The Nexus between Instructional Supervision, Supervisors’ and Teachers’: The Practical Paradox and Its Effect on Quality Education a case of Woliat Zone Administration Elementary and Secondary Schools (1-8)

Abstract

Even though the new instructional supervision practices materialized in the schools level, teachers
were not properly supported well, so that the students achievements was decreasing in national
exams than before as the regional grade report documents revealed and quality is deteriorating
from time to times. Hence, the main objective of this study is explore the practice of instructional
supervision and interaction of teachers and supervisors at Wolaita zone Administration
elementary and secondary schools and to see the nexus between the practices and quality
education. Cross sectional survey type research design were instrumental. The research approach
was quantitative dominant qualitative. Questionnaire (5 Likert scale items), Key informant
interview and document analysis were employed as data collection instruments. To check internal
consistency reliability Cronbach’s Alpha with value of r=0.852. The schools were selected through
cluster sampling technique; availability sampling for woreda supervision head and cluster
supervisors’, moreover purposive sampling technique for school leaders. Simple random sampling
was employed to select the teachers’. Based on this technique, a total of 229 respondents were
taken and the sample size determination focuses on 95 % confidence level and within 5 % confident
limit. One way ANOVA were used to see the variations between and within groups by considering
its assumptions. Moreover, binary logistic regression model adopted to determine the relationship
between a binary dependent variable and a set of independent variables at Beta label (β). Chisquared
test were also used to see the relationship between two categorical variables. From the
study it is possible to conclude that, even though the instructional supervision require cooperative
work, the sample schools were not found to be working mutually and the practice also lacks
regular and continuous support to teachers in the ways to improve teaching learning methods and
improving students’ performance, lacks appropriate guidelines and resources and no standardized
data collection instrument to collect information at the time of instructional supervision, the
involvement of stakeholders were insignificant. The study also reveals statistically significant
relationship between instructional supervision, supervisors and teachers relation, stakeholders
involvement with quality education. Thus, to the effective practices of instructional supervision at
respective schools the researcher recommended different strategic pillars.