The Relationship between Instructional Supervision and Teachers’ Job Satisfaction In Government Secondary Schools Of Ambo Town Administration, Oromia Regional State

Abstract

The purpose of this study was to examine the relationship between instructional supervision and teachers’ job satisfaction in government secondary schools of Ambo town administration. To conduct this study mixed methods approaches which composed of both qualitative and quantitative techniques were used. The study employed correlation research design. Purposive sampling technique was used to select four secondary schools namely: Ambo secondary School, Liben Macha, Awaro, & Ambo secondary School. The target population (158) of the study comprises, 88 teachers, selected by using simple random techniques, 68 school based supervisor, selected by using Comprehensive, 2 cluster supervisor were selected purposive sampling technique. Data was collected through questionnaires, interviews and document review from the study area. Data obtained through questionnaire were analyzed using statistical tools like percentage, mean, Standard deviation and t-test Pearson correlation by using version 20 SPSS software. Moreover, data gathered through document analysis were considered to complement the questionnaires in narrative form. The results of the study, the techniques and procedures instructional supervisors applying in practice did not meet the requirement as expected, The teachers’ job satisfaction level is low (M = 2.24, SD=0.742), Pearson product correlation coefficient results revealed of teachers’ were a moderate, significant and positive relationship between instructional supervision and teachers’ job satisfaction (r=0.49, p= 0.00, N= 88) teachers’ respondents. School based instructional supervisors did not possess the required skill, knowledge and techniques through training to give support to teachers. Instructional supervision practices (planning, performance appraisal, training and development, supervision) and teachers’ job satisfaction have low relationship. From this point of view, it can be concluded that instructional supervisors didn’t give regular and adequate professional support for teachers. Some suggestions towards achieving teachers’ job satisfaction are self-developmental opportunities, short term courses, seminars, workshops, high appreciation and rewards for commendable work are some of the ways in which teachers’ job satisfaction can be improved.