Abstract:
The objective of the study was to determine practices of school-based supervision, to
assess teachers’ performance, and to establish the relationship between school-based
supervision and teachers’ performance. To this end, co-relational design was used and
both quantitative and qualitative methods were employed. One hundred twenty two
teachers selected by simple random sampling from whom the primary data were
collected. Sixty Four item questions were designed based on 5-point likert scale and were
distributed to teachers to obtain the primary data. Frequencies, percentages mean and
standard deviation were calculated for descriptive statistics while Pearson moment
correlation and multiple linear regressions were used to measure the relationship
between variables, using SPSS version 26. The findings of the study indicated that the
practices of school-based supervision was rated at an overall mean of 2.984 and
standard deviation=0.664, showing medium level performance. The Pearson correlation
results indicate that the level of school-based supervision and extent of teachers’
performances in Ambo Woreda primary schools were medium. Practices of school-based
supervision and teachers’ performance have a positive association. According to
regression analysis results, goal development (β = 0.102, t = 1.289, p = 0.2), programme
development (β = 0.085, t = 0.804, p = 0.423), coordination and control (β = 0.175, t =
1.502, p = 0.136), motivation (β = 0.12, t = 1.199, p = 0.233),problem solving (β =
0.075, t = 0.699, p = 0.486 ) professional development (β = 0.847, t = 6.999, p = 0 ) and
direct assistance to teachers (β = 0.386, t = 3.051, p = 0.003) were all independent
variables that significantly positively or negatively affected teachers' performance and
made the most significant contribution in predicting this dependent variable at a 95%
level of confidence (p =< 0.05), respectively.. There were a lot of tasks that we expected
from school based supervisors. They have a commitment to help and support teachers.
However, school based supervisors have had many challenges to properly practice
school based supervision in the school. So, it can be concluded that the respondents were
still lacking clarity on the goals, objectives and advantages of school based supervision
at school level. This leads to additional efforts to exert on communicating the rationales
and benefits of school based supervision to the people who are likely to be affected.
