Implementation of Instructional Supervision in Secondary School: Approaches, Praspects and Problems

Supervision is critical in the development of any educational program in both developed and developing countries including Ethiopia. In education, the role of educators has undergone dramatic shifts in the recent past. Many teachers, especially pupil and newly qualified teachers may not have mastered or developed sufficient skills for effective teaching; hence, there is a need for instruction in the live classroom to be supervised. This paper included and discuss different possible approaches/techn Clinical Supervision, Collegial Supervision, Self Supervision etc. With regards to this, it is also discussed about prospects and problems of instructional supervision in various aspects. The teachers’ perception a towards implementation of instructional supervision. as a worthwhile activity if supervisors give teachers security by backing their judgments even though at times a teacher’s judgment can be wrong. Teachers m supervisor is there to serve them and to help them become more effective teachers. Indeed in secondary schools the nature of instructional supervision is constrained by the subject specialization of the supervisor. Supervisors who have b languages cannot assess the students’ performance in mathematics, nor offer teachers of mathematics the kind of professional support they need. For many teachers, supervision is a meaningless exercise that has little value other than comple evaluation form performance for decision of their promotion, transfer and to stop their increments if necessary. INTRODUCTION Supervision is critical in the development any educational program in both developed and developing countries including Ethiopia. In education, the role of educators has undergone dramatic shifts in the recent past. Many teachers, especially student teachers and newly qualified teachers may not have mastered or developed sufficient skills for effective teaching; hence, there is a need for instruction in the classroom to be supervised. In Ethiopia the forces that brought about the need for supervision of instruction in the school system of the country include: Because we have very large classes, an increase in the numbers of secondary school pupils and the scope of secondary education; to improve the deteriorated quality of education, there is shortage ISSN: 2226-7522(Print) & 2305 Science, Technology & Arts Research