Identifying improvements in supervision practices in Ethiopian primary schools: A pragmatic perspective
Hawassa University, Ethiopia
This article scrutinises the gaps in supervision practices in primary schools in Ethiopia. It examines the support being provided to teachers by supervisors, in three areas, teaching principles, teaching methods, and professional development. A mixed-methods design was used with questionnaires and semi-structured interviews. Questionnaires were completed by 382 in-service postgraduate diploma primary school principals and supervisors in the Department of Educational Leadership and Management at Hawassa University, Ethiopia in the 2018-2019 academic year. Semi-structured interviews were conducted with 12 purposively selected senior principals and supervisors. Results showed deficiencies in supports provided by supervisors to teachers in the three areas. The study suggests that in teaching and learning activities, supervisory support plays a very significant role in empowering teachers and contributing to improvements. So, the quality of teaching depends to some extent on the quality of supervision practices. Therefore, the Ethiopian government and stakeholders should give greater attention to improving the competency of supervisory staff, who are vital assets in striving for better quality education.
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|Author: Eshetu Mandefro is an Assistant Professor in Educational Leadership and Management in the Department of Educational Planning and Management, College of Education, Hawassa University, Ethiopia. His research interests include teaching and learning, professional development, leadership, supervision, school improvement, language and literature, technology in education, curriculum, research methods and teacher training.
Please cite as: Eshetu, M. (2020). Identifying improvements in supervision practices in Ethiopian primary schools: A pragmatic perspective. Issues in Educational Research, 30(3), 866-882. http://www.iier.org.au/iier30/eshetu.pdf