The Linkage Between Instructional Supervision Practice And Teacher's Job Satisfaction In Secondary School In Case Of Holota Towen Administration

Abstract

This research aimed to explore the relationship between the practice of instructional supervision and job satisfaction of secondary school teachers in Holeta town administration. The study adopts a quantitative approach, utilizing a 5-point Likert-type-scale questionnaire to collect data and employing correlation analysis. Respondents were selected through simple random sampling from five schools within Holeta town administration, totaling 126 teachers. The research assesses the correlation between instructional supervision practices and teachers' commitment and job satisfaction using multiple regression analysis. The current investigation reveals that the status of supervisory practices, teachers' attitudes toward supervision, and their satisfaction after supervision are moderately rated in secondary schools in Holeta town administration. While overall instructional supervisory practices do not exhibit a significant correlation with teachers' job satisfaction and attitudes, it is noteworthy that instructional supervision is positively and significantly linked to teachers' job satisfaction. Finally, the findingsof the study was negatively affected by many problems such asnon-availability of supervision manual at school; an insufficient allocation of budgetand the unavailability of experienced supervisors in schools. As a result, instructional supervision was less supportive for teachers’ job satisfactions. In light of these findings and conclusions the following recommendations were forwarded. Regional Education Bureau and the Woreda Education Offices should help secondary schools by providing supervision manuals and guidelines as necessary reference tools in order to link the practice of instructional supervision with teacher’sjob satisfaction. Appropriate and continuous training programs need to be organized and given for instructional supervisors and teachers. The Regional Education Offices and the schools themselves should allocate adequate budget for the success of instructional supervision.Instructional supervisors should give emphasis to prior planning and discussing with the supervisee and to create awareness on the purpose of classroom observation.