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- Title
English Language Teachers' Instructional Supervision Practices and Challenges in Promoting Professional Development: Primary Schools of One District in East Wollega Zone in Focus.
- Authors
Etana, Abeya
- Abstract
The purpose of this study was to investigate language teachers' instructional supervision practices and challenges in promoting professional development. It was conducted in East Wollega Zone, Nekemte town. To achieve the purpose of the study, descriptive survey research design was employed as the study investigated practices of teachers. To collect data, two data gathering tools, i.e. questionnaire and interview were employed. The questionnaire was used to find out teachers practice of instructional supervision in their schools, and challenges teachers face in carrying out instructional supervision. Interview was used with English language teachers and cluster school supervisors to find out how instructional supervision was practiced in the schools and the supervisors' role in helping teachers for professional development activities. Regarding the participants, 30 English language teachers involved in filling out the questionnaire and four cluster school supervisors were also involved. The participants were selected purposively to collect the intended data. The collected data were analyzed both quantitatively and qualitatively. The questionnaire data were analyzed using SPSS version 20.0. Accordingly, the finding revealed that English language teachers and cluster supervisors didn't hold similar conceptions on the notion what instructional supervision means to them and on how they experience it. There were teachers who failed to address in the concept while they were important and crucial to their own professional development and attainment of the goals and objectives of the instructional supervision. The study further revealed that the number of problems and challenges associated with the practice of instructional supervision in promoting professional development. Among the challenges obtained from the study were shortages of skilled supervisors, poor funding, lack of time on teachers and supervisors in carrying out the activities related to instructional practice.
- Subjects
ETHIOPIA; ENGLISH teachers; SUPERVISION of teachers; CAREER development; TEACHER development; PRIMARY schools; ENGLISH language education in primary schools
- Publication
Language in India, 2021, Vol 21, Issue 1, p25
- ISSN
1930-2940
- Publication type
Article