Abstract:
The purpose of the study was to examine practices and challenged of educational supervision in
Beyeda woreda primary schools .the study employed decretive servile study and mixed
approach to collect and analysis data Statistical analysis techniques such as, mean and one
sample t-test were applied to analyze the collected data. Based on the data analysis, the
following findings were obtained: the analysis of both the quantitative and qualitative data
indicated that the practices of educational supervision did not contribute much for the
improvement of teaching –learning process of primary schools of Beyeda woreda. That cluster
supervisors have had minimum level of engagement in make clear rules, regulations,
procedures and policies of the school; in conduct pre observation conference; in observing
teachers throughout the time allocated for class room observation; in conduct post observation
conference; in providing constructive feedback following classroom observation and in other
similar supervisory tasks. Based on these findings, it is concluded that educational supervision
did not play its role of assuring quality education effectively. The findings also indicated that
cluster supervisors did not play their major roles of helping class-room teachers improve their
teaching-learning skills and practice in the class-room and thus they did not assure the
provision of quality education effectively. Thus, it is concluded that cluster supervisors, in the
primary schools of Beyeda woreda were not considered generally as ‘instructional leaders’.
Lastly as the findings indicated as these inefficiencies were resulted from various factors, it is
also concluded that various factors such as lack of follow up, lack relevant trainings and the act
of fault finding on the part of cluster supervisors; overloaded with administrative tasks; lack of
relevant skills and knowledge and insufficient allocated budget and inadequate quantity and
quality of supervisors to assist the school teachers properly were the challenging factors that
affect the effective implementation of educational supervision in the primary schools.
supervision for successful schools should attempt to remove the challenges in the work
environment so that teachers can supervise each other at work, receive feedback from each
other’s and from their supervisors; supervisors need to conduct and engage with teachers in
professional dialogue, as it is indicated in the thesis, cluster supervisors should have many
essential supervision tasks and roles to implement.
