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.
| Published in | International Journal of Secondary Education (Volume 10, Issue 1) |
| DOI | 10.11648/j.ijsedu.20221001.12 |
| Page(s) | 13-19 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2022. Published by Science Publishing Group |
Instructional, Supervision, Government, Secondary School, Competence Standard, School Leader, Challenge
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APA Style
Mohammed Ahmed Tufa. (2022). Instructional Supervision at Government Secondary Schools in Relation to Supervisor Competence Standard: Practice and Challenge in the Case of Arsi Zone, Ethiopia. International Journal of Secondary Education, 10(1), 13-19. https://doi.org/10.11648/j.ijsedu.20221001.12
ACS Style
Mohammed Ahmed Tufa. Instructional Supervision at Government Secondary Schools in Relation to Supervisor Competence Standard: Practice and Challenge in the Case of Arsi Zone, Ethiopia. Int. J. Second. Educ. 2022, 10(1), 13-19. doi: 10.11648/j.ijsedu.20221001.12
AMA Style
Mohammed Ahmed Tufa. Instructional Supervision at Government Secondary Schools in Relation to Supervisor Competence Standard: Practice and Challenge in the Case of Arsi Zone, Ethiopia. Int J Second Educ. 2022;10(1):13-19. doi: 10.11648/j.ijsedu.20221001.12
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Download@article{10.11648/j.ijsedu.20221001.12,
author = {Mohammed Ahmed Tufa},
title = {Instructional Supervision at Government Secondary Schools in Relation to Supervisor Competence Standard: Practice and Challenge in the Case of Arsi Zone, Ethiopia},
journal = {International Journal of Secondary Education},
volume = {10},
number = {1},
pages = {13-19},
doi = {10.11648/j.ijsedu.20221001.12},
url = {https://doi.org/10.11648/j.ijsedu.20221001.12},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20221001.12},
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.},
year = {2022}
}
TY - JOUR T1 - Instructional Supervision at Government Secondary Schools in Relation to Supervisor Competence Standard: Practice and Challenge in the Case of Arsi Zone, Ethiopia AU - Mohammed Ahmed Tufa Y1 - 2022/02/09 PY - 2022 N1 - https://doi.org/10.11648/j.ijsedu.20221001.12 DO - 10.11648/j.ijsedu.20221001.12 T2 - International Journal of Secondary Education JF - International Journal of Secondary Education JO - International Journal of Secondary Education SP - 13 EP - 19 PB - Science Publishing Group SN - 2376-7472 UR - https://doi.org/10.11648/j.ijsedu.20221001.12 AB - 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. VL - 10 IS - 1 ER -
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