Educational Supervision Research Articles

The extent of practicing quality standards of educational activities in Arabic language lessons

The present study aims at exploring the extent to which the quality standards of educational activities in Arabic language syllabi is practiced. For this goal, the research adopted the descriptive approach. For the objective of the study, the researcher resorted to the mixed method; quantitative and qualitative data collection and analysis. The mixed data collection methods comprised list of quality standards for educational activities, observation card, and semi-structured interviews. The research sample included 28 Arabic language teachers in government schools for boys in Abha city and 4 language teacher supervisors and 4 School Accreditation Evaluation Specialist. The respondents of the sample were distributed as follows: 10 teachers from the upper grades of primary school, 10 Arabic language teachers from intermediate school and 8 teachers from secondary school. The study tools include a list of quality standards of educational activities and a classroom observation card. An observation card was designed to reveal the extent of practicing the quality standards of educational activities in Arabic language courses. Regarding the list of quality standards, the research identified 25 quality standards for educational activities in Arabic language syllabi. Ultimately, the study concluded that the degree of practicing the quality standards of educational activities ranged from 2.28 to 1.18, which means that the degree of practicing them is between average and low. Moreover, the extent of practicing the quality standards of educational activities in Arabic language syllabi as a whole was 1.59, which means that they are practiced at a weak level. Accordingly, the researcher suggested some recommendations and future studies.

A Review of Educational Supervision in UK Postgraduate Medical Training: Roles, Responsibilities, and Impact on Trainee Development

A Review of Educational Supervision in UK Postgraduate Medical Training: Roles, Responsibilities, and Impact on Trainee Development

Effectiveness of Principal Supervision for Teacher Professional Competence

This study aims to determine the efforts used by school principals to improve eachers' professional competence, as well as the obstacles faced by school principals. The research method used is descriptive qualitative. The results showed that the school principal made efforts to improve the professional competence of teachers through academic supervision, providing training, workshops, and MGMP. However, there are still obstacles in the form of limited time and budget, as well as variations in teacher abilities. In conclusion, the active role of the school principal in carrying out supervision and coaching of teachers is very important to improve the professional competence of teachers.

The barriers and enablers to completing the RPS core advanced pharmacist credentialing programme via the CPPE/RPS pilot programme

Abstract Introduction The RPS and CPPE launched a pilot programme in March 2023 to support 300 pharmacists to evidence their advanced practice via an e-portfolio aligned to the RPS Core Advanced curriculum1 in a 12-week period. Successful pharmacists are credentialed as Advanced Pharmacists. The pilot involved CPPE education supervisors (ESs) support, an online learning platform and small group learning and support. Aim To ascertain barriers and enablers to completing an advanced e-portfolio and to identify how to improve the on-going programme. Methods The invitation to complete the anonymous survey in May 2024 was administered via www.onlinesurveys.ac.uk and developed linking to key performance indicators around education supervision support, to understand why candidates were deferring cohorts and to ascertain additional support accessed by candidates. Ethical approval was not required as study is service evaluation. Candidates who responded included those who successfully submitted their e-portfolio ‘submitted candidates’ n=10, candidates who are resubmitting their portfolio after not passing ‘resubmission candidates’ n=8, pharmacists currently completing their portfolio ‘current candidates’ n=44 and those who started but left without submitting ‘attrition candidates’ n=13. Results All submitted candidates scored ES support as very good/excellent; 60% agreed strongly they would not have submitted their portfolio without this support. Each cohort had two small-group tutorials where candidates accessed peer support and joined WhatsApp groups. Only 38% of resubmission candidates, compared to 80% of portfolio submitted candidates attended both group tutorials. Resubmission candidates were less likely to access additional peer support (38% for resubmission candidates vs 60% for submitted candidates) or to join the cohort WhatsApp group (75% for resubmission candidates vs 90% for submitted candidates). Resubmission candidates rated the remedial SMART action planning support highly. Submitted candidates would have found it easier to complete their portfolio with more comprehensive (60%) and timely responses (70%) from their collaborators. This compares to 55% and 59% of current candidates recognising the same issues. Submitted candidates wanted more allocated time during working hours to support completion of the portfolio (60% rising to 80% for current candidates). There is a notable increase for current candidates wanting a longer period to complete their portfolio (75% compared to 40% of submitted candidates). Half of submitted candidates (50%) reported spending more than 5 hours (average) each week on their portfolio compared to 18% of current candidates. Top reasons for attrition include too busy with work, family responsibilities, personal health challenges and no support from the workplace. Candidates across all groups suggested programme improvement ideas including more evidence examples, making the RPS platform less difficult to navigate and use, and more education supervisor support. Motivating factors for completion include recognition of advanced level working and preparation for the consultant portfolio. Conclusion Enablers include education supervision, CPPE resources/facilitated support events, peer support, WhatsApp groups, recognition and career progression. Key barriers include needing more time and lack of dedicated time at work to complete e-portfolio, lack of timely and comprehensive support from collaborators and finding the RPS e-portfolio platform difficult to navigate. Limitations – low numbers and response rate. Data collection is on-going. Reference 1. Royal Pharmaceutical Society, Core Advanced Pharmacist Curriculum, 2022 https://www.rpharms.com/Portals/0/Credentialing/RPS%20-%20Core%20Advanced%20curriculumFINAL.pdf?ver=8gc3s2aE9t1nZN37CSU7Lw%3d%3d (Accessed 28 May 2024)

Unveiling the Context for Implementing Evidence-Based Practice in Spanish Nursing.

This study explores contextual factors affecting evidence-based practice (EBP) adoption among Spanish nurses, examining their interaction with sociodemographic and practice variables to enhance implementation strategies. A national multicenter study employing a cross-sectional online survey design was conducted with an intentional sample of 934 voluntary Spanish practicing nurses. Participants completed the 12-item Barriers/facilitators dimension of the HS-EBP instrument, along with sociodemographic, training and practice information relevant to EBP implementation. Psychometric networks have been utilised as a novel analytical approach. The HS-EBP scores confirm validity and reliability for assessing EBP barriers and facilitators among Spanish nurses. Primary barriers include inadequate EBP discussion spaces, lack of guidance, resistance to change, patient apathy, time constraints and support gaps. Key facilitators are higher academic qualifications, EBP training, professional development participation, educational institution employment and student supervision. Focus is needed on rural nurses and those with heavy clinical duties, facing major EBP barriers. Spanish nurses encounter organisational barriers to EBP implementation, including insufficient incentives and support. Prioritising hands-on training, professional development in teaching and research and robust programs can enhance nurses' ability to advance EBP implementation. The HS-EBP questionnaire is reliable in measuring organisational and contextual factors affecting EBP implementation. Successful implementation of evidence-based practice (EBP) in the Spanish healthcare system depends on developing an appropriate organisational culture and securing support from formal leaders. Additionally, fostering an understanding of the importance of patients and their families among Spanish nurses is crucial for promoting EBP adoption.

Effects of Teachers’ Digital Leadership on Students’ Learning Outcomes in Selected Secondary Schools in Mfoundi Division-Cameroon

Purpose: Using digital leadership in instructional practices, teachers may or may not empower every student to reach his or her full potential. Hence, the purpose of this study was to investigate the effects of teachers’ digital leadership on students’ learning outcomes in selected schools in the Mfoundi division-Cameroon. The objectives of the study were: To examine the effects of teachers’ digital supervision of instruction on students’ learning outcomes; and to find out the effects of teachers’ digital communication on students’ learning outcomes. Materials and Methodology: The study adopted the descriptive survey design. From an accessible population of 220 teachers who held administrative positions (like principal, vice Principal, discipline master/ mistress and head of department), a sample size of 198 was deemed appropriate for the study. The purposive and simple random sampling techniques were used. Questionnaire was used as instrument to collect data. Cronbach’s alpha coefficient for the questionnaire was 0.874. The data collected was analyzed using descriptive and inferential statistics. Findings: The ANOVA results indicated that teachers’ digital supervision of instruction has statistically significant positive effect on students’ learning outcomes (F=2263.7, P-Value 0.000). Similarly, teachers’ digital communication has statistically significant positive effect on students’ learning outcomes (F=6917.1, P-Value 0.000). Implications to Theory, Practice and Policy: Based on the results recommendations were made which include that government should organize capacity building seminars focusing on the integration of technology into teaching learning activities for teachers and school administrators and, teachers should use technology devices to direct, coordinate, and monitor instructional practices so as to positively enhance students’ learning outcomes and improve school success.

"It's Like Making Reflective Practice More of the Heart of Who We Are": An Exploration of Facilitators and Barriers to Implementing Reflective Supervision in State Pre-K.

High-quality supervision for teachers in early care and education (ECE) is essential for building positive teacher-child relationships and enhancing ECE program quality, which in turn promotes healthy social-emotional and academic development in young children. Reflective supervision (RS) is a process-oriented and relationship-centered supervisory approach that has growing empirical evidence supporting its use. As the evidence base for RS continues to expand, and early childhood-serving settings-including ECE-increasingly consider this approach, understanding whether RS is likely to be routinely used in ECE settings and what helps or hinders use of this approach is critically important. Thus, the aims of this study were to assess the feasibility, acceptability, and appropriateness of RS in state-funded pre-Kindergarten (state pre-K) programs, as well as delineate the implementation determinants that either advanced or challenged the use of RS in state pre-K. This study was informed and guided by the updated Consolidated Framework for Implementation Research (CFIR) and the CFIR Outcomes Addendum. Participants included 11 state pre-K program supervisors who had been trained in RS. Participants completed brief measures of feasibility, acceptability, and appropriateness of RS, and semi-structured interviews. Descriptive analyses of quantitative measures revealed that participants perceived RS as feasible to implement in their programs, highly acceptable, and highly appropriate, thereby suggesting that RS is likely to be implemented successfully in this setting. Qualitative data obtained from interviews and coded using the updated CFIR lent greater nuance to these results by specifying the facilitators and barriers affecting implementation. All participants reported great need for RS at the supervisor, teacher, and child/family level, and identified numerous other facilitating factors within four CFIR domains (i.e., Innovation, Outer Setting, Inner Setting, and Individuals), ranging from the relative advantage of RS to individual supervisor motivation and capability. Participants also cited barriers to using RS, most notably staffing difficulties, competing demands, and lack of policy and leadership support. Through theory-driven implementation frameworks applied to a real-world ECE setting, these findings extend prior research suggesting that RS may be an effective supervisory approach by highlighting the contextual factors that make RS more or less likely to be adopted, used, and sustained in state pre-K.

Strategy for Supervision of Islamic Religious Education in the Era of Information Technology Iin Banggai Regency

The impact of information technology has permeated various aspects of human life, including social, cultural, economic, political, and even educational elements. The education sector, influenced by technology, significantly affects the quality of education, including Islamic Education, where one crucial element is the presence of Islamic Education Supervisors. The role and responsibilities of Islamic Education Supervisors are to enhance the quality of Islamic Education and to exhibit adequate professionalism. Therefore, this study addresses the professionalism of Islamic Education Supervisors and the implementation of information technology in the duties of Islamic Education supervision in Banggai Regency. This study uses a qualitative approach. Data collection techniques include direct observation, in-depth interviews, and written document analysis. Data was analyzed using three stages: data reduction, presentation, and verification. This study found that the professionalism of Islamic Education supervision in the era of information technology in Banggai Regency is outstanding. This is proven by the research findings, which show that supervisors consistently carry out their duties despite many challenges and obstacles. The extensive supervisory area, the large number of supervised teachers, and the need for more supervisors present real challenges in performing their duties professionally. On the other hand, Islamic Education Supervisors still need to improve in aspects of information technology and discipline. Other findings indicate that in performing their supervisory duties, Islamic Education Supervisors in Banggai Regency use information technology in various strategies and methods.

Online Instructional Supervision in an Advanced Higher Education

The continuity of learning in graduate and post-graduate education was ensured through online instructional supervision during the COVID-19 pandemic. This initiative aligns with the fourth Sustainable Development Goal (SDG 4), emphasizing the preservation of quality education amidst unprecedented challenges. The pandemic-induced shift to online learning environments underscored the critical need for robust supervisory practices that promote equitable and inclusive education for all students in the graduate studies. Employing a phenomenological approach, this study explored the experiences of 15 internal stakeholders involved in online instructional delivery at a state-funded university. The thematic analysis yielded five key insights: the lived experiences of internal stakeholders during the pandemic, transformative shifts in work and learning dynamics, perceptions of the internal stakeholders on online supervision, strategies for effective online supervision, and the opportunities and challenges inherent in this modality. Despite inherent limitations, online instructional supervision in advanced higher education during the pandemic proved to be both complex and transformative. The study recommends ongoing investment in human capital and technological infrastructure by educational institutions to secure sustainable educational outcomes for graduate and post-graduate students in the long term.

Digital Citizenship Practices and Implementation of Learning Modalities in the Higher Education Institutions under the New Normal in General Santos City

While the shift to technology-mediated learning in higher education has been widely documented, less is known about the interplay between digital citizenship practices within institutions, particularly in Mindanao. One of the means to address this gap is by investigating the relationship between these two factors within higher education institutions in General Santos City. While some argue that technological infrastructure and pedagogical innovation are sufficient for effective online and blended learning, this study posits that a strong foundation of digital citizenship is essential for maximizing the benefits of these modalities. Specifically, the research examined four key elements of digital citizenship: digital identity, digital netiquette, digital footprint, and digital privacy, alongside the implementation of learning modalities across curriculum development, supervision of instruction, faculty development, and research and extension services. Data were collected through a structural survey questionnaire. Findings revealed a high level of digital citizenship practices and a very satisfactory implementation of learning modalities. The data indicate that students and teachers alike are well-versed in digital ethics, demonstrating awareness of online safety protocols and responsible internet behaviors. This strong foundation in digital citizenship can be leveraged to develop further the critical thinking and information literacy skills required for navigating the digital landscape of the 21st century. Furthermore, a significant positive relationship was observed between these two factors across all domains. This suggests that strong digital citizenship within HEIs contributes to a more effective adaptation to a technology-driven educational environment.

Making medical education great again: analysing trainee feedback to identify key drivers of trainee satisfaction and improve experience

ObjectivesThe London School of Paediatrics (LSP) surveys trainees annually regarding their training placements. There is a wide variation in satisfaction. We explored the last 5 years of data to identify trends and determine predictors of overall trainee satisfaction.MethodsThe survey is distributed annually to all London paediatric trainees with response rates of 86–90%. It explores overall placement satisfaction, followed by key questions covering staffing, supervision, teaching, facilities and other facets. The survey blends both quantitative and qualitative feedback.Satisfaction levels were analysed using time series trend analysis. Overall levels were compared using t-tests. Associations between satisfaction and components of the survey were identified using a convergence of multiple regression and other multivariate analyses.ResultsOverall trainee satisfaction increased steadily until 2020. There was a considerable variation across sites, some having consistently higher or lower scores than the median, while others showed an upward or downward trend, or very variable pattern.By training levels, ST3 trainees consistently rated their placement below average and ST7 trainees above average. There was also a considerable variation in responses by training level with regard to perceived staffing levels and teaching.To understand the influences on overall satisfaction, regression coefficients were derived between specific metrics and overall satisfaction using multiple regression and then normalised to 100%. The explanatory power of this list to explain satisfaction overall is high at 82% R2.Trainee satisfaction was most strongly correlated with workplace atmosphere and consultant support. Staffing, educational supervision, facilities and wider MDT (Multidisciplinary Team) support are associated with overall satisfaction, but to a lesser degree.ConclusionsTrainee satisfaction is crucial, affecting patient safety, retention and trainee mental health. Our analysis identified significant associations with satisfaction including modifiable elements such as consultant engagement and team morale. Staffing levels were less related to satisfaction than expected.Experimental data exploring the components of clinical training in real-world situations are lacking. These data use the natural experiment of placing trainees in different training locations to explore the factors that relate to their overall experience.

Academic Staff Perceptions on Graduate Students’ Attitudes towards Academic Writing and Research in Selected Public Universities in Uganda

The study aimed to find out academic staff perceptions of graduate students’ attitudes towards academic writing and research skills in selected Public Universities in Uganda. It employed a phenomenological design and a qualitative approach. Graduate students, academic staff, and academic administrative staff as the study population. Study participants depended on the saturation of the findings collected. These participants were selected using a purposive sampling technique. Data from academic administrative staff and academic staff were collected using an interview guide. A focus group discussion guide for graduate students was the second data collection tool. Data were analysed using the thematic data analysis technique. Results showed that academic staff perceptions of graduate students’ attitudes on academic writing and research skills were negative. Negative perceptions were recorded on the generation of research ideas, enthusiasm, text structure, formal academic language, paraphrasing, plagiarism, and making citations. The study concluded that the perceptions of academic staff on graduate students’ attitudes towards academic writing and research were generally negative on the generation of research ideas, enthusiasm, use of formal academic research language, paraphrasing, plagiarism, and making citations. Thus, it was recommended that supervisors/mentors should be retooled in active research-based instructional supervision where they can be encouraged to work in groups, and initiate professional activities, such as mentoring and coaching, to assist them in supervising and evaluating graduate students’ research projects

The Examination of the Counseling Supervision Effect on Personal and Professional Development of First-Time Supervisees

The study investigated how clinical supervision affects the personal and professional development of first-time supervisees. The explanatory sequential mixed methods research design was employed in the study. Quantitative data was collected using a single group pretest-posttest experimental design to evaluate the impact of supervision on the personal and professional development of counselors in training. Individual interviews were conducted with 51 volunteer participants who were counselors in training at a state university in western Türkiye. Paired-sample t-tests were used to analyze the quantitative data, while content analysis was employed for the qualitative data. The findings showed that supervision significantly enhanced the counselors in training's effective counselor characteristics and self-awareness management strategies. However, there were no significant differences in hindering self-awareness and professional disposition. The qualitative analysis revealed that counselors in training who participated in supervision gained a deeper understanding of counseling procedures and techniques, increased trust in the profession, and improved self-efficacy. Counselors in training also highlighted the positive impact of their supervisor and group supervision format on their development. The results of the study suggest the significance of supervision in counselor education. It is recommended that the variables included in the current research and the effect of supervision should be examined in more studies.

A Model for Collaborative Immersive Classroom Management Development Using Multi-user Virtual Reality

Classroom management has been ­­identified as a key challenge in becoming a teacher, as newly qualified teachers are overwhelmed by the complexity of professional teaching practice. This paper explores the transformative potential of immersive technologies in fostering a collaborative reflection and problem-solving space for the continued development of newly qualified teachers’ classroom management competencies – allowing newly qualified teachers to become better prepared for facing the unexpected, local, and situated challenges of becoming a teaching professional. Through iterative cycles of design-based research, we have developed a model of immersive collaborative classroom management training using multi-user Virtual Reality. The model consists of four phases: (1) 360-degree video recording, creating an immersive version of the classroom and the complex interactions that occur within it. (2) clip selection, giving teachers the ability to select clips that are relevant for them and their practice. (3) Multi-user Virtual Reality training, allowing teachers to get feedback on their selected clips and construct actionable knowledge together with local teaching supervisors (4) Debriefing, for ensuring the joint understanding and transfer of knowledge to practice. Through analysing teacher’s and supervisors’ meaning making processes of 18 selected video clips across five multi-user Virtual Reality training sessions, we uncover three main phases: Analysis, Abstraction, and Actionability. By being able to collaboratively watch, re-watch, and discuss selected video clips and moving between these three main phases, teachers and supervisors co-create actionable knowledge, creating an improved understanding of current practices, and supporting the ability to transform future practices. These findings contribute both theoretical insights and practical implications for educators and learning designers, emphasising the importance of creating social immersive reflective spaces in which real situations may be revisited in order to examine the intricacies of classroom practices, allowing newly qualified teachers to better engage with their profession.

The Influence of Teacher Supervision, Work Culture, and Organizational Commitment on Teacher Performance at XXY High School, Bintaro

The Influence of Teacher Supervision, Work Culture, and Organizational Commitment on Teacher Performance at XXY High School, Bintaro

A partnership composition project between professional composers, a university music education program, and a comprehensive school extended music program

In this Finnish-based study, professional composers ( n = 2), student music teachers ( n = 6), eighth-grade comprehensive school pupils studying in an extended music program ( n = 22), and university and school music educators ( n = 2) were brought together to pilot a partnership model for teaching and learning music composition. The one-year project offered (a) a composition pedagogy course for student music teachers, including lectures by composers and a seminar and teacher training in a comprehensive school, and (b) collaborative composition workshops for eighth-grade pupils under the supervision of student music teachers, professional composers, and a school music teacher. In Part 1, we conducted a survey to investigate pupils’ experiences relating to their creative musical agencies and basic psychological needs. In Part 2, we used a phenomenographic approach to examine educators’ perceptions of student music teachers’ development as composition teachers. In Part 3, we used phenomenography to study the student music teachers’ experiences of their development as composition teachers. The results indicate that (a) the musical agency and basic psychological needs of the eighth-grade pupils were supported; (b) the educators succeeded in planning and implementing the pilot course, taking into account both the social and pedagogical aspects of collaborative composition; and (c) the student music teachers felt that their attitudes toward teaching music composition changed and that their confidence increased during the project. We recommend future modifications to the present educational model and consider its potential implications for music education in the Finnish context.

Supervisi Pendidikan di Sekolah Inklusif: Tantangan dan Solusinya

Educational supervision in inclusive schools faces various challenges, particularly in addressing the diverse needs of students, the lack of specialized training for teachers, and the limitations of resources and supporting facilities. The aim of this research is to identify the challenges of supervision in inclusive schools and to seek effective solutions to improve the quality of supervision within the context of inclusive education. This study employs a library research method, using data sources from books, journals, and relevant previous studies. Data analysis is conducted qualitatively through literature review. The findings indicate that enhancing teacher competency through continuous training, implementing collaborative supervision methods, and strengthening supporting facilities are effective solutions to address the challenges of supervision in inclusive schools. In conclusion, educational supervision in inclusive schools can operate more optimally when supported by a comprehensive approach, both in terms of teacher competency development and the provision of adequate facilities

The impact of organizational commitment on rural teachers’ retention: a moderated mediation study

The study aims to reveal the mechanisms by which organizational commitment influences the retention of rural teachers and how environmental fit and condition support modulate this relationship. It specifically examined the mediating role of environmental fit and the moderating role of supportive conditions in their relationship. A survey was conducted among 4,746 rural teachers across ten regions in Heilongjiang Province. The findings indicate: (1) There is a significant positive correlation between organizational commitment and the willingness of rural teachers to stay; (2) Environmental fit acts as a mediator in the relationship between organizational commitment and the retention intention of rural teachers; (3) Supportive conditions not only moderate the direct prediction of organizational commitment on the retention of rural teachers but also the predictive effect of organizational commitment on environmental fit. Therefore, to more effectively retain rural teachers, the following effective measures can be taken: optimize the rural educational environment to enhance teachers’ organizational commitment; refine recruitment and training systems to improve the fit of rural teachers with the rural environment; establish a monitoring system for the retention of rural teachers to enhance local educational supervision and accountability mechanisms.

The Developing of Pedagogical Competence of Madrasah Ibtidaiyah Teachers Through Formative Assessment Management

Formative assessments play a crucial role in providing valuable feedback to both teachers and students, highlighting progress and pinpointing areas for improvement. This study focuses on the development of teacher competence through the planning, organization, implementation, and supervision of formative assessments at Elementary School. It is a descriptive and qualitative research employing interviews, documentation, and observation methods to gather data, ensuring data validity through triangulation techniques. Data analysis involves collection, presentation, and drawing conclusions. The findings indicate that teachers' pedagogical competence is enhanced through effective formative assessment management, evidenced by thoughtful planning, meticulous organization, and comprehensive execution of formative assessments. Responsibilities for supervision are distributed among Madrasah Heads and Madrasah Supervisors. The study's implications suggest that strengthening teacher supervision in formative assessments can lead to improved pedagogical practices, ultimately enhancing student learning outcomes.

Training Needs of Ward Education Officers for Ensuring Quality Education a Study of Primary Schools in Mkuranga District, Tanzania.

This study was set to find out the training needs of Ward Education Officers` in ensuring Quality Education in Tanzania. It mainly focuses on determining WEO`s supervisory training needs that will enable them to ensure quality education provisions in schools in Mkuranga District, highlighting the challenges that WEO's face while carrying out supervision of schools and establish the remedial measures to the identified challenges WEO's face in Mkuranga District. The study sample comprised of 26 informants made up of 25 WEO`s and 1 District Education Officer (DEO). A concurrent transformative mixed method approach was applied because each method of data collection complements each other. Questionnaires and interview guide questions were used to collect data from the respondents. The reliability of quantitative data was established through Cronbach- Alpha where by (r=0.828 for WEO`s questionnaire) while reliability for qualitative data was established through trustworthiness. Quantitative data was analyzed by using descriptive analysis to generate frequency, means and percentages by using the Statistical Package for Social Science (SPSS) version 25 Computer while Qualitative data was analyzed thematically and presented in words by verbatim quotations. The study concluded that, WEOs are facing the challenges that hinder their ability to provide effective supervision for ensuring quality education in schools. Such major challenges include lack of training, inadequate resources and lack of cooperation from the community in which they work. WEOs are in dire need for training in order to enable them supervises school for ensuring quality education. The study therefore recommends that, the program designers plan for supervising training to the WEOs either before being appointed or the inset training if they want WEOs to fit into there jobs. Also WEOs should only be selected among teachers who have the knowledge of education management and supervision.