Abstract:
The purpose of this study was to investigate teachers' perception on instructional supervision
practices in secondary schools of Dembecha woreda. Descriptive survey design was employed.
All schools of the sample clusters were selected with compressive sampling method and out of
283 teacher 99 teachers were selected using simple random sampling. All principals and
v/principals of the sample schools & two cluster supervisors were selected with compressive
sampling method and nine woreda education office process owners were selected with
purposive sampling method in the study. Questionnaire and interview were the instruments of
data collection. The characteristics of respondents were analyzed by using frequency and
percentage, whereas the other quantitative data analyzed by using the Mean value, Standard
deviation and one sample t- test. The qualitative data obtained through interview were
analyzed by using narration. The results of the study revealed that, teachers’ in Dembecha
wereda perceive instructional supervision at lower level; teacher’s implementation of
instructional supervisory practice was done at lower level; teachers gained professional
support from instructional supervisors in order to improve their instructional skills are
insufficient, instructional supervision was negatively affected by many problems; such as: they
did not perceive instructional supervision as a preferable means of teachers supportive system,
teachers didn’t perceive supervision as a means to improve instruction; teachers perceive
supervision as a fault finding than helping activity.; the absence of in-service training
programs to update supervisors etc. Generally; to conclude the finding that being instructional
supervision practice was at lower level in secondary schools of Dembecha woreda. It also
implies that it affects the whole teaching learning process to attain the intended objectives.
Finally recommendations were provided based on the above findings. Concerned bodies
should create awareness to teachers; prepare seminars, workshops and training for
supervisors in order to bring professional growth of teachers and improve supervisors’
competence. Furthermore, it can be suggested that further studies need to be conducted in this
area with regard to: supervisors and principal’s perception on the instructional supervisory practices at secondary schools.
