HAWASSA UNIVERSSITY

COLLEGE OF EDUCATION
DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT

PROPOSAL ON PRACTICE AND CHALLENGES OF SCHOOL BASED

SUPERVISION IN ETHIOPIA TIQIDEM PRIMARY SCHOOL OF HAWASSA
CITYADMINISTRATION.

A PROPOSAL SUBMITED TO THE DEPARTEMENT OF EDUCATIONAL PLANNIN

AND MANAGEMENT, HAWASSA UNIVERSITY

BY: DESALEGN MISGANAW …………ID NO. 0656/12

ADVISOR: KALKIDAN (MA)

FEB, 2023
HAWASSA, ETHIOPIA

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Table of Content

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s
CHPTER ONE................................................................................................................................................... 1
1. INTRODUCTION......................................................................................................................................... 1
1.1 BACKGRUND OF THE STUDY............................................................................................................ 1
1.2 STATEMENT OF THE PROBLEM........................................................................................................ 2
1.3. BASIC RESEARCH QUESTIONS........................................................................................................ 3
1.4. OBJECTIVE OF THE STUDY............................................................................................................... 3
1.4.1 General Objective................................................................................................................................. 4
1.4.2. Specific objectives............................................................................................................................... 4
1.5 SIGNIFICANCE OF THE STUDY......................................................................................................... 4
1.6. Delimitation of the study......................................................................................................................... 4
1.7. Definition of terms.................................................................................................................................. 4
CHAPTER TWO........................................................................................................................................... 5
2. REVIEW OF LITERATURE.................................................................................................................... 5
2.1 CONCEPTS OF SUPERVISION IN EDUCATION................................................................................5
2.2 HISTORICAL DEVELOPMENT OF SUPERVISION............................................................................6
2.2.1 Supervision in education....................................................................................................................... 6
2.3. The Distinct Characteristics of the Supervision....................................................................................... 6
2.3.1. Objective of the supervision in education............................................................................................. 6
2.3.2. Responsibilities of the schools supervision in education......................................................................6
2.4. PROCESS OF SCHOOL SUPERVISION.............................................................................................. 7
2.4.1 Participation in school management and instructional planning............................................................7
2.5 APPROACHES OF SCHOOL BASED SUPERVISION.........................................................................7
2.5.1 Clinical supervision............................................................................................................................... 7
2.5.1 Clinical supervision............................................................................................................................... 7
2.5.2 Collegial supervision............................................................................................................................. 8
2.5.3. Self-directed supervision...................................................................................................................... 8
2.5.4 Informal supervision............................................................................................................................. 8
2.5.5 Inquiry-based supervision..................................................................................................................... 8
2.6 INTERMEDIATE APPROACHES AND SUPERVISORY RESPONSIBILITY.....................................9
2.7 CHALLENGES OF INTERNAL SUPERVISORY ACTIVITIES...........................................................9

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2.7.1 Teachers’ attitudes and supervisors’ approaches to supervision............................................................9
2.7.2 Lack of adequate training...................................................................................................................... 9
2.7.3 Communication between schools based supervisors and teachers.......................................................10
2.7.4. Unavailability of educational resources.............................................................................................. 10
2.7.5 Lack of knowledge and experience..................................................................................................... 10
2.7.6 Lack of professional support............................................................................................................... 10
2.7.7 Combining supervision with other duties............................................................................................ 11
2.8. IMPORTANCE OF SCHOOL BASED SUPERVISION IN TEACHING-LEARNING PROCESS.....11
2.9 PRACTICES OF SUPERVISION IN ETHIOPIA AT SCHOOL LEVEL..............................................11
2.9.1. The roles of school principals in supervision...................................................................................... 11
2.9.2. The roles of deputy principals in supervision.....................................................................................12
2.9.3. The roles of department heads in supervision..................................................................................... 12
2.9.4 The roles of senior teachers in supervision.......................................................................................... 12
2.9.5. The role of school –based supervision in improving quality education...............................................13
CHAPTER THREE..................................................................................................................................... 13
3. RESEARCH DESIGN AND METHODOLOGY..................................................................................... 13
3.1. DESCREPTION OF THE STUDYAREA............................................................................................ 13
3.2. RESEARCH DESIGN.......................................................................................................................... 13
3.3. RESEARCH METHOD........................................................................................................................ 14
3.4. SOURCES OF DATA........................................................................................................................... 14
3.4.1 PRIMARY SOURCE OF DATA........................................................................................................ 14
3.4.2 SECONDARY SOURCE OF DATA.................................................................................................. 14
3.5. Population, sample and sampling techniques......................................................................................... 14
3.5.1. Population of the Study...................................................................................................................... 14
3.5.2. Sample size and Sampling Techniques............................................................................................... 14
3.6. DATA COLLECTION INSTRUMENT................................................................................................ 15
3.6.1. Questionnaire..................................................................................................................................... 15
3.6.2 Interview............................................................................................................................................. 15
3.7. Data Collection Procedure..................................................................................................................... 16
3.8. Method of Data analysis........................................................................................................................ 16
3.9. ETHICAL CONSIDERATION............................................................................................................. 16
4. ACTION PLAN AND BUDGET BREAKDOWN................................................................................... 17
4.1. ACTION PLAN.................................................................................................................................... 17
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[Link] major activities that will be accomplished and the time of implementation for the study will be set
as follows......................................................................................................................................................... 17
5. BUDGET BREAKDOWN....................................................................................................................... 18
6. REFERENCE.......................................................................................................................................... 18

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 CHPTER ONE

1. INTRODUCTION
This chapter deals with background of the study, statement of the problem, objectives of the
study, significance of the study, delimitation of the study and definition of operational terms.

1.1 BACKGRUND OF THE STUDY

Schools are the formal agencies of education, where the future citizen are shaped and developed
through the process of teaching and learning. So, schools need to help all students develop their
potential to the fullest level. These requires effectiveness and commitment of the stake holders
particularly teachers, school leaders and management (Aggrawa, 1985). Thus, schools must
improve their basic functions of teaching and learning process “that aims at helping and
empowering all students to achieve their outcome through instructional improvement. In this
regard supervision is a vital role in improving school and teaching – learning (Aggrawa, 1985).
Supervision can categorize in to two: namely, internal and external schools supervision. External
supervision refers to qualified supervisor follows staff, the opportunity to discuss client’s issues
and ethical issues.(Abeya 2009)

Whereas internal supervision refers to regular for nightly individual supervision with the team
leader ensures staffs are supported in all areas of the work there by enhancing staff productivity
and reducing burn out (Abeya andTamiru, 2009). Supervision includes activities which are
primary and directly concerned with studding and improvement of which surround and pupils
(Moora in Kohhar, 2005). In many developed countries such as united republic of Congo and
United States, much more attention has been given to inspection of school supervision (Leedig
and Song, 2008. According to the education and training policy of (MOE, 1994), educational
supervision is recognized at the center (MOE), regional, zonal, district, and school levels.
Instructional supervision at school level is practiced by principals, deputy principals, department
head and senior teachers. According to (Haileselasess W, 2002) the functional and true sense of
educational supervision depends on the supervisory operation made at the grass root level. This

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 research has conduct in Ethiopia tikedem primary school in hawassa city [Link],
study focuses on the practice and challenges of school based supervision in school levels.

1.2 STATEMENT OF THE PROBLEM

It is believed that the overall education system should be supported by educational supervision in
order to improve the teaching-learning process in general and learners’ achievement in particular
(UNESCO, 2007). School-based supervision plays a crucial role in achieving the overall
objectives and goals of education in the strategy of attaining quality education. According to the
principal the researcher will identifies the problem of poor motivation provides by higher
administrative body and appointment the principal. School supervision is along lived service that
has been playing major role in the management of activity it has been useful in searching and
teaching the necessary knowledge and skill to solve educational problems by creating awareness
about the dynamic methodological change in the teaching learning process. One of the major
tools for improving school effectiveness supervision refers to the action of professional educator
that are exercised the purpose of the improving instruction (Tomas &Robert, (2005).According
to the schools supervision documents, supervision is even an activity in the school process where
teachers visited in the class room without prior arrangement or even notification. This is with a
few to judge and find fortes with teachers. Also, it assumes that there are fixed and known
methods of teaching and teachers quality.
In addition to that, the researcher will be frequently observe and head to many primary school teachers in
the region taking about their dissatisfaction in supervision and support service being left to them, and they
do not seem to have positive attitude to the school based supervisors. They mostly associate supervisors
only to evaluate teachers work efficiency it may be for carrier structure only Promotes or demotes) and it is
not on the base of enhancing students achievement. There is the number of problems teacher’s
enhancement, encouragement, guidance, refreshment, as well as improvement in their performance and
creating effective and well improve teaching and learning process. The general impression that gives ones
visit is undertaken and report filled nothing more will be happen any impact is quickly lost (Abeya and
Tamiru, 2009).

The findings of different research conducted on the practice of school based supervision in primary
schools of different Regions and Zones of Ethiopia have shown that, there was a lack of awareness on
utilizing various supervisory options, a lack of relevant continuous trainings for department heads and
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senior teacher who are supposed to carry out supervisory activities at school level and also there is
inadequate classroom observation to monitor teachers” instructional improvements (Chanyalew, 2005

Getachew, 2001; Million, 2010).As the researcher felt that, there is a gap which needs in depth
investigation about the status of the current supervisory practices such as proper implementation
of supervisory options and classroom observation, the proper implementation of school-based
supervisors responsibilities in line with the issues mention in the supervision manual of Ministry
of Education in primary schools of the study area and to suggest the ways of improvements in
the process of implementation of school-based supervision. Educational system relies on
educational supervision to improve instruction by improving quality of teachers and the
achievement of learners, Carton,(1998,in Ngara,2013:4).In Ethiopian attention is currently given
to the provision and quality of education at all levels. The utilization of educational facility,
technologies and materials so as to strengthen the teaching learning process and the
expansions of education is given to due to attention (ETP, 1994, in Ntsanet, 2014:4).For the
existing situation in the school, the researcher motivates to assess the practice and challenges on
Ethiopia tiqidem primary [Link] purpose of this study is to find out practices and challenges
of school based supervision in Ethiopia tiqidem primary school.

1.3. BASIC RESEARCH QUESTIONS

This study will be attempted to answer the following questions:

1. How school based supervision is applied at Ethiopia tiqidem primary school of hawassa city
administration.

2. What are the major challenges facing supervisors to implement school

Based supervision in Ethiopia tiqidem primary school of hawassa city administration.

3. What mechanisms should be employed for effective school based supervision in Ethiopia
tiqidem primary school of hawassa city administration.

1.4. OBJECTIVE OF THE STUDY

This study has two objectives: general and specific.

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1.4.1 General Objective
The general objective of the study will be to assess determinants of school based supervision in
Ethiopia tiqidem primary school of hawassa city in order to suggest possible solutions for
resolving challenges of school based supervisory activity.

1.4.2. Specific objectives

1. To identify the school based supervision is practice in Ethiopia tiqidem primary school of
Hawassa city administration.

2. To identify the major problems of supervision in Ethiopia tiqidem primary school of hawassa
city administration.

3. Explain supervisors work effectively to improve the teaching and learning process in Ethiopia
tiqidem primary school of hawassa city adminstration.

1.5 SIGNIFICANCE OF THE STUDY

This study will be contribute the following benefits.
1. It may help administrators to develop effective supervision activities in the school
2. It may help principals to improve his or her school management and bring necessary change
on the part of supervisors
3. It may help to promote teachers’ professional development through appropriate supervision
support
4. It may contribute to establishing positive relationship between supervisors and teachers
5. The study will contribute for students’ academic achievement

1.6. Delimitation of the study

The scope of this study will be delimited to the practice and challenges of school based
supervision in Ethiopia tiqidem primary school of hawassa city administration.

1.7. DEFINITION OF TERMS

External supervision: refers to professional support for teachers provided by experts of woreda
education office, zone education office and regional education board from outside of the school.

Instruction: -is a set of events that affects in such way that learning will be facilitate.

Performance: - is the actual accomplishment as distinguish from potential ability.

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Primary school: - According to the new structure of the education system. Primary education
lasts eight years (age group 7-14), and it is divided in to two cycles basic education (grade 1-4)
and general education (grade 5-8). And also refers to elementary (junior) school/first cycle (1-8).

School based supervision: - refers to face to face contacts with teachers to improve class room
instruction. Means any body in the school who has assigned to conduct supervisory practice at
school Level.

Supervision: - in this study supervision considered as any service for teacher that eventually
result in improving instruction, learning and the curriculum.

Supervisor: - is some who supervise the teaching learning process. In this study it refer to
school supervisor (those coming from sub city education office), school principals, deputy
directors, and department head of selected schools.

CHAPTER TWO

2. REVIEW OF LITERATURE

2.1 CONCEPTS OF SUPERVISION IN EDUCATION

Supervision has been given different definitions, but from an educational point of view, the
definition implies supervision as a strategy that emphasizes on offering professional support for
the improvement of instruction. Supervision is a complex process that involves working with
teachers and other educators in a collegial, collaborative relationship to enhance the quality of
teaching and learning with in the schools and that promote the careers long development of
teachers (Beach & Reinhartz, 2000).

Supervision is a process that focuses on instruction and provides teachers with information about
the teaching so as develop instructional skills to improve performance, (Beach & Reinhartz,
2000). On the other hand Igwe (in Enagibe, 2009) indicated that to supervise mans to direct,
oversee, guide to make sure that expected standards are met. As Sullivan and Glanz (2000)
defined , supervision is a school based or school college based activity , practices, or process that
engages teachers in meaning full, non-judgmental and on-going instructional dialog and
reflection for the purposes for improving teaching and learning.

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2.2 HISTORICAL DEVELOPMENT OF SUPERVISION

2.2.1 Supervision in education

As American national education association (1930-1947), stated that supervision as creative
enterprise that has for its objectives the development of a group of professional workers who
solve their problems scientifically, free from control of traditional and occupied by a spirit of
inquiry. According to Loveless and Wiles (1998), supervision is essential to provide support and
service directly to teacher to help them improve their performance in working with a certain
group of students. Supervision is a service or professional assistance and guides render for
teachers for maintaining and improving instruction with the student as the ultimate beneficiary.

2.3. The Distinct Characteristics of the Supervision

Supervision is the main purpose in improvement of the service actively in the educational
process. In intended to stimulate, coordinate, guide and make teachers self-directive. The concept
of supervision is based on the belief that the improvement of the instruction of cooperative
enterprises. The primary aim of supervision should be to recognize the inherent value of each
person to the end that full potential of the all will be a dynamic force; hence supervision becomes
dynamic in character, Hailesilase,(1997) and melchoeir cited in amberber,(1975).

2.3.1. Objective of the supervision in education

The main objective of the supervision is evaluation of the school programs. The other is
providing professional leadership to all educational works by helping in the school system. To
share or inform the management, parents about the problems of the school and seek for their
support in solving them out. Supervision helps to ascertain the strengths and limitations of the
schools, to set suitable targets for progress of the educational institution, (Abebe H. And Japan,
(2006).

2.3.2. Responsibilities of the schools supervision in education

Supervision is planning to implement policies and programs in the school. It sets realistic and
practicable programs for improvement in school. It also create harmony among the school
personnel by providing constructive feedback and guidance, by facilitating classroom for
demonstration of teaching methods, keeping the things confidential in the required case.

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2.4. PROCESS OF SCHOOL SUPERVISION
On a whole, educational supervisors, who believe in the fact that supervision is scientific in the
accomplishment of school supervision, undergo the following stage: Identification of educational
problems, quality, students, teaching, etc., Study of causes for emergence, Designation and study
of possible solutions for solving educational problems, Designation of economic, ethical, social,
cultural and political criteria for the assessment of solutions ([Link] born, 2004).

2.4.1 Participation in school management and instructional planning

school supervisors is persons they play a key role in the management of the school. The school
supervisors monitor the student achievement as well as improvement of the school. They assist
in planning lesson, in affect: they jointly plan lessons with the teachers to develop fourthly lesson
plan based on the groups of students as defined by ability in each subject, this will be forms the
basis for their daily lesson plans(Gorinda and Tapan,(2001).

2.5 APPROACHES OF SCHOOL BASED SUPERVISION

For a coherent system of supervisor to be developed, care must be taken to common framework
for the supervision. This framework may will include some forms of supervision for everyone
and other forms that are option that tailor to serve different learning needs and interests of
teachers (Thomas and Robert, [Link]. 2003). In every plan of schoolsupervision be developed
that include at least five options:- clinical supervision, collegial supervision, self-directed
supervision, informal supervision and inquiry based supervision ([Link] born, 2004).

2.5.1 Clinical supervision

Clinical supervision is viewed as participation in equity shared by teachers and supervisor that
intended to help teachers to modify existing patterns of teaching in ways that makes sense to
them. It is not for every day one, nor strategy that can sustain itself over a long period of time.
When implemented as a cycle of supervision, the process is demanding in the time that requires
from both teacher and supervisor. A danger is that continuous use of this approach may be able
to result in certain ritualism as each of steps is followed (Thomas and Robert, 2003).

2.5.1 Clinical supervision

Clinical supervision is viewed as participation in equity shared by teachers and supervisor that
intended to help teachers to modify existing patterns of teaching in ways that makes sense to
them. It is not for every day one, nor strategy that can sustain itself over a long period of time.

7
When implemented as a cycle of supervision, the process is demanding in the time that requires
from both teacher and supervisor. A danger is that continuous use of this approach may be able
to result in certain ritualism as each of steps is followed (Thomas and Robert, 2003).

2.5.2 Collegial supervision

Collegial supervision extends well beyond classroom observation. It provides a setting in which
teachers can informally discuss problems they faced, share ideas , help one another in preparing
lessons, exchange tips and provide other support to one another. In collegial or peer supervision
teachers agree to agree to work together for their own professional development (Glatt Horn,
[Link] cited in Thomas and Robert, [Link], 2003).

2.5.3. Self-directed supervision

In this approach, teachers work alone by assuring responsibility for their own professional
development .They may develop yearly plan that includes targets or goals derived from an
assessment of their own needs. This plan may be shared with supervisor or other designated
individual. At the end of this specific period, normally a year supervisor and teacher meet to
discuss the teacher’s progress in meeting professional development targets (Galt thom, 1999).

2.5.4 Informal supervision

This approach comprises of the causal encounters that occurs between supervisors and teachers,
that characterized by frequent informal visit of teachers, classroom, conservation with teachers
about their and informal activities. Successful informal supervision requires that certain
expectations be accepted by the teachers. Principals and other supervision need to be viewed as
principal teachers who have responsibility to be part of all the teaching that takes place in the
school (Galt thom, 1999).

2.5.5 Inquiry-based supervision

This refers to the initiatives of individual or collaborative efforts in the form of action research to
solve problems. Teacher work in collaborative with the supervisor to sort out problems and
develop strategy for its resolution and sharing the findings as well as conclusion. When action
research is under as individual initiative, a teacher works closely with the supervisor in sorting
out of the problem and developing a strategy for its resolution and sharing finding and
conclusions (ADEA 1998).

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2.6 INTERMEDIATE APPROACHES AND SUPERVISORY RESPONSIBILITY
Informal approaches are low keyed, classroom focused, teacher oriented and particularistic,
traditional approaches on the other hand, and are high keyed, more formal systems or school
oriented and universal. A supervisory system of teachers the supervisors enters in to a
relationship with teachers. The teacher’s capabilities needs and interests instructional needs
intermediate staff development approaches usually have the characteristics(Glickmane,1985).

2.7 CHALLENGES OF INTERNAL SUPERVISORY ACTIVITIES

Supervision is required to practice a variety of challenging activities that include the following
activities. In order to assess the challenges of internal supervisory activities in Ethiopia tiqidem
primary schools in hawassa city some question were raised for respondents. These are
supervisor’s lack of skill in applying techniques of supervision, teacher’s lack of knowledge
about the concept of supervision, Supervisors” use of supervision for administrative purpose
only, supervisor’s lack of commitment for their work, using less participative supervisory
approach (Gold hamr et al,1996).

2.7.1 Teachers’ attitudes and supervisors’ approaches to supervision

One of the challenges to the supervision practices at school level is teachers’ attitude and
supervisors’ approaches to supervision. Supporting this Aye (2002) has noted that the way
teachers gain professional support from instructional supervisors and the way teacher’s view the
instructional supervision that they are undergoing and think about it is very important in the
outcome of supervision process.

2.7.2 Lack of adequate training

Another issue of concern is whether supervisors are given enough training to provide the
supervisory service properly (De Grauwe, 2001). De Grauwe expressed little doubt that advisors,
supervisors and other such staff need regular training, but they seldom receive it. De Grauwe
added that whatever pattern of recruitment and promotion producers, supervisors (advisors,
supervisors or other such staff) needs regular training but they are seldom provided with pre-
service or in-service training.

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2.7.3 Communication between schools based supervisors and teachers
It is believed that the beginning and the new teachers are to be closely supervised and helped by
senior teachers. In line with this, Bays (2001) has indicated that a good supervisor is one who is
capable of communicating with his supervisees in order to provide necessary guidelines and
assistance to them for professional improvement. In order to infuse new ideas in the teaching-
learning process, the supervisor is supposed to observe and communicate rapidly to see the
effectiveness of the teachers. He added that, for effective school based supervision, there should
be good relation between the teacher and supervisor.

2.7.4. Unavailability of educational resources

It is difficult to think effective supervisory practice in the absence of resources. In this case
resources could be financial, human, material and workload. Inadequacy of resources hampers
the supervisory practice. In line with this idea, MOE (1994) explains that the problems of
supervision in relation to our context: the shortage of time, ineffective transport system,
insufficient fund, and lack of qualified supervisory personnel who are facilitating the teaching
Learning process considering as the major one.

2.7.5 Lack of knowledge and experience

Researchers have suggested that supervisors should possess some working knowledge and skills
to be able to provide the necessary assistance, guidance, and support services to teachers for
improved classroom practices (Glickman, et al., 2004; Holland, 2004). Holland (2004) believes
that educators (supervisors) must offer evidence that they have the necessary knowledge and
skills to make important decisions about instruction, and credential in the form of degrees and
diplomas are a form of evidence, but acknowledges that credential alone do not inspire trust.

2.7.6 Lack of professional support

Apart from the training supervisors will receive, there is the urgent need for support in to
instrument and materials to support practice. Data bases are needed to prepare and monitor the
supervision work (De Grauwe, 2001). Access to the internet, bulletins and journals is another
source of support to supervisor. In blasé andblasé as cited in Berhane (2014), found in us that
principals who participated in their study enhanced their teachers’ elective behaviour by
distributing literature on instructional practice to them. Such materials are relatively inaccessible

10
to supervisor /educators in less developed countries. As to them, schools in developing countries
often do not have access to computers, let alone being connected to the internet. Similarly, most
schools do not have access to education newsletters, bulletins and journals that cover current
issues about supervision and instructional practices.

2.7.7 Combining supervision with other duties

Another challenge to supervision is a situation where principals, by virtue of their position, are
administrator, financial manager and instructional supervisors. Such heads have relatively little
time for supervision of instruction. When a choice is to be made between administrative and
pedagogical duties, the latter suffers (De Grauwe, 2001).

2.8. IMPORTANCE OF SCHOOL BASED SUPERVISION IN TEACHING-LEARNING

PROCESS
According to (Dull, 1997), for effective teaching-learning process to improve educational
structure according to curriculum itself, educational supervision should set short term plans to
reach to the goal. School based supervision has always occupied an important place among
supervisory activity. Its major aim is to improve the condition pupil learning to get proper
accepted knowledgeable skill in curriculum and instruction

2.9 PRACTICES OF SUPERVISION IN ETHIOPIA AT SCHOOL LEVEL

As teaching-learning process is day-to-day and continuous process, the function of the
supervision at the school level shall also be continuous responsibility. Within the school system,
the supervisors are the school principals, vice-principal, department heads, and senior teachers.

The educational programs supervision manual of ministry of education (MOE, 1994) has
sufficiently listed the role of supervision at school level as follows;-

2.9.1. The roles of school principals in supervision

The school principal in his/her capacity as instructional leader, his/her responsibilities would be;
creating a conducive environment to facilitate supervisory activities in the school by organizing
all necessary resources; giving the professional assistance and guidance to teachers to enable
them to realize instructional objectives; and supervise classes when and deemed necessary;
coordination evaluation of teaching-learning process and the outcome through initiation of active
participation of staff members and local community at large; coordinating of the staff members
11
of the school and other professional educators to review and strengthen supervisory activities
and cause the evaluation of the school community relations and on the basis of evaluation results
strive to improve and strengthen such relation, (MOE, 1994).

2.9.2. The roles of deputy principals in supervision

besides assisting the principal of the school in carrying the above responsibility, the school vice-
principal is expected to handle the following responsibilities: Giving over all instructional
leadership to staff members; Evaluating lesson plans of teachers and conducting the class room
supervision to ensure the application of lesson plans and Ensuring that the curriculum of the
school addresses the needs of the local community ministry of education (MOE, 1994).

2.9.3. The roles of department heads in supervision

Because of their accumulated knowledge, skills and abilities in the particular subject as well as in
the overall educational system acquired through long services/experience; the department heads
have the competence to supervise educational activities. Therefore, the supervisory functions to
be undertaken the department head are: coordinating the supervisory activities their respective
departments and evaluating teachers” performance ; arranging on the job orientation and
socialization programs to newly assigned teachers in the respective departments; Initiating and
promoting group participation in the planning ; implementation and decision making of the
instruction and in the evaluation of instructional outcomes; Selecting and organizing teaching
materials and making them available for use by teachers; Encouraging teachers to conduct action
research so as to improve and develop subjects they teach and methods of teaching such subject;
Organizing model teaching programs for inexperienced(junior) teachers staff members by
imitating senior staff members from the departments; coordinating evaluation to the department
curriculum and organize workshops, conferences ,seminar, etc., to tackle identified problems of
the curriculum and ; Encouraging staff members to conduct meetings regularly to make periodic
evaluations

of their activities and to seek solutions to instructional problems (MOE, 1994).

2.9.4 The roles of senior teachers in supervision

According to the career structure developed by Ministry of education on the basis of Ethiopian
Education and Training Policy of 1994, High-ranking teacher, Associate Head teacher and Head

12
 teacher are considered as senior teachers. Thus, such teachers because of their accumulated
experience in specific subject area/ areas are well positioned to supervise other teachers within
their department (MOE, 1994).

2.9.5. The role of school –based supervision in improving quality education

All stakeholder and the investment decision-making bodies on education send children to school
to be taught to acquire knowledge relevant enough for such children to become useful and active
participants in the society. Consequently, there is no much demand on the school administrator to
live up to expectations by ensuring an effective educational system that meets these expectations.
Here lies the critical role of supervision. One major tool for improving school effectiveness and
educational outcomes is school based supervision (Adam, 2003).

CHAPTER THREE

3. RESEARCH DESIGN AND METHODOLOGY

This chapter deals with the research design and methodologies used in the studies of research.
Accordingly, study area, research design, research method sources of data, population, sample and
sampling techniques used, study population, sample size and sampling techniques, data collection
instrument, data collection procedures and methods of data analysis and ethical consideration has been
briefly discussed.

3.1. DESCREPTION OF THE STUDYAREA

The study will be conducted in Ethiopian Tiqidem primary school in hawassa city administration in
practice and challenges of school based supervision. Hawassa city administration is 273 km south of Addis
Ababa via Bishoftu, 130 km east of sodo, and 75 km north of Dilla, the town serves as the capital of the
sidama region.

3.2. RESEARCH DESIGN

In this study, the researcher will use descriptive survey method, because it is Important to collect
information that is concern the practice and challenges of school based supervision in the
Ethiopia Tiqidem primary school of hawassa city administration. Descriptive survey research
gives opportunity to the researcher to see the reality more closely; it is flexible and also allows
various methods of data collection (kaul, 1996). Similarity, best and Khan, (1989) stated that
descriptive research gives a better and deeper understanding phenomena which helps as a fact

13
finding method with adequate accurate interpretation of the findings. According to Creswell
(2003) descriptive survey method is use to generate views and opinions of relatively large
number of respondents to indicate a clear picture of the situation. It is also a method that enables
as to obtain pertain and precise information about the issues.

3.3. RESEARCH METHOD

This study will use descriptive survey methods on the assumption that it helps to describe
practice and challenges of school based supervision of Ethiopian tiqidem primary school.

3.4. SOURCES OF DATA

Both primary and secondary sources of data will be uses to collect relevant data for the study.

3.4.1 PRIMARY SOURCE OF DATA

The primary data will be collect from teachers, principals and supervisors

3.4.2 SECONDARY SOURCE OF DATA

Secondary source of data will be collect the school documents and different school based,
program and check list. The file that observes to strengthen of data obtained through
questionnaires and interviews.

3.5. Population, sample and sampling techniques

3.5.1. Population of the Study

The population of Ethiopia tiqidem primary school Students are 2184, teachers are 78 and school
principals are 3 and 1 supervisor. Generally, the total populations under study will account about
2266 people.

3.5.2. Sample size and Sampling Techniques

There are 2266 population are there in Ethiopian tikidem primary school. In this school the total
numbers of students are 2184. from the total number of students 50 will be selected by using
simple random sampling, all teacher’s 78 will be selected and also 1 principal and 1 supervisor
will be selected by used purposive sampling. Simple random sampling in each element of
population will have equal chance of being selected and provide appropriated data for our
purpose. Purposive sampling helps the researcher to select certain groups or individuals for

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relevance to the issue being studied. Generally 130 subjects will be selected as a sample from the
total number of 2266 population.

3.6. DATA COLLECTION INSTRUMENT

The data collect for this study will include both questionnaire and interview. Questionnaire for
teachers, supervisors, and principals because Gay (1992), claims that questionnaires give
respondents freedom to express their views or opinion and to make suggestions. Semi structured
interviews for principals and document analysis that administer questionnaire use for its
appropriateness to secure data from many respondents as well as express their idea and option
freely and confidentially. Questionnaire are compose of close end and open end item as
instrument to gate information a medium number of respondent. Semi structure interview will be
contain partially predetermine limit questions that help to examine principals of department
heads and teachers effectiveness of school based supervision in school.

3.6.1. Questionnaire
Questionnaires can be defined as written forms that ask exact questions of all individuals in the
sample group, and which respondents can answer at their own convenience (Gall et al.,
2007).The questionnaire is the most widely use type of instrument in education. The data provide
by questionnaires can be more easily analyze and interpret than the data obtain from verbal
responses. Each person responds to exactly the same questions because standard instructions are
give to the respondents. Questionnaires prepare for teachers, supervisors, and principals because
Gay (1992), claims that questionnaires give respondents freedom to express their views or
opinion and to make suggestions. Questionnaires are compose of close ended and open ended
item as instrument to gate information a medium number of respondent. Questionnaire design is
relatively easy (Haines, 2007). The practices and challenges of School based supervision.

3.6.2 Interview
The interview is a process of communication in which the interviewee gives the needed
information orally in a face-to-face with the interviewer. According to Best and Kahn (1993),
“the purpose of interviewing people is to find out what is in their mind –what they think or how
they feel about something”. Thus, semi-structure interview items will be prepared for the
interviewees. Semi structure interview will be contain partially predetermine limit questions that
help to examine principals of department heads and teachers effectiveness of school based
15
supervision in school.. Semi structured interviews for principals and document analysis that
administer questionnaire use for its appropriateness to secure data from many respondents as
well as express their idea and option freely and confidentially.

3.7. Data Collection Procedure

Then the researcher will interview principal, vice principal, Supervisor

In first phase, the researcher will undergo the discussion with the advisor to describe the
objectives, and importance of the research and arrange the time to complete the questionnaires
and interview. After the questionnaire and interviews have been prepared for Ethiopian tiqidem
primary school of hawassa city, then researcher will follow the following procedure.

First, the researcher will go to the school with the letter of permission after receiving the letter
from the department. Next, the researcher give some minutes orientation concerning with the
items of the questionnaire to get rid of ambiguity and confusion. Then the researcher will
interview principal, vice principal, and Supervisor. Finally, the questionnaire will be distributed
and follow up will be made, the data collected will be analyzed in number and interview will be
analyzed within the expected result and interpretation.

3.8. Method of Data analysis

The data will be analyzed by using both quantitative and qualitative method. The analysis of the
data will be based on the responses collected through questionnaires and interview. The data
collected by questionnaires will be analyzed by using quantitative and qualitative method
depending on the respondent’s answer. On the other hand the data collected by interview will be
analyzed by qualitative method. The data analyzed by use of quantitative means through table
and percentage. The data collected through questionnaires will be interpreted in the form of table
and interpretation. On the other hand, qualitative method means interpretation of ideas. The
interpretations of the analyzed data only focused on the expected result.

3.9. ETHICAL CONSIDERATION

The purpose of this study will be explained to the participants and the researcher asks their willingness to
answer the question in the questionnaire or interview guide. The researcher also informed the participant
that the information they provide will be only for the study purpose. Taking this reality in mind any
communication with the concerned body is accomplish at their consent without harming and threatening
the personal and institutional well-being.
16
 4. ACTION PLAN AND BUDGET BREAKDOWN

4.1. ACTION PLAN

[Link] major activities that will be accomplished and the time of implementation for the
study will be set as follows
NO. Major activities Time of implementation

JAN FEB MAR APR MAY JUNE

1 Identifying research topic X
2 Contact with advisor X
3 Preparing research proposal X
4 Review literature X
5 Finalizing the proposal X
6 Preparing questionnaires X
7 Distributing questionnaires X
8 Conducting interview X
9 Collecting questionnaires X
10 Analysing questionnaires and interviews X
11 Writing first draft of research report X
12 Editing the draft will be returned from the X
advisor
13 Submission of editing research X
14 Completion of research/ defence X

17
 5. BUDGET BREAKDOWN
NO. Items Unit Quantity Unit price Total cost or
birr
1 Photocopy and printing Packet 1 150 150
paper
2 Pen Packet ½ 400 400
3 Exercises book Pieces 4 40 40
4 Flash-16,GB Pieces 1 250 250
5 Re-writable compact Pieces 2 8 16
disk or CD-RW
Sub total 706

6. REFERENCE
Abebe H. and ET, al, (2006). Supervision &it’s the current value for the effectiveness of
teaching – learning process (unpublished senior Essay A.A.U).
Abeye &Tamiru, (2006). Practice & problems of school based supervision in selected
Government secondary schools of the central zone in Tigrai national regional state.
MA This is, Addis Ababa University.
Adam E.N., (2003). The impact of school based management instructors’ professional
consideration, school of education. The Hebrew university of Jerusalem,
international journal of educational management, volume 17.
Aghenta, J.A., (2006). Human resource development and planning in Nigeria. Second faculty of
education distinguished lecture series, university of Benin, Benin City.
[Link] Born., (2004). Informal supervision and inquiry based supervision.
Akpa, G. O.

(1999). the teacher factors as the challenge to the success of UBE in Nigeria. A paper presented
at beach, D. M., and Reinhartz J. (2000), Supervisory leadership: focus on instruction.
Aye Bas, C., (2002). School based supervision at private Turkish school: A model for improving
teacher evaluation. Leadership and policy in schools, 1 (2), 172-190, doe:
10.1076/lpos.1.2172.5397
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Berhane Assefa, (2014). The practice and challenges of instructional supervision in Asossa zone
primary school: Department of educational planning and [Link]
Master’s Thesis, jimma University, Jimma, Ethiopia.
Boston: Allyn & Date. The inter- university collaborative work shop on education in Nigeria at
the university of Jos.
Glickman, Gordon & Ross-Gordon, (2004). Supervision and instructional leadership: A
Developmental approach, 6thEdition. New York: person education, Inc.
Gold Hammer, R.,Anderson, R.H., and Krajewski R.J. (1996). Clinical supervision: Special
methods of for the supervision of teachers, 3th edition, Toronto, on: Harcourt brace
Jovanovich college publishers.
Gorinda &Tapan, (2001). Forms bases for their daily lesson plans of the teachers and
supervision.

Tomas and Robert, (2005). Redefinition of inspection or supervision on school based

supervision.

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