LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 21:1 January 2021
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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English Language Teachers’ Instructional Supervision Practices and Challenges in Promoting Professional Development: Primary Schools of One District in East Wollega Zone in Focus

Abeya Etana

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.

Keywords: Instructional Supervision, professional development, Primary Schools, Ethiopia

Introduction

Education is the cornerstone for the development of every nation. It is through education that students acquire the basic skills, knowledge, and attitude to life. Education, therefore, influences, in one way or another, the quality, the economic development and life of people. Accordingly, in our country, Ethiopia, the government has given the education sector due attention. In recent years, many primary, secondary, and tertiary educational institutions are established and still on progress to satisfy the educational need of the country; however, this massification of educational institutions does not guarantee the intended outcome and proper delivery of quality education (Joshi & Verspoor, 2013). It, therefore, demands the involvement of active, competent, and quality teachers and other educational sector stakeholders so that the targeted goal would be achieved. In order to achieve the desired goal of education in Ethiopia, the role English language is an intense as it is the medium of instruction.

In this globalized world, English language is one of the formal and the widest means of communication with outside world for its political and business importance. It is also the language of internet and modern technologies (Maurais & Morris 2003). Therefore, teaching and learning this language can be crucial for its global importance and for its significance in educational institutions.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Abeya Etana
Department of English Language and Literature
Institute of Languages Study and Journalism
Wollega University, Nekemte, Ethiopia

abeyaetanaabdissa@yahoo.com Mob. +251911973049
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