The Link Between School-based Supervision and Teacher‘s Performance: The Case of Ambo District Some Primary Schools, West Shewa Zone

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.