Abstract:
The main purpose of this study was to investigate the relationship between school based supervision practice and teachers professional development in primary schools. The study employed correlation study design. Data was collected through questionnaire and interview from the study area. Respondents were selected using random sampling technique and a total of 93 teacher respondents were included in the study. Also, four school principals were selected and included using availability sampling technique. The data collected were organized, tabulated and analyzed using percentage, mean, standard deviation and Pearson correlation. The major findings the study indicates that that internal supervisors were found to undertake their tasks, duties and responsibilities to greater extent (M=4.08, SD =0.93). Internal demonstrated high level of monitoring, supportive and developing behaviors (M=3.70, SD =.80). Furthermore, professional development practice described by attending conferences and courses, coaching and mentoring, peer support, participating in networks or projects that provide opportunities for professional development lesson observations and discussions with colleagues or pupils to reflect on working practices was found to be moderate in private schools of the study area (M=2.82, SD=0.82). The result of t-test analysis also showed no statically significant difference between the view of teachers and internal supervisory team (p<0.05). The finding of the study from correlation analysis revealed that school based supervision have significant positive correlation with teachers professional development (r= 0.32, p< 0.05). Therefore, school based instructional supervision needs to be a priority in schools and given enough time so that improvement in instruction can occur. Supervisory practices should be clearly outlined in the school policies, providing (beginner and experienced) teachers with the options of choosing among different types
