The Contribution Of Instructional Supervision To The Improvement Of Instructional Practices In Governmental Secondary Schools Of Wolaita Zone, South Ethiopia Regional State

Abstract

The study was to investigate the contribution of instructional supervision in improving teaching practices in governmental secondary schools of Wolaita Zone, South Ethiopia Region. The research design employed in this study was descriptive survey research design and the methods employed were qualitative and quantitative methods. The data were generated from both primary and secondary sources. 248 teachers and 154 supervisory teams (12 main principals, 12 academic vice principals and 120 department heads) were selected through simple random sampling techniques. Total sample size of the study was 248 for questionnaires and 7 respondents for interview. The instruments for data collection used were questionnaire and interview. Quantitative data analysis was done using descriptive statistics such as frequency, percentage, mean and standard deviation besides independent sample t-test whereas qualitative data were analyzed and interpreted qualitatively. The pilot study was conducted on Lera Secondary School and the reliability coefficient was found to be 0.825 Cronbach's Alpha for teachers’ questionnaire hence it was regarded as good, reliable and valid questionnaire. The finding of the study had revealed that the extent to which instructional supervision employed in secondary schools was at low level. Thus, without effective implementation of instructional supervision in secondary schools of Wolaita Zone, the expected improvements in instructional practices cannot be enhanced. The actual instructional supervisory practices were not aligned with the expected standards of instructional supervision. The challenges that affect the contribution of instructional supervision practices were lack of relevant training programs for instructional supervisors and lack of support from Woreda education office. The study findings showed that majority of principals do not make visits to classrooms in order to observe teachers’ lessons or give feedback to teachers after class observations. The practices of supervisors in supporting teachers in practice of instructional supervision were unsatisfactory to improve teachers’ classroom instructional practices. It is advisable for instructional supervisors to give technical support for teachers by identifying decencies of teachers. Woreda education officers needed to lay emphasis on development and application of technical skills by principals in order to ensure they effectively motivate teachers to respond positively to various instructional activities in their schools.

Key words: Contribution, Instructional supervision, Instructional practices

DOI: 10.7176/RHSS/16-1-01

Publication date: February 28^th 2026