CHAPTER 1 INTRODUCTION
1.1 Background of the Study
Supervision practice has been existing since the 17th century. Along its historical development, many changes occurred in different times. Different supervisory purposes, scopes, authority of people, responsibility to carry out the task, types of supervision, etc. have been observed. The changes occurred as a result of the development of management theories in different times. The theories are scientific, human relation, neo-scientific, human resource and normative supervision (Oliva and Pawalas 1997).
Early supervision put strong requirement for their teachers and visited classroom frequently and closely how the teacher carried out instruction. Any disappearance from instruction was taken as a reason for discharge of teachers. But as time went on (beginning from the 1870s) supervisory services converted to watching weakness and to helping for tackling constraints. Even then the supervisory service was highly structured, centralized and complex (Oliva and Pawlas, 1997). However, the current system of supervision was shifted from centralization to decentralization form of governance system of schools. In this case, authority and responsibility were given to the local level. Such a current occurrence of school administration is best explained by one of its functions, which is school supervision.
So SBS is an approach in which all respective school members accept the responsibility of improving the school program and instruction. It is also the principals, teaching staff and ancillaries together making up joint efforts to achieve the school goals.
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1.2 Statement of the Problem
Schools supervision services occurred in the world several years ago and have occupied a fundamental place in the administration of educational activities. They have been useful to solve educational problems by creating awareness about dynamic methodological changes in the teaching learning process. They have been useful to monitor and promote instruction by enhancing the quality of teachers and the performance of learners (Goble and Porter,1977).
In the school-based supervision system, teachers within department, grades, and groups are developing skills, attitudes and willingness to help each other. Schools, in terms of the responsibilities for supervision, may execute their duties with the parameters of the three major domains of supervision and with specific functions. From this perspective, Olive and Pawlas (1997) listed four major functions of supervisors: coordination, conclusion, group leadership and evaluation, which are performed within the three domains. When SBS is well done based on the need of all stake holders, it will be useful for the development of individual teachers, development of the school and fulfillment of societal demands. In line with this, West and Bollington (1990) explained that the proper implementation of instructional supervision is believed to have a positive consequence for updating content of curriculum and instruction. Furthermore, Goble and Porter (1977) expressed that teachers’ job requires in service training and professional support or remedy to fill skill or competence in their fields.
However, it was surprising that SBS has given low emphasis in most schools of Addis Ketema Sub-city. As for my experience in different positions such as school principal, teacher and educational expert, I observed that teachers were not properly supported by SBSs when staff development, instructional development and curriculum development were carried out. Therefore, if such weaknesses in supervision are prevalent in the primary schools, it can unquestionably affect the quality of primary education of the Sub-city schools. Indeed, these circumstances initiated the researcher to launch the study on the issue. Therefore, the main function of this thesis was to investigate the practices and challenges of SBS in Addis Ketema Sub-city Primary Schools.
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CHAPTER 2 LITERATUREREVIEW
2.1 Concepts and Definition of Supervision
Olive and Palwas (1997) supervision is defined as a technical service provided by expertise, which ultimately results in improvement of the learner. In the same book, Oliva and Pawlas (1997) described supervision as leadership that encourages continuous involvement of teaching and non-teaching staff to achieve most of the school programs. Additionally, they defined supervision as any service for teachers, which ultimately ends up in developing curriculum, instruction and learning. In light of these definitions, supervision can be considered as democratic and cooperative service of teachers both as individuals and in groups for the benefit of students’ achievement.
Dull (1981) supervision is a means of changing improvement in teaching and learning by doing together for initiation growth and support to teachers for serving students appropriately. As it has also been stated by Moor (1952) in Hailesellassie (2007), supervision included those tasks: studying and changing the conditions which surrounded the teaching and learning environment. This shows a collaborative approach which focuses on the creation of attractive environment.
As Harris (1998) cited in Atchade, M.P. (2007) defines supervision as the task of school leaders in order to keep or modify the school activities by influencing teachers to attain the goal of teaching. The principle underlying this definition expression, both a concept and a process of instructional supervision, is to improve the instruction delivered to the pupil.
In general, the definition and concepts of supervision show that it focuses on supporting the teaching and learning process by building the capacity of teachers and by creating cooperative environment to implement the instruction successfully.
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2.2 The History of Supervision Perspective in Ethiopia
According to the MOE, Educational Supervision Manual (1987 EC), educational inspection started for the first time in Ethiopian school system in 1934 EC. It was mentioned that inspection was needed because of the increasing number of teachers who demanded coordination and helping them in their teaching. In 1937 EC, a central inspectorate was established headed by a British national named Lt. command John Miller, assisted by two Ethiopians. Their job was to keep record of the number of students, teachers, and classrooms, as well as to visit some schools in the provinces and write reports.
In 1943 E.C, the first program for training inspectors was started in Addis Ababa Teachers Training School. Hence, a total of twenty-four inspectors were trained from 1943 to 1946 EC. They were assigned to inspect educational program as well as financial accounts (MOE, 1987 E.C). According to educational supervision manual (1987 EC), the training program of school inspectors was discounted in 1946. However, due to the increase in number of schools, the training program was reopened in Kokebe Tsebha School in 1948 EC. It continued for seven consecutive years. The training combined school directors and inspection together. From 1948 to 1954 EC, a total of 124 inspectors had graduated.
In 1955 E.C, the inspection program was changed into supervision with the aim of focusing only on curriculum and education programs by participating and supporting the teachers. Later on, from 1962 to 1965 E.C, those who were trained as supervisors were expected to serve as regular school program and sports, adult educational programs and mass media supervisors.
The socialist system had shifted supervision to inspection in 1973 EC. Accordingly, educational supervision was replaced by inspection. While in 1986 EC, the new government introduced education and training policy, a way shifting supervision to inspection. New departments of educational program have been established at federal and regional level with branches up to Woreda level.
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CHAPTER 3 METHODOLOGY .......................................... 20
3.1 Research Approach ................................... 20
3.2 Research Design........................................ 20
3.3 Source of Data.................................... 21
CHAPTER 4 PRESENTATION AND ANALYSIS OF RESULTS AND DISCUSSIONS . 25
4.1 Presentation of the Results ............................................ 25
4.1.1 Characteristics of the Respondents ................................ 25
4.1.2 The Practice of SBS ............................... 25
CHAPTER 5 SUMMARY, CONCLUSION AND RECOMMENDATION ......................... 46
5.1 Summary ...................... 46
5.2 Conclusion ............................ 48
CHAPTER 4 PRESENTATION AND ANALYSIS OF RESULTS AND DISCUSSIONS
4.1 Presentation of the Results
4.1.1 Characteristics of the Respondents
In terms of educational background, the demographic information revealed that 110 (58.8%) of the teachers and 60 (57.1%) of the SB supervisor respondents were diploma holders. This implied that, the large number of teachers and SB supervisors were in the minimum standard qualification in the sample. However, 7 (100%) of the principals and 6 (100%) of the Wereda supervisors’ in respondents were at the degree level which fulfilled the given level of requirement.
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CHAPTER 5 SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Summary
The function of this research was to investigate the practice and problems of school-based supervision in Addis Ketema Sub City primary school. This study was conducted to answer the following basic questions:
1.What are the practices of SBS in primary school?
2.What are the challenges associated with the process of exercising SBS?
3.What will be possible solutions for better implementation of SBS?
In order to conduct this research, a descriptive survey design research was employed. Questionnaire and interview analysis were data-gathering instrument. Information was collected from teachers, and SB supervisors by using a set of questionnaires. In addition, interviews were conducted for principals and Woreda supervisors. The population size was 1016 and 305 of them were selected as the sample of the study. Percentage and mean value were employed to answer the research questions. The major findings were summarized as follow.
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