducted with school supervisors. Their answers
for this question were “external parts such as community, woreda and school PTA were not
played their role in the supervisory practices due to lack of knowledge to take part. “During the
interviewee, two of the respondents said also provided same answers “roles were not executed by
all parts including supervisors because there was coordination among stakeholders” they
suggested school and woreda level training and workshop should be organised for improvement.
2. Do you think that the supervisory practices being conducted in your schools are effective and
efficient?
On the other hand, 3 out of 10 the respondents provided opposite answer against the majority
responses and stated that all supervisors were not executing their role in supervisory practices.
Moreover, the interviewees were asked a question whether the supervisory practices being
conducted in Kebribayah primary schools are effective and efficient and two respondent said
‘’ effective and efficient supervisory practice is being implemented in my school, but in order to
make it more effective, supervisors should receive relevant training on supervision before going
to supervise teachers at schools’’
Most of the respondents’ answered that there should be a lot of school enhancement programmes
to improve learning-teaching process by continues on job training. In addition of that there
59
should be established control and support committee make close monitoring on whether school
supervisory practices are conducted as per plan in terms of, instructional improvement,
professional and curriculum development.
As Many scholars like William H.B and Harris B.M. cited in (Million, 2000) stated that
supervisory practice for education effectiveness and efficiency can be achieved through three
major functions i.e. instructional improvement, Professional development and Curriculum
development which at the ultimate goal is to enhance students achievement. On the contrast, 4
of the respondents expressed that “the current supervisory practice’s effectiveness and efficiency
is not such expected and needs more improvement. And respondents were asked why not
supervision is effective and efficient and three supervisors provided the same responses stating
that ‘’ it is due to lack of budget, transport means problem to reach the school on time for
supervision and there is no clear assessment system for effectiveness and efficiency’’.
60
5. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the major findings, conclusion and recommendation made consideration.
The conclusions and recommendations drawn were focused on objectives of the study which
were to; assess attitude of teachers toward supervisory practices and identify possible challenges
of supervision implementation.
5.1. Summary
The major purpose of this study was to assess the teacher’s perception on supervisory practices
of Kebribayah Primary schools. Therefore, the study has attempted to provide answer for the
below basic research questions:
1. What are the perceptions of pastoral and agro-pastoral teachers towards supervisory
practices at public primary schools in Kebribayah woreda?
2. To what extent school supervisors use supportive supervisory practices at primary
schools in Kebribayah woreda?
3. Do current supervisory practices play a role of improving learning-teaching process in
Kebribayah Woreda?
4. What are the factors affecting the implementation of supervisory practices at public
primary schools in Kebribayah woreda?
To this effect, the study was conducted in 16 government primary schools in Kebribayah woreda
of Somali regional state. Consequently, 136 teachers and 10 school-based supervisors were
selected as a sample by using stratified random and available sampling techniques. For the study,
primary and secondary data sources were employed.
The data was gathered through both quantitative and qualitative tools. Accordingly, 136 copies
of a questionnaire were prepared and distributed for teachers and from the distributed
questionnaires, 3 teachers did not return the questionnaires. Thus, for data analysis made was
based on 133 copies returned from the participants. On the other hand, to obtain qualitative data,
interview sessions were conducted with 10 school supervisors. Moreover, document analyses
were used to obtain qualitative data. The descriptive statistical tests used were at 95% confidence
61
level with a significance level P<0.05 to compute the association of independent variables with
dependent variable which is the attitude of teachers of this study towards supervisory practices.
The quantitative data gathered though questionnaires were analysed in frequency, percentage,
and mean value. The chi-square test was also utilized in pastoral and agro-pastoral teachers’
perceptions to check the statistical significance where there is difference or not between the
opinions of the respondents assisted by a computer SPSS program version 19.0. Whereas, the
qualitative data gathered through the open-ended questionnaire, interview and document were
analysed by narration. Results of the study are presented by tables and figures to make the
findings more simple and understandable
The following findings have been documented in response to four basic research questions;
 The findings related to teachers perceptions on supervisory practices,
•
It was found that they have a positive attitude rather than appraisal against their
performance
•
On the other hand, a number of teachers reported that the supervisory practice given was
inconsistent with their needs of professional development.
•
The study revealed that 80% of the participants indicated that the supervisory practices
being implemented at schools needs improvement
 Finding related to whether school supervisors use supportive supervisory practice;
•
It was identified that supervisor employs supportive supervisory practices behavior
towards teaching-learning process improvement, however still there is a need for
improvement
 finding related to current supervisory practices role on quality teaching-learning;
•
It was revealed that it has a role in providing quality teaching-learning process and it
provides a significant improvement to quality education
 The findings related to factors affecting the implementation,
•
It was identified that there were shortage of supervisors to cover the schools efficiently,
lack of allocated budget/resource for supervisory practices and existing supervisory
practices did not give priority to teachers growth plans
•
There is a gap of supervisor capacity to effectively convey the knowledge of supervision
practices and lack of public transport means to reach the school on time.
62
5.2. Conclusions
Based on the findings of the study the following conclusions are drawn:
The main purpose of supervisory practice is professional and curriculum development for
creating a better learning condition for students. This requires the positive attitude of teachers
towards supervisory practices implementation at schools. Unless teachers perceive supervision as
a process of promoting professional growth and student learning, the supervisory practices will
not have the desired effect to achieve the goal.
The school supervisors tried to employ various supervisory options by selecting and coordinating
these tools focusing on the individual teachers needs and problems and the issues of teaching
learning that can enhance teachers‟ professional development and improve their instructional
efficiency. However, as shown in the above major findings, the existing supervisory practices in
the sample schools were not as such effective in their implementation that properly meets with
each teacher’s interest and level of development.
As a result, it can be possible to conclude that teachers were not given consistent supervisory
advices and tangible professional plan for instructional growth skills due to lack of sufficient
supervisors, an insufficient allocation of budget to carry out supervisory activities and the
unavailability of experienced supervisors in the schools. Thus, the contribution of supervisory
practices for teachers’ professional development and the improvement of instruction was
insignificant, although some of respondents perceived positively towards supervision practices
received.
The findings of this study showed that almost 50% of the teachers indicated that supervisors
were not conducting the five phases required for classroom observation appropriately.
Particularly, the supervisors did not make a consistent agreement with the supervisee (teachers)
on the purpose of observation, on the data to be collected, and the time of the observation.
This implies that there was no post conference while conducting the classroom observation. It
was also found that there is a need for in-service training opportunities for both teachers and
supervisors.
63
From those findings, it can be concluded that, teachers couldn’t get the maximum contributions
from supervisory practices given by school supervisors. Therefore, the teaching and learning
process was not enriched by well supported teachers’ professional development in particular and
school context in general.
Finally, if the major findings of the study are not given attention for improvement, at the end of
the day it can have the followings implications on effective implementation of school teaching
and learning process:

Less development of teacher’s instructional improvement

Low classroom performance due to problem of instructional skills

Poor performance of students achievement

Low performance of curriculum/syllabus completion

School educational activities completion with other schools will be low

School and community cooperation will not be effective
64
5.3. Recommendations
From the findings of the study, the following major recommendations were also made for
consideration.
1. It would be appreciated that the Somali regional education bureau in collaboration with
federal Ministry of education to improve supervisory practices implementation by
bringing all educational stakeholders on board. And also give priority teachers’
professional growth plans in Kebribayah government primary schools in 2016, because
the purpose is to achieve school instructional objectives and goal.
2. It would also be appreciated if both school supervisors and teachers would be given
regular pre-service program and in-service training opportunities to equip them with the
necessary updated supervisory techniques and up to date instructional skills.
3. The Somali regional educational Bureax and woreda education office with help of other
stakeholders to find a solution for transport problem by providing motorbikes or giving
some incentives for accommodation to supervisors so that supervision can be given on
relevant time in the schools.
4. It was also recommended that woreda education office in collaboration with community
representatives and education NGOs to organize quarterly meetings with school
supervisors and teachers and discuss all about related supervision issues in which fund
raising activities for supervisory practices at pastoral and agro-pastoral schools can be
agreed.
5. School supervisors should consider to use the five stage process for classroom
supervision (pre-observation conference with teacher, classroom observation, analysis
and interpretation of collected data, post-observation conference and analysis of postobservation conference for better implementation of supervisory practices.
6. It could be helpful if the regional government would look at the issue of supervisors’
shortage at primary schools and then deploy per semester an experienced external
supervisors to assist both school supervisors and teachers
65
7. Kebribayah woreda education office and school administration to involve experienced
teachers in the process of supervisory practices implementation for assisting junior
teachers. They can be used as supervisors to cover the gap by giving some incentives for
their motivation.
 It was a study conducted only in Kebribayah woreda government primary schools and its
teachers, Ethiopian Somali Regional State. It could be beneficial that other researchers to
conduct another study on this topic for further investigation of external and internal
supervisors’ perceptions.
66
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Appendixes
Appendix -A
Survey Questionnaires
HARAMAYA UNIVERSITY
POSTGRAUATE DIRECTRATE
DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT
MA Thesis research
Questionnaire to be filled by Teachers
Dear Respondents,
This questionnaire is to be designed and distributed for the attainment of a Master’s Degree in
Educational Leadership. This questionnaire is intended to get information on research entitled:
Teachers’ perceptions on supervisory practices and its effect to quality teaching-learning in
Kebribayah woreda public primary schools, Somali Regional State (SRS).Your sincere and
genius responses are therefore highly appreciated as they lay the foundation for realistic and
sound research work and the completion of Master’s Degree. The information in the
questionnaire is used for only academic purpose and will be strictly kept confidential. No
responses will be used against the organization, managers and employees and please writing your
name is not required
76
Section I. A. Background information
Please put a tick () beside the choice that best describes you
1. Sex: A. Male

B. Female 
2. Qualification level: A. Certificate

B. Diploma  C. Degree  D. Others
………………………………………
3. Years of experience: A. 1-2
(beginner)B. 2-4
C. 4-10
2. Supervision of my teaching is conducted
by: A. Principal
 B. Vice principal 
C. Department head  D. Supervisor 
E. other (specify)
………………………………………………
…………………………..
D. 10-15  E. 15-20 F. 20-25 above 
3. On average I am formally evaluated:
4. School residence A. Pastoral  B
Agro-pastoral 
 B. once per year 
C. 2-3 times per year  D. 4-5 per year
5. School name -------------
A. 0 times per year
4. Evaluation of my teaching is conducted
 B. Vice-principal 
C. Department head D. Supervisor
by:A. Principal
SECTION I. B. Perceptions of existing
supervisory practices
These questions in this section are intended
to get the information related to teachers’
perceptions of existing supervisory
practices. Please put a tick ( ) on the box
with items that you think appropriate to your
feelings as per below situations.
1. On average I am formally supervised
 B. once per year 
C. 2-4 times per year  D. 5-7 times per
year 
A.0 times per year
E. other (specify)
………………………………………………
……………………….
5. for how long a supervisor should spend
his/her time when conducting a supervisory
observation? A. One quarter or less class
period
 B. One half class period 
C. One full class period D. more than a
full class period

77
SECTION I. C. Please read the following statements of perceptions towards supervisory
practices and put a tick (  ) against the statements under the extent level of agreement scale
given. (1) = Very Low, (2) = Low, (3) = Middle, (4) = High, (5) = Very High
No Items
1.
The current supervisory practices at pastoral and agropastoral schools is considered a supportive and helpful
practice
2.
3.
4.
5.
6.
7
8
9
10
11
The professional implementation of supervisory
practices for pastoral and agro-pastoral schools rests on
supervisor qualification and experience
In my opinion, the quality of supervisory practices given
to pastoral schools is not satisfactory
The current supervision practice that I receive meets
with my individual needs and goal
Face to face contact with teachers is implemented during
the supervisory practices at pastoral and agro-pastoral
schools
Five phases ( pre-observation conference, classroom
observation, data analysis and interpretation, postobservation conference and analysis of post-observation
conference) are conducted ina classroom supervisory
practices at pastoral and agro-pastoral schools
Teacher systematically plans for his/her own
professional growth and develop instructional skills
Teachers work collaboratively in couples and groups to
observe each other on his/her teaching for improvement
practice
I believe that supervisor approach in my school is
described as a fault finding rather than collegial and
professional manner
Supervisory practices being practiced in my pastoral and
agro-pastoral school is not taking care of teacher’s
professionalism and development
I believe that school supervisors use professional
standards during the practices at pastoral and agropastoral schools
12. The existing supervisory practices are in need of a
significant improvement
1
2
3
4
5
78
SECTIONII: Supervisory practices effect with quality teaching-learning
Please put ( ) under the scale numbers given on the right side column, that you feel goes with
your judgment against the statements regarding supervisory practices in your school.(1)=
Strongly Disagree, (2) = Disagree, (3) = Neutral, (4) = Agree, (5) = Strongly Agree
Items
1.
The supervisor supports the growth of strategic vision and mission of
the school
2.
The supervisor provides assistance to find goal areas that advance
higher level of learning achievement
3.
Proposes higher standards for every learner and staff
4.
Monitor and assesses the actualization of the expectations and goals
5.
Designs and develops systematic data collection, analysis and
professional development implementation
6.
Employs systematic approaches to observe the achievement of set
standards
7.
Appraises approaches of learning and teaching against school strategic
needs
8.
Makes review of school learning and progress achievement
9.
Monitors the process and provides timely feedback to incorporate in to
national policy and system change
10. The supervisor conducts educational research
11. Administers organizational change by identifying compliance
requirements
12. The supervisor supports and evaluates teaching learning activities
13. Improves school strategic planning with stakeholders
1
2
3
4
5
79
SECTION III. Please put ( ) under the scale numbers given, that you feel matches with your
judgment from the statements regarding factors affecting the implementation of supervisory
practices in your school. (1)= Strongly Disagree, (2) = Disagree, (3) = Neutral, (4) = Agree, (5)
= Strongly Agree
These items are intended to provide the information regarding factors affecting 1
implementation of supervisory practices
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Teachers and supervisors communications are very poor
Supervisor capacity to pass on supervision knowledge is limited and
needs improvement
The approach of supervisor that uses, is considered an authoritarian
manner instead of becoming supportive and helpful
The time of supervisory practices is not sufficient to learn and improve
skills
Teachers are not motivated to be supervised and they see it is just a
matter of appraisal against their performance
The school administration does not pay due attention to provide
conducive environment for supervisory practices implementation
Shortage of supervisors in the school contributed delay of planned
supervisory practices
An adequate courses regarding school supervision at pre-service
programmes were not given to teachers and supervisors
In-service training opportunities for school supervisors and teachers on
school supervision are not adequate
Lack of resources for supervisory practices resulted in poor
implementation at both woreda and school level
There is no reward, recognition for good supervisory practices
Supervisors are much concentrated on administrative role rather than
academic tasks
The existing supervisory practices are not giving priority to teachers
professional growth plans
School administration understands supportive supervisory practice is
important for school development.
Visit forclassroom activities observation is limited due to absence of
supervisor
Experienced teachers are not promoted to involve supervision practices
in the school
17. Lack of public transport to timely reach the school for supervisory
practices contributed delay of plan implementation
If you feel there are other relevant factors, please provide details on the below spaces
2
3
4
5
80
______________________________________________________________________________
______________________________________________________________________________
SECTIONIV: Please answer the following questions on supervisory practices and quality
teaching-learning process.
1. Do you believe that current supervisory practices have an effect with quality teaching-learning
process in your school? If yes please explain below space
______________________________________________________________________________
____________________________________________________________________
2. Do school supervisors play a role on quality teaching-learning process in your schools
___________________________________________________________________________
___________________________________________________________________________
____________________________________________________________
81
APPENDIX II. Interview guide for school based supervisors
Dear respondents
I am conducting a research on perceptions towards supervisory practices at pastoral and agropastoral schools in Kebribayah woreda. The purpose of this interview questions is to get
information about supervisory practices. The study will identify major existing problems for the
implementation of supervisory practices in the schools. The information you provide will be only
used for academic purpose and kept as confidential.
You are kindly requested to respond the following questions
1. Do you believe all the partakers in the supervisory practices are executing their roles?
If yes please explain
2. Do you think that the supervisory practices being conducted in Kebribayah primary
schools are effective and efficient?
Many thanks for your cooperation
========END======
82
HARAMAYA UNIVERSITY
SCHOOL OF GRAUATE STUDIES
DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT
M.A Thesis research
SOMALI LANGUAGE
Su’aalaha waxaa buuxinaya Macalimiinta
Ku: kajawaabayaasha su’aalaha ee sharafta mudan
Su’aalahan waa loodiyaariyay oo loogu talagalay in lagu helo darajada shahaadada
Mastarka ee qaybta Hogaaminta iyo maamulista waxbarashada. Waxaana loogu
talagalay in lagu aruuriyo macluumaadka ama xogta ku saabsan mawduuca laga
diyirinayo daraasaadka oo ah: Macalimiinta aragtidooda ku aadan dhinaca
kormeerka iyo calaaqaadka uu la leeyahay tayada wax dhigista iyo barashada ee
Skuulada hoose dhexe ee Dagmada Kebribayax.
Saa darteed waxaa si sharaf leh la idiinka codsanayaa in aad bixisaan jawaaba ku
haboon su’aalahan ee kusaabsan mawduuca la daraasaynayo waxayna aad muhiim
oogu tahay dhamastirka darajada shahaadada Mastarka ah ee lasamaynayo. Xogta
lagu uruurinayao su’aalahan waa looga goleeyahay oo kaliya dhinaca dhmastirka
daraasada. Loomana isticmaalidoono in wax loogu dhimo dadka xogta bixiyay,
maamulada skuulada loomana baahno in la qora magaca qofka.
Aad ayaad u mahadsantihiin
83
Section I. A. Macluumaad guud
Fadlan isticmaal calaamadan () adigoo dhigaya xaalada ku khusaysa horteeda bokiska
3. Nooca: A. Lab  B. Dhadig 
2.
Heerka
waxbarasho:
A.Heer
Sartifikayd

B. Diblooma

C.
Dhigrii 
D. iyo wax intaa dheer
………………………………………
3. Sanooyinka khibradeed:
(beginner)  B. 2-4

A. 1-2
C. 4-10 

A. 0 waxba sanadkii
sanadkii

B. hal mar
C. 2-3 wakhti sanadkiiba


D. 4-5 wakhti sanadkiiba

4. Qiimaynta qaabka aan wax udhigaayo
waxaa sameeya: A. Maamulaha
B.
5. Magaca Skuulka ____________
SECTION I. B. Aragtida ku aadan qaabka
kormeer ee hada jira
Su’alaha qaybtan waxaa loogu talagalay in
lahelo sida ay u’arkaan Macalimiintu qaabka
loosameeyo
kormeer.
Fadlan
dhig
calaamadan tigta ah ( ) jumladaha hoos
kuqoran ta ku khusaysa horteeda
1. Celcelis ahaan waxaan la’ikormeeraa
A. 0 waxba sanadkii

B. halmar sanadkii
C. 2-4 mar sanadkii
sanadkiiba

D. 5-7 mar

Maamulaha
Maamula ku xigeenka

B. Maamula ku xigeenka


B.
C. Masuulka
qaybta haysta  D. Kormeeraha

E. kuwa kale (halkan ku
……………………………………
sheeg)
5. Wakhti intee la’eg ayay ku qaatataa
Kormeeruhu
markuu
kormeerayao
Macalinka? A. sadem meelo meel xiisada
glaaska

B. Xiisad badhkeed
C. Xiisad buuxd


D. in kabadan
wakhtiga xiisada 
6.
miyaad aaminsantahay in uu xiriir ka
dhaxeeyo kormeerka iyo tayada wax barista
iyo barashaduba?
2. Kormeeristayda waxaa sameeya by: A.

3. Celcelis ahaan waxaa la iqiimeeyaa:
D. 10-15  E. 15-20  F. 20-25 above
4. Nooca skuulka A. Pastoral 
Agro-pastoral 

C. masuulka qaybta  D. Kormeeraha 
E. Kuwa kale (Halkan ku sheeg)
………………………………………………
…………………………..
Yes

No

84
Qaybta I. C. Fadlan akhri xogta hoos kuqoran ee kusaabsan aragtida qaabka kormeer
kadib dhig calaamadan (  ) iskaylada ku jira dhinaca midgta ah isticmaalayana macnaha
ay utaaganyihiin (1) = aad u hooseeya, (2) = hosaysaa, (3) = dhex dhaxaad, (4) = Saraysaa,
(5) = aad usaraysaa
No
1.
Items
1
Kormeerka lagafuliyo Skuulada kajira Xooladhaqatada iyo
xooladhaqatada-beeralayda waa mid saa cidayaa
Macaliminta ama qaabka waxbarasho
2.
In loofuliyo kormeerka qaab xirfadadaysan waxaa ay ku
xidhantahay aqoonta iyo khibrada uu leeyahay kormeeruhu
Aniga aragtidayda, tayada shaqada kormeer ee lasiiyo
skuulada xoola dhaqatada iyo xoola dhaqatada-beeralayda
ma aha mis ah heerkii loogu talagalay
Shaqada kormeer ee hada kajirta skuulkayga waa mis ka
jawaabaysa baahidayda shakhsinimo iyo yoolkayga
Xiriir toos ah oo ka waji waji ah ayuu la sameeyaa
kormeeruhu marka uu gudanayo shaqada kormeerka ah
Shan marxalood oo looga baahanyahay in la sameeyo
marka shaqada kormeerka ah lasamaynayo waa lasameeyaa
sida 1) in kormeeruhu iyo Macalinku wada fariistaan oo ku
heshjiiyaan qaabka kormeerhu noqonayao iyo meelaha
lagormeerayo 2) in glaaska qaabka wax loogu dhigo la
fiiriyo 3) in lagadoodo waxa la arkay loona qeexo si hufan
4) in kormeeruhu iyo macalinku kawada hadlaan
waxyaalaha sixida ubaahan 5) kormeeruhuna la qaybsado
macalin waxa uu arkay eeuu rabo in lagasaxo.
Macalin si joogta ah ayuu u qorshaystaa dhinaca
hormarinta xirfadiisa wax baris si uu awoodiisa xirfadeed
kor oogu qaado
Macalimiintu waxay ushaqeeyaan oo isku kormeeraan si
laba laba ah ama koox koox ah si ay u hormariyaan
awoodooda qaabka cashir bixinta
Waxaan aaminsanahay in uu yahay qaabka uu kormeeruhu
isticmaalo markuu kormeerka fulinayo in uu yahay mis
khalad raadis ah intii uu ahaan lahaa mis nasaacida
Qaabka kormeer ee laga kajira skuulada xoola dhaqatada
iyo xoola dhaqata beeralayda ma aha mid daryeelaya
dhisida xirfadeed ee macalimka
Waxaan aaminsanahay in kormeerayaasha ay isticmaalaan
qaabkii xirfadeed ee loojaan gooyay kormeerka loogu
talagalay skuulada xoola dhaqatada iyo xoola dhaqato
beeralayda
3.
4.
5.
6.
7
8
9
10
11
12.
Qaabka kormeer ee kajira Skuulada waa mis u baahan in
aad loohormariyo
2
3
4
5
85
Qaybata II: Qaabya kormeer ee jira
Fadlan dhig ( ) adigoo dhigaya lambarada ku jira dhinaca midig kadib marka aad akhriso
jumlooyinka kujira dhinaca bidix, adigoo raacaya iskaylkan oo utaagan (1) = aad ooma
taageersani, (2) = a taageersani, (3) = dhex dhaxaad, (4) = taageersanaan, (5) = si adag u
taageersanahay.
1
Items
1.
Kormeeruhu waxaa uu gacan kagaystaa kor uqaadista himilooyinka iyo
yoolasha wax barasho ee skuulku leeyahay
2.
Kormeeruhu waxuu kataageeraa skuulka sidii kor loogu qaadi lahaa guusha
qqabka wax barasho ee larabo
3.
Waxuu ku tala bixiyaa oo soojeediyaa qof kasta oo waxbaranaya iyo
shaqaaluhuba in ay raacaan qaabka tayaysan ee loogu talagalay wax barashada
4.
Kormeeruhu waxaa uu daba gala oo uu hubiyaa in la fulinaya yoolashii iyo
rajooyinkii laga lahaa wax barasha in laga gaadho
5.
Waxuu qaabeeyaa ooo hormariyaa nidaam joogta ah oo data kormeerka lagu
uruurinayo laguna kala saarayo, si qaab xirfadaysan loogu fuliyo shaqada
kormeerka
6.
Waxuu adeegsadaa qaab ama xeelad uu ku indha indhaynayo sida loo
gaadhayo heerkii waxbarasho ee la rabay
7.
Waxuu qeemeeyaa qaababka dhigashad iyo waxbarida ayoo laraacayo skuulka
qorsha yooleedkiisii
8.
Waxuu dib u eegis isbadal leh ku sameeyaa qaabka waxbarashadu u socoto
iyo in ay hormar samaynaso
9.
Waxuu kormeeraa qaabka waxbarashada usocoto kadibna talooyin uyo
tusaalayaal cusub ayuu kabixiyaa si loogu daro qaabka siyaasadeed ee wax
barashada heer waddan isbadala loogu sameeyo
10.
Kormeeruhu waxuu sameeyaa cilmi baadhis dhanka wax barashada ah
11.
Waxuu maa mulaa qaabka isbalaka wa batshao ee hay’ada wax barashada
isagoo baadhaya in lagu taaganyahay tubtii loo baahnaa iyo in kale
12.
Kormeeruhu waxaa uu taageeraa wuuna qiimeeyaa qaabka wax baris iyo
barasha shaqadeeda
13.
Waxuu hormariyaa qaabka qorshaynta istratiijiyeed isgoo kaashanaya cid
kasta oo dowr ku leh waxbarashada
2
3
4
5
86
Qaybta III. Fadlan dhig ( ) adigoo dhigaya lambarada ku jira dhinaca midig kadib marka
aad akhriso jumlooyinka kujira dhinaca bidix, adigoo raacaya iskaylkan oo utaagan (1) =
aad ooma taageersani, (2) = a taageersani, (3) = dhex dhaxaad, (4) = taageersanaan, (5) = si
adag u taageersanahay
Aytamyadan hoose waxaa ay kusiinayaan macluumaad ku saabsan waxyaalaha 1
la’filayo in ay saamayn ku leeyihiin fulinta kormeerka
1.
Xiriirka macalimiinta iyo kormeerayaasha waa mid liitaa
2.
Awooda aqooneed ee kormeeruhu ku gudbinayo aqoonta kormeerka waa mid
kooban oon saas ahayn
3.
Qaabka uu kormeeruhu isticmaalo marka uu fulinayo shaqada kormeerka ah
waa mis qalafsan oon dhimrin lahayn
4
Waqtiga loogutalagalay kormeerku ma’aha mis kufilan oo wax laga baran
karo korna loogu qaadikaro xirfada wax dhigis
5
Macalimiintu uma jajabna in la kormeero, taasooy u arkaan in uuyahay qaab
lagu qiimaynayo shaqadooda iyo waxqabadkooda
6
Maamulka skuulka ma siiyo fiira gaar ah xaalada fulineed ee kormeerka iyo
sida loo fulinayo
7
Yaraanta tirade kormeerayaasha waxay saamayn kuleeyahay ama dib uridaa
fulinta qorshaha kormeerka
8
9.
10
11
12
13
14
2
3
Koorsooyin kufilan oo ah dhinca kormeerka lama siinin kormeerayaasha iyo
Macalimiintaba
Jaanisyo tababaro ah oo ku saabsan aqoon kormeerista ah lama siinin inta ay
shaqaynayeen kormeerayaasha iyo macalimiintuba
Miisaaniyad la’aanta qorsha kormeerka waxay dhalisay in hawsha kormeeristu
si fiican ufuli waydo
Mayirto abaal marin lagu bixiyo ama aqoonsi la aqoonsado shaqada fiican ee
kormeerka
Kormeerayaashu waxaay aad xooga u saaraan dhinaca maamulka in ay xooga
saari lahayeen dhinaca waxbarista iyo barasha
Qaabka kormeer ee hada jira ma siiyo fiira gaar ah dhinaca kor uqaadista
macalimiinta xirfadooda
Maamulka skuulka waa uu fahansanyahay taageerida ama gacan siinta
kormeerku in ay ku jirto hormarka skuulka
15
16
17
Booqasha lagu indha indhaynayo shaqada kasocota galaaska waa mid xadidan
taas oo ay keentay maqnaanhshaha kormeeraha
Macalimiinta khibrada dheer leh looma talacsiiyo dhinaca kormeerka
Gaadiid la’aanta kajirta dhinaca skuuladu kuyaalaan ayaa kalifta in uu dib u
dhaco qorshahii kormeerka ee ay ahayd in uu ufulo sidii loogu talagalay
Hadii ay jiraan xaalada kale oo saamayn kuley fulinta kormeerka oon halkan ku xusnayn,
fadlan hoos kuqor.
_________________________________________________________________________
_________________________________________________________________________
__________
4
5
87
SECTION IV: Fadlan akhri oo kajawaab su’aalahan soo socda ee kusaabsan xiriirka
ka dhaxeeya shaqada kormeerka iyo tayada waxbarista iyo mbarashadaba
1. Ma aaminsantahay in shaqada kormeer ee hada jirta ay calaaqaad la leedahay
dhinaca tayada wax barista iyo marashadaba ee skuulkiina? Hadii ay jawaabtu haa
tahay waxyar ku sharax hoostan
_________________________________________________________________________
_____
_________________________________________________________________________
_____
4. Halkan kusheeg meelaha aad ku talin lahayd in kor looqaado dhinaca xiriirka
tayada kormeerka eek u tacaluqda tayaynta waxbarista iyo barashadaba
_________________________________________________________________________
_____
_________________________________________________________________________
_____