Institute of Pedagogical Sciences

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    INSTRUCTIONAL SUPERVISION ROLE OF PRINCIPALS AND ITS` INFLUENCE ON STUDENTS’ ACADEMIC ACHIEVEMENT IN GOVERNMENT SECONDARY SCHOOLS OF WOLKAIT WOREDA
    (Mekelle University, 2025-02-28) SEARE LEGESSE
    The purpose of the study was to determine “instructional supervision role of principals and its influence on students’ academic achievement in governmental public secondary schools of Welkait woreda”.The study used both mixed method which were qualitative and quantitative approaches. Quantitative approach was used to collect data about magnitudes of numeric amounts and qualitative approach was used to collect data of perceptions by using narrative methods. The design of the study was descriptive survey stressing standard sets of tools such as questionnaire, interview and document analysis to triangulate the data from many sides of the evident sources. The data of questionnaire was performed by using tallied system tabulating its scores and the scores were entered in to SPSS software using version20 to analyze by using mean. Independent sampling ttest of inferential statistics was used. Interview was analyzed using statements taking common collective ideas from the interviewees. Finally, documents were checked according to the prepared questions of check lists and the data was analyzed as a summarized point in the form of narration or statement to crosscheck past event of instructional supervision role of principals conducted in secondary schools. The samples included in the study were: 207 in number whom were sampled from the population of students, teachers, principals, vice principals’ department heads and cluster supervisor. The samples were taken by purposive, comprehensive, stratification and systematic randomization way of sampling. Finding of the study was: the role of principals’ instructional supervision has influence on students’ academic achievement. Conclusion of the study shows that when the role of principal increases, student achievement also increases. If the role of principal decreases, student achievement decreases. Thus, achievement is dependent variable and principals’ role is independent variable. Knowledge gravity is mind of the students and students are academic beneficiary of the curriculum. Again, principal is a center of experience but not source of experience this shows a principal gathers experience from teachers and shares to teachers. In addition of this, supervision is not the end of principals’ role rather it is a means to student achievement. Thus, student employment is outcome of supervisory role. Challenges released by respondents as examples were: administrative supervision and instructional supervision were conducted in once period of supervising time as mixed work and complex to give feedback for those together. Recommendation about the problem was; instructional supervision should be separated from administrative task during academic supervisor to give sufficient feedback to teachers to share best experience conducting individual and collective feedback using the role of principals focusing on students’ academic achievement. Again, individual feedback of teachers can minimize supervision resistance than giving collective post supervision feedback.