Abstract:
The purpose of this study was to assess the practices of school-based supervision in government
secondary schools of Oromo nationality zone. Four basic questions were formulated, which
emphasize the extent to which teachers understand about the school-based supervision in secondary
schools of Oromo nationality zone, the procedures employed classroom observation in the secondary
schools, the extent to which school-based supervisors discharge their responsibilities and the
challenges existing in the implementation of school-based supervision. Among the seven woredas of
Oromo nationality zone 4 (57.1%) woredas (Bati Rural woreda, Bati Town Administration, DewaChefaworeda and Kemissie town administration) were selected by convenient sampling technique
because these were relatively the more transportation accessible woredas. Consequently, among the 7
government secondary schools found in the 4 woredas, all the seven secondary schools were selected
by comprehensive sampling technique. Then, 15(62.5%) woreda and zone experts, 13(100%)
principals of the sample schools were selected through availability and purposive sampling technique
due to their responsibility to follow up the overall activities of the school and to provide supervision
service for teachers. Questionnaire used as main tool of data collection, interview and document
analysis used to substantiate the data gathered through questionnaires. The result of the study
indicated that teachers lack awareness and orientation on the activities and significance of schoolbased supervision and inability of supervisors to apply the necessary procedures for classroom
observation properly. Finally to minimize the problems of school based supervision in secondary
schools, it is recommended to give relevant in-service trainings for supervisors to upgrade their
supervisory activities, necessary resources such as supervision manuals and an adequate budget for
the success of supervision at the school level was suggested
