Instructional Supervision at Government Secondary Schools in Relation to Supervisor Competence Standard: Practice and Challenge in the Case of Arsi Zone, Ethiopia

Abstract

This study was conducted to examine the Implementation of Instructional Supervision in Government Secondary Schools in relation to Competence standard of supervisor developed by MoE 2012. The study focused on areas of instructional supervision policy frame work and strategies, the trend of external and internal supervision process at school system. To meet the objectives of the study, the study employed qualitative research approach and case study research design. The study conducted at Arsi Zone in Oromiya regional state; in the study four schools purposely selected and 20 respondents have been participated in the study (2 Woreda education office head; 7 school leadership; 11 teachers). Purposive sampling method will be implemented on this take empirical study. The Data were gathered through open ended questionnaire and interview. The study result shows that, in study area Instructional supervisor could not able to carry out the tasks of supervision to enhance quality of learners and not undertaken their instructional role, b/c of lack of commitment for their work, failing to follow rules, regulation, procedures, and policies. It was suggested that, in order to provide instructional supervisors with the necessary knowledge, techniques, and skills, the Regional Education Bureau of the Ministry of Education should strengthen the capacity of school leaders by providing ongoing training and ensuring that school policies are consistent with the ministry's strategies.