FACTORS AFECTING SCHOOL BASED SUPERVISION IN GOVERNMENT SECONDARY SCHOOLS OF DERASHE SPECIAL WOREDA IN SNNPR

<strong>ABSTRACT: </strong>The purpose of the study was to examine the factors affecting school based supervision in government secondary schools of Derashe Special Woreda in SNNPR. Specifically it assessed the factors on school based supervisors in implementing school based supervision activity in secondary schools. Concurrent research design were employed for this study, accordingly utilized both qualitative and quantitative data analysis with mixed research method. Availability, proportionality and simple random sampling were used to select a total population of 196 samples that participated in questionnaire and interview. This comprised 134 teachers, 40 school supervisors, 2 woreda school supervisors and 5 woreda education officers. The response rate of questionnaire was 163(91.8%) from i.e 123 teachers and 40 school leaders. The school teachers were selected by simple random sampling the rest participate was taken by availability sampling techniques. Questionnaires, interviews and document review were used to collect data. The data gathered through questionnaires were analyzed using percentages, mean and standard deviation of each group. Grand mean and independent sample t-test value for both groups were analyzed. The qualitative data analyzed by thematic analysis and narrative method. The findings showed that school based supervisory practices did not regularly identify teacher’s instructional limitation and insufficient support to assist teachers to improve instructional practices in classroom. Besides, school based supervisors do not link schools with community to solve financial and material problems in teaching learning process. There was school supervision problems such as the incapability of schoolbased supervisors; the absence of training programs to update supervisors; lack of supervision manual at school; an insufficient allocation budget to carry out supervisory activities; the heavy workload of school supervisors. From this it could be concluded that those secondary schools of Derashe Special Woreda has difficulty in running school based supervisory activity. Supervisors do not efficiently support teachers in finding limitation and improving their instructional practices. So the study recommends school principals advised to prepare and conducting regular training for school supervisors in order to improve how they can support teachers. Woreda School supervisors advised to prepare training on school supervision for teachers in collaboration with Derashe Special Woreda education office. This could create an opportunity for experience sharing among the departments that could enhance the behavior of working in cooperation and collaboration for success of school supervision.