Effects of School Based Supervision on Teachers’ Teaching Effectiveness in Secondary Schools of Horro Guduru Wallaga Zone, Ethiopia
DOI:
https://doi.org/10.20372/star.v10i2.05Keywords:
supervision, teaching effectiveness, school based supervisionAbstract
The researchers set out to find out how much of an impact school-based supervision had on the efficiency with which teachers completed their lessons. The research strategy employed in the study was a quantitative explanatory design. A questionnaire was used to gather the data. Using random sample techniques, 195 respondents were included in the study. Multiple regressions, standard deviation, and mean were used to analyze the data that was obtained. The study's results show that with pre-observation planning, observation conferences, and post-observation conference monitoring, school-based supervision practice is superior (M = 2.65, SD = 0.75). Lesson planning is an important part of a teacher's professional life, and when it comes to managing their classroom, teachers are experts. Respondents did, however, affirm continuous assessment's inadequateness. The teaching efficacy of instructors is positively and significantly impacted by school-based supervision (β =.21, p<0.05). The ability to adapt effective pedagogical techniques to classroom instruction is a key component of effective supervision. Administrators should take an active role in instructional leadership and work to foster conditions that are favorable to the adoption of school-based supervision.
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