CONTRBUTION OF SCHOOL COMMUNITY PARTIPATION IN

SUPERVISION : THE CASE OF BONEYA BOSHE WOREDA

PRMARY SCHOOLS

BY KENATE SORI GELETA

ADVISOR: AYALEW SHIBESH

A Thesis Submitted to College of Education and Behavioral Scienes

Department of Educational Planning and Management of Ababa University

in Partial Fulfillment of the Requirement of the Degree of Masters in

Educational Planning and Management

August 2020

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 Addis Ababa

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 Table of Contents

Contents

Contents
Declaration.......................................................................................................................................................viii
Acknowledgements.................................................................................................................................................v
List of Abbreviations.............................................................................................................................................vi
Abstracts...............................................................................................................................................................vii
CHAPTER ONE.....................................................................................................................................................1
INTRODUCTION..................................................................................................................................................1
1.1Back ground of the study...............................................................................................................................1
1.2. Statement of the problem.............................................................................................................................3
1.3. Objectives of the study.................................................................................................................................3
1.3.1. General objective..................................................................................................................................3
1.3.2. Specific objectives................................................................................................................................3
1.4. Significance of the study..................................................................................................................................4
1.5. Delimitation of the study..............................................................................................................................4
1.6. Limitation of the study.................................................................................................................................4
1.7. Operational definitions of key terms............................................................................................................5
1.8. Organization of the study.............................................................................................................................6
CHAPTER TWO....................................................................................................................................................7
2. Definition of supervision....................................................................................................................................7
2.1. Concepts and definitions of Community......................................................................................................7
2.2. Concepts and Definition of Community Participation.................................................................................9
2.3. Meaning and development of supervision..................................................................................................11
2.4. General and Specific Principles of Supervision.........................................................................................12
2.5. Challenges of supervision..........................................................................................................................13
2.5.1. Lack of Interest...................................................................................................................................14
2.5.2. Lack of Training...............................................................................................................................15
2.5.3. Lack of Time.......................................................................................................................................15
2.6. Community participation in education supervisions..................................................................................15

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 2.7 .The importance of community participation in school...............................................................................16
2.8. Methods of community participation in educational supervision...............................................................18
2.9. The problems of community participation in educational supervision.......................................................19
2.10. Methods to enhance community participation in educational supervision...............................................21
2.11. Community Participation in School Management community participation in educational supervision
.......................................................................................................................................................................... 22
2.12. Community Participation in Planning in educational supervision............................................................24
2.12 .1.Community Participation in Decision Making in educational supervision........................................24
2.12. 2. Participation in Resource Management community in educational supervision...............................24
2.12.3. Participation in Monitoring and Evaluation educational supervision................................................25
CHAPTER THREE..............................................................................................................................................27
3. The Research Design and Methodology...........................................................................................................27
3.1. Research Design........................................................................................................................................27
3.2. Research Method.......................................................................................................................................27
3.3. Source of data............................................................................................................................................28
3.3.1. Samples and Sampling Techniques Population (population of the study)...........................................28
3.3.2. The Sample population and Sample Size Determination.....................................................................28
3.4. Data collection instrument (Data Gathering Instrument)..........................................................................30
3.4.1. Questionnaires....................................................................................................................................31
3.4.2. Interviews...........................................................................................................................................31
3.4.3. Document analysis..............................................................................................................................32
3.5. Pilot test on questionnaire...................................................................................................................32
3.6. Data analysis techniques............................................................................................................................32
3.7. Variables....................................................................................................................................................33
3.8. Location and Population of the Study Area................................................................................................33
3.9. Procedures of Data Collection...................................................................................................................34
3.9.2. Validity...............................................................................................................................................34
3.10. Methods of Data Analysis........................................................................................................................34
3.11. Ethical Consideration...............................................................................................................................35
CHAPTER FOUR................................................................................................................................................36
4. 1.PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA...................................................36
4.2. Characteristics of the Respondents............................................................................................................36

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 4. 3. Background Information of Teacher Respond.........................................................................................38
4.4. Descriptions of Respondents By Sex And Age..........................................................................................38
4.5.Descriptions Of Respondents By Academic Qualification Educational, Level Teaching Experience And
Leading Services..............................................................................................................................................38
4.6. Presentation, Interpretation And Analysis Of Data....................................................................................39
(41.0%)................................................................................................................................................................. 49
(41. 0%)................................................................................................................................................................54
CHAPTER FIVE..................................................................................................................................................59
5. SUMMARY, CONCLUSINS AND RECOMMENDATISONS......................................................................59
5 .1 . Summary of the study findings here under...............................................................................................59
5.2. Conclusions................................................................................................................................................61
5.3. Recommendations......................................................................................................................................62
REFERNCE...........................................................................................................................................................i
Appendix- A..........................................................................................................................................................vi
Apendix- B.............................................................................................................................................................ix
Appendix- C..........................................................................................................................................................xii
Appendix- D..........................................................................................................................................................xv
Appendix- E.........................................................................................................................................................xix
Appendix- F........................................................................................................................................................xxiii
PPENDIX-G........................................................................................................................................................xxv
DABALE – C...................................................................................................................................................xxxiii
DABALE – D..................................................................................................................................................xxxvii
DABALE – E........................................................................................................................................................xli
DABALEE – F.....................................................................................................................................................xlv

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 Declaration
First, I declare that this thesis is my original work and has not been presented to any other University.
All sources of materials used for this thesis have been properly acknowledged. I have fully granted
the University to deposit it at the University library to be made available under rule of library, to
prduce, preserve, communicate to the public or on the internet and distribute the thesis worldwide for
non- commercial purpose provided that accurate acknowledgement of source made.

Name of researcher: Kenate Sori Geleta

Signature _________________ ___________

Place Addis Ababa University, Addis Ababa

Date of Submission: Auguest, 2020

As Thesis research advisor, I hereby certify that I have read and evaluate this Thesis prepared, under
my guidance, by Kenate Sor i Gelet An titled “contribution of school community partition in
supervision primary schools in primary schools of Boneya-BosheWoreda, East Wollega zone,
Oromiya Regional State.”

I recommended that is be submitted as fulfilling the MA Thesis requirement.

Advisor AYALEW SHIBESH

Signature________________

Date____________________

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 Acknowledgements

First, I would like to express my sincere gratitude to my thesis advisor, MA. Ayalew Shibesh for his
stimulating guidance and kind advice accompanied by his continuous encouragement throughout my
research studies. He was always inspiring, and every supervisory meeting with him through face-to-
face and/or electronic media helped me to make great strides forward. He has also helped me to gain
a deeper understanding of research methodology and enriched the analysis of the study. Would
especially thank all the school principals, the teachers and the Educational office experts for
participating in my study, giving responses to my questionnaire surveys, and answering my questions
in the interviews. I also wish to thank all my friends and colleagues who read and commented on the
early drafts of the various chapters. I would like to give my great thanks to my family for their
patience and strength during my study. I absolutely respect my wife W/ro Debele Deresa who taught
me to be excellent in my academic career.. Very special admiration goes to my brother Olani Sori
and Fekadu Sori who always gave me unconditional encouragement, truly sincere sharing and
enormous support. Finally, most especially, I would like to thank my God who has made all things
possible.

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List of Abbreviations

CRC: Cluster Resource Center

(CP) :Community participation

E.C: Ethiopian calendar

ETP: Education and training policy

FGD (fatherly gathered data)

GEQIP: General Education Quality Improvement packages

KETB: Keble education and training board

MOE: Ministry of Education

NGO None government origination

PMAC: Provisional Military Administration Council

PTA: Parent Teachers Association.

TGE T : Transitional government of Ethiopia

UNESCO: United Nations Education, Scientific and Cultural Organization.

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 Abstracts

The purpose of this study was to assess the contribution of school community partition in supervision of
primary schools in Boneya-BosheWoreda. To realize these purposes, three basic questions were asked. To
address these questions the descriptive survey method was employed. Primary schools, 5 principals ,6
vice principal and 25PTAs were selected by purposive sampling technique , 70 teachers and 417students
were selected by simple random sampling technique qualitative, quantitative and mixed research were
obtained through questionnaire from - teachers in five primary schools. Students Five primary schools ,
principal Five primary schools, vice principal five primary schools , Supervisor Five CRC , PTAs
primary schools For interview data it was done with 5 PTAs five primary schools s and also from
document analysis. The interview and document analysis were conducted to cross check the
information obtained through questionnaires. The quantitative data were edited, organized, tallied,
and tabulated and then analyzed by using frequency and, percentages descriptive

statements. The qualitative data were analyzed, as the researcher understood them. The results of
data analysis’ and interpretation indicated that poor training, insufficient knowledge of the
teachers, lack of support and motivation and lack of follow-up activities from the relevant
educational authorities and lack of commitment and initiative on part of the teachers have affected
teachers in using school supervision the improvement of activate teaching learning activate and
Due to major limitations mentioned above, the participants lacked aptitudes and knowledge to reflect
on their plans, were powerless to show the process of school supervision and the evidences in
changing their practices and schools ‘supervision performance in their schools standard, lacked
ability to identify the purposes of assessment and evaluation methods to assess the development of
school community as well as students result and were unable to use the feedbacks provided to
teachers for the contribution of enhanced learning. These were the major problems of teachers
observed in this study. Therefore, it is apparent that the practices school supervision have very little
contribution in enhancincontribution of school community partition in supervisio activities and quality
of education. No teaching methods and different activities had been observed in their school supervision
s, which led the students to think critically and solve problems. On the basis of these major findings,
conclusions were made in chapter five. Finally, recommendations were suggested

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 CHAPTER ONE

INTRODUCTION

1.1Back ground of the study

Education is the process by which people experience needs finding and value accumulated over year in
struggle for survival and development of through generation. Unction enables individuals to make all
round participation in development process by acquiring knowledge, skill, and attitude and behavior
change. It is pillar for development of individual, social, political, economic, cultural change of the
society. Thus, providing to all citizens quality education is necessitating in order achieving the main
education goals. In order to have such quality education, it needs to supervise education activities at
school level continuously Schools are one of the basic institutions of a community, which are
responsible for educating children. In addition to schools, the role of community in helping schools run
their overall activities is considered to be of a great importance. For Forojalla (1993) community is
considered the group of people living within the vicinity of the school, and who receive the service
delivered by the school. As a result, the community has a legitimate interest in education and
socialization of the children within the Community. Regarding this Burrup (1972) stated that partnership
between teacher and parent forms the basis and the only real hope for a superior school program at all
levels Principals have to sensitize, motivate and welcome the community education committee and the
whole public to the school. Much of the schools‟ success depends on the quality and effectiveness of the
schools‟ leadership. The role played by the school principals either hinder or facilitate community’s
participation in the school management Therefore it is global issue that the community in general and the
parents in particular should play their role in educating the child in coordination with the schools.
Review of community school cooperation in Ethiopia over the last half century shows that during the
imperial period, the level of participation of local communities was limited to only the provision of
educational expenditure for the building of schools. Tekeste (1990) even argues during the imperial
period there was no community participation in the educational program planning an decision-making. A
proclamation (proclamation no. 103, 1976) was issued and directives were given to form school
parents committee to involve the community in school programs. In that proclamation, the
responsibilities and powers of the school parents‟ committee was specified (PMAC, 1984) After the

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down fall of the Dreg regime, the transitional government of Ethiopia (TGE) issued a new education
and training policy (ETP) and education sector strategy policy in 1994.In this policy (TGE, 1994), it
was stated that schools will be strongly linked with the community, which will take responsibility in its
well-being and upkeep. They will be made to be responsive to the local needs and requirements and shall
act as centers for all educational activities of the community. The management of each school will be
democratized and run with the participation of the community, the teachers, the students and the relevant
government institutions (TGE, 994). Based on the policy and strategy the Ministry of Education also
developed a guideline for the organization of education management, community participation and
educational finance. (MOE, 2002). Similarly, in the Education and Training Policy (1994, p30) it is
stated that “the coordination and educational management will be autonomous in their internal
administration and democratic leadership by boards or committee consisting of members from the
community the Government of Ethiopia has introduced a revised Education and Training Policy in 1994,
whereby the executive power of school administrations was decentralized from top to bottom levels. In
this revised Education and Training Policy, several community participation mechanisms were
introduced, including the establishment of Parent Teacher Association (PTA) and Kebele Education and
Training Board (SETB) in the school. These community representatives are expected to contribute in the
increase of enrolment and reduction. Education Sector Development Implementation Manual (MOE,
1998: 43) states: Community participation is one of the strategies that should be used to achieve the
goals. The participation of the community may take place in different forms. These rages from assisting
in the increase of school enrollment by encouraging their members to send their children to school to
contribute for provision, maintenance and management of schools normally it is necessary to give areal
role to the parents and community in the day- to day management of school. Instructional supervision
is an important ant component of school management and plays an important role in implement of
educational system (MOE: 1986 E.C) Educational supervision is a service provided the state or another
government for helping the teachers to increasingly better in order to have appropriate learning and
teaching program in school (Sofa and shaida 1964 :412) .Supervision is a revision or professional
assistance guidance endured for teacherssfor maintaining and improving instruction with the students as
ultimate beneficiary ( Markos Kunai1996:1)It is also administrative activity whose strategy is to
stimulate to ward great pedagogic effectiveness and productivity. As it is mentioned above school
supervision plays a great role in creating conducive teaching –learning environment, of the main

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objective of school as academic institutions is to produce qualified people who can be helpful in
development of one country. Effective support from stakeholders helps learners, teacher principals to
maximize their thinking abilities power of explanations of their subject, matters understanding and
confidence to share ideas and discuss with each other freely about their supervision services. Although
supervision is affected by number of hindering factors such as lack of awareness on the part of
stakeholders that study mainly focused on identifying the factors that affecting the practices of
school supervision services and finding suggested solution to then ; In order to assure the positive
result of supervisions of teaching - learning process the active participation students,
teachers ,principals PTAs and other member of the school community is decisive In order to activate
factors that affect supervision , the researcher will emphasize on “the contribution of school
community on practice of school supervision in Bonaya Boshe woreda selected primary school.

1.2. Statement of the problem

The achievement of educational goals is influenced by the degree of the performance of the
teachers , administrations , students and society at large .Hence for developing country like Ethiopia
affecting school supervision service needed particularly for government primary school which are
found in rural area like to Boney Boshe Woreda primary school .Therefore the researcher will to
undertake a research to identify the practice of school community towards school supervises and
focuses on suggested solution it based on answering the following question .
1.To what amount the school supervision serving effectivly in selected primary schools?
2.What are the major factors that affect supervision services?
3.To what extent does the school community or stakeholders participating on supervision activity

1.3. Objectives of the study

1.3.1. General objective

The aim of this study was to promote the contribution of school community participation in
supervision towards a quality of education in selected primary school in Eastern Wollega at Boneya
Boshe Woreda primary schools

1.3.2. Specific objectives

The specific objectives of this study are following

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 1. To identify the amount of school supervision serving effectively in selected primary school.
2. To identify the major factors that affect supervision service
3. To analyses the school community participation on supervision activity

1.4. Significance of the study

The significance of this study would be:
 Creating awareness among the teaching staff about the objectives and goals of supervision in
the teaching learning process in general and in process.
 The education system could get benefit because it would bring many changes in teaching and
learning process.
 Teachers would improve their professional development and the school can serve the
potential of the student.
 The study tries to identify major problems in supervision practice professional
development.
 The study would serve as a base for other studies of similar topic prices interned at depth.

1.5. Delimitation of the study

Geographically, this study was confined to one woreda, namely Bonaya Boshe woreda, East wollega
Zone, Oromia Regional state, West Ethiopia. Conceptually the study was limited to school
supervision, which is concerned with school community participation. The delimitation of this study was
to ensure easy manageability of the study, to create positive attitude towards supervision service and to
investigate the problem in depth. The study focuses on the contribution of the school community
participation in supervision.

1.6. Limitation of the study

While this research will undergo the researcher would face the following problems
1. Lack of internet accesses,
2. The absence of respondents while data collection

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1.7. Operational definitions of key terms
Community: For the purpose of this study, community refers to the people who live in the vicinity of
and who have stakes on the activities of a school.
Community participation: is the involvement of parents and community representatives in
supporting educational activities that contribute for the improvement of school performance in the
teaching learning process. It refers to relationships other than those in which adults go to school for
their personal benefit like in adult education program, school meetings, part-time employment or
unpaid volunteering.
Parent involvement: refers to the participation of the students‟ parents in supporting the teaching and
learning activities. Parents can involve in area such as follow-up and support of assignments, reading at
home for students, identifying and discussing talents and plans of their children
Community resources for schools: –resources, which comprise people, places, things, and activities
that are used in educating students to become good citizens. The school uses these for promoting its
policy and programs. The teacher uses these as appropriate as aids for instructional
Effectiveness: -is the extent to which the leader influences his followers to achieve group objectives. In
this study, school leaders’ effectiveness is assessed in terms of SIP implementation.
Implementation: -can be conceptualized as an intended change. It is the process of putting ideas and
materials into practices.
Leadership:- the behavior of an individual directing the activities of a group toward a shared
vision .,But in this study it refers to only principal and vice principal of secondary schools leadership.
School leaders refer to only principals and vice principals as they are the most responsible in
administrative activities in the school in this study contextual.
School leader’s effectiveness: refers to the commitment of school leaders implement the set
directions and guides the school community and practice successful accomplishment of intended
organizational objective.
Stakeholders: - Stakeholder refers to teachers, school leaders, Supervisors, and PTA members of
respective primary school. a person, a group or an institution with an interest or concern over the
activities and outcomes of a school. Generally, parents in the community, supporting local bodies, and
hose offering help for project intervention like the NGO may be considered as stakeholders.

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Strategy: the plan devised to maintain and build competitive advantage over the competition. Some of
the question you may ask: strategy adjusted for environmental issues.
Structure: the way the organization is structured to the level position the organization the lower and
upper part the position and whom reports to do the team members organize and align themselves this s it
should be, given the lines of communication? Explicit and implicit?
Systems: the daily activities and procedures that staff members engage in to get the job done. the main
systems that run the organization systems as well as communications and document storage.
Shared Values: called "super ordinate goals" when the model was first developed, these are the core
values of the school that are evidenced in the corporate culture and the general work ethic. Some of the
question you may ask:
Style: the style of leadership adopted functioning. or to participative is the management/leadership
styles tend to be competitive or cooperative
Skills: the actual skills ability and competencies of the employees working for the school. Some of the to
ability to do the job.

1.8. Organization of the study

This study will consist of five chapters. The first chapter consists introduction, background of the study,
statement of the problem; objective of the study significance of the study delimitation of the study and
limitation of study. The second chapter is about review of related literature, the third chapter deals with
research design and mythology. The fourth chapter is about data presentation the five chapter deals
with research summary, recommendation a

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 CHAPTER TWO

2. Definition of supervision

2.1. Concepts and definitions of Community

The term community has been defined Community participation is commonly defined based on the
United Nations resolution explain by groups of experts assigned to discuss popular participation.
Accordingly, community participation is the creation of opportunities to enable all members of a
community and the larger society to actively contribute to and influence in the development process and
to share equitably in the fruits of development (World Bank, 2000). Community participation in
education refers to direct or indirect parents and other community member’s participation from enrolling
a child, financing and real decision making that include identification of school problems to planning,
management and evaluation of the final product communities a group of people who are living in an area
served by a particular school or by a network of schools. UNISCO (2003) conceived community as a
stratified group of people residing in delimited area bounded together with similar norms, cultures,
interests and often share resources, as well as challenges. Thus, a community is an aggregate of
population who are living close together in some geographical area having a set of common
characteristics. The community comprises all categories of people. Children, adolescents, adults, elders,
leaders, resource persons, groups etc. Various researches works in community underscores to look into
the population, number, the age and the sex composition among others these are the foundation of
studies conducted in relation to community in a specified geographical area. Geographical area is the
base of the community on the land. Community members are living together in a more or less compact
territory as in urban areas or in a defined area a part from others as in rural areas. This could affect the
provision of services in face-to-face relationship and cohesion of the community. Other geographical
settings including mainly the topography may have influence on community is life such as education
accessibility. Topography could make easy or hard to reach the community. Accessibility in turn affects
the mores and customs of the community. It is evident that people who are living in isolate area (e.g. in
rural) may have some unique ways of behavior or customs in comparison to members of a community
who are living in towns.

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hus, in defining a community the physical setting needs to b considered. Furthermore, a community may
be conceived in terms of the common characteristics its members share in their lifestyles. In general,
from module of school foundation Ayalew (20011:); stated that the information carried by grapevines
were either work related or person related. Employees want to know what is going on around their
organization. When they ar not kept informed through formal channels, they seek information from
the grapevine. Similarly, they are curious about the people with whom they work. Grapevines carry the
type of personal information not generally communicated through formal channel. These may include
culture, language, religion, and race, mode of life, tradition, goals and so forth. The community members
could possess a set of basic institutions like health, education, religious, agricultural etc. that bring
them together in a sense of unity or a feeling of belongingness so that members able to act in corporate
way. According to Schaeffer (1992) some communities are homogeneous while others are
heterogeneous. Some are cooperative whereas others are conflictive. Some communities are governed
and managed by leaders chosen democratically and some are governed by leaders imposed from
above and represent central authorities. Zenter (1964) identifies three aspects of communities. First,
community is a structure organized either formally or informally. In Thais pact, every member in a
community plays roles for common goals interactively. Secondly, member of the community have some
degree of collective identification within limited occupied space. The thiTrd aspect of community is a
community in which members have some degree of local autonomy and responsibility to discharge for
common development. From the above definitions, three basic elements could be sorted out from the
term community. Its members (people), the geographical setting and social structure organized based on
common interest blending these elements, a community could be defined broadly, an aggregate of
population who inhabit in a delimited territory with a certain pattern of social ties for which they work
together to solve their common problems and to satisfy their needs. Community conceived very
narrowly, it refers to a group of people in a village or neighborhood, having common interest in their
daily lifestyles. Hence, the definition assigned to community maybe narrow or wide depending on the
purpose of context. Bray (1996) perceives community with in the field of education is consistent with
what has been dis cussed so far. Accordingly, in the context of education Bray identifies three aspects of
community.
The geographic community is a community whose members settle in a restricted area like in a village or
district. The second aspect of a community is described in terms of membership to the community

8
including such characteristics as ethnic, language, culture etc. The last one is stated based on shared
common concerns of the community including parents, associations and institutions. For instance,
parents as a commity member could have shared concerns for the welfare and learning of their children.
MOE (1998) describes community as a group of people living to gather in a particular area and sharing
similar economic, political, cultural and social experiences. For the practical purpose of this study
community is considered as people within the service area or within the vicinity of the school having
common social interest and experiences/practices

2.2. Concepts and Definition of Community Participation

Participation in relation to community is defined as the creation of opportunities to enable all

members of a community to engage in various developmental activities Medley (1986), as cited by
United Nations (1981). Other scholars like Narayan, and Katrina, E. (1997) describes community
participation as the meaningful and active involvement of the community from planning to the
implementation of a program. The term participation is an experience felt differently by different people
in different situations. Even in similar situations the form and degree of participation is not the same for
all. Diverse activities and practices can be labeled as community participation though each involvement
pervades a variety of degree of participation and provoke different outcomes. Owing to this, different
scholars categorized the level of community participation (CP) indifferent ways for instance, Yoder
Goumnitz, Goike and Robins (2003: 26-27) classify the contributions of the community in terms of
time/interest; labor, physical resources, and money. Accordingly, a member of a community could
contribute from being as an observer (as such he/she may attend the project or provide moral support up
to contributing skills and leading Captivities). Moreover, an individual may attend school events and/or
participate in the election of community representatives (e.g. PTA) at lower level of participation and
working as community representative at the higher end of the continuum. Members within the vicinity
of the school may join to the school efforts by providing labor support in classroom construction or
serving in PTA, for example the support could be in material donation for school building or beautifying
the school. In addition to time devotion to discuss about school affairs individuals in the community
could contribute to schools performance in terms of labor, physical resources and monetary donation.
Monetary donation could be demanding at early stages of school improvement efforts. But it can be a
less active form of contribution because a time involvement is relatively little. Therefore, it is difficult to

9
assign any one form priority over another though each form of participation can represent a varying
degree of quality and impact. Furthermore, high levels of participation in time/interest have potential to
cultivate a proactive leadership in community. Low levels of participation may merely reflect parent’s
attendance at school events a much more passive form of participation. Hence, enhancing CP in terms of
both quantity and quality could lead and bring about higher impacts on school’s performances. This
active form of community involvement is required for the improvement of education
The terminology used to identify supervision and support staff differs widely from one country to
another. In some countries, the term inspection is considered negative too. Little value, hence
supervision diversity in terminology and complexity of supervision structures, this makes it difficult to
arrive at a definition of works towards supervision applicable to all countries .so it is more useful
to I definition their most important functions and tasks, it is fairly remarkable that the terminology
does not hid a wide divergence in task . In some countries educational programs supervision which is
an important aspect of educational management does not get recognition .
The name difference could not bring in intention that is more different because the terminology is
used interchangeably. As sited at the beginning of this review on the basis of more changes of
terminology is not quiet sound based on pedagogies, but was rather politically motivated Additionally,
Hailesilassie(2002:13) define as supervision is “service provided to teachers for the maintain and
improving instruction with student as the ultimate beneficiary ; This that provision of support
services with strongly organized task to teaching learning benefit. Generally, the definition of
supervision held by different practitioners in the field of education and expressed in different words
indicate that doing the visiting mainly to help or evaluate the practice teacher and help follow
teacher on teaching learning . The difference between inspection and supervision described below as
follows The period of administrative inspection was the period of observance of the physical plant,
student control and teaching process by inspection of laymen and professionals . The person respond
responsible for supervision was called “inspection ’’ his function was more judicial than “teaching”. The
results of the inspection were displacing or replacing of the teachers who were found responsible a
failing school system. Inspection was concerned mainly with management of the school and completing
the courses of study rather than improving the techniques procedures of teaching. Supervision was
mainly concerned to the teaching programmed of the school. The emphasis in supervision was on
assisting the teacher for the improvement of teaching. The attitude of the supervisor’s towers the

10
supervised seemed to change. There was friendly atmosphere and a helpful relationship. The field of
educational supervision is greatly influenced by the ways in which individual and group define that
field on day to day basis .A brief review of perspectives from the post enables us to see how
supervision has developed over time and how some of our present practices of belies originated.
Education supervision has gone through many metamorphoses i.e. great changes observed. Over several
decades in the philosophy, objectives, function, techniques and in the out- comes. Political, social,
religions and industrial forces existent affect these supervisory behaviors and practices at the time.
Historically, as stated by Meltzer (1965:6)” the history of enterprise” the term inspection as well as the
principle at inspection was borrowed from industrial enterprise and military establishments. In the
educational system, although. There exists strong contention that inspection of supervision the quite
different in their object in practice. It is often as summed that inspection has a stronger ben on
exhibitions authority. This is clearly observed when one examines the stages of development in the
evolutionary process.

2.3. Meaning and development of supervision

Different scholars define supervision differently. To mention a few Eye and define it as a few of service
which are one phase of school administration dealing with the achievement of education services . Gila
thorn (1992) verified that supervision is process of facilitating the professional growth of teacher interaction
and helping the teacher to make the use of the feedback in order to make more effective as desired. kreyand
Burk( 1997) defined supervision more compressively has supervision is instructional leadership that
relates perspective behavior classifies purpose contributes to and supports organizational action coordinate
interactions, provides for maintenance and improvement of instructional program and assess goal
achievements. redefined supervision in terms of the emerging theory referred to as normative supervision as
an approach that would alter the traditional rule of supervisory by promoting the school as community of
learners in which teachers gain satisfaction through identifying and sharing professional and moral values.
Supervision is a service provided to teachers for the maintaining improving instruction with students as the
ultimate beneficiary Hailesilassie(2002 :13)This suggests that provision of support services with strongly
organized task to teaching learning benefit. Generally, the definition of supervision held by different
participation in the field of education of and expressed in different words indicate that doing the visiting mainly
to help or evaluate the practice teacher and help follow teacher on teaching learning . Supervision and

11
 inspection are different. Inspection is the period of observance of plant. Student control and teaching process
inspection nonprofessional and professionals. Its results were displacing replacing of the teachers who were
found responsible for a failing school system or classroom. Inspection was mainly concerned with the
management of the school and completing the courses of the study rather than the improving the techniques
procedures of teaching. Supervision was mainly concerned to the teaching programmed of the school. It was
emphasized on assisting the teacher for the improvement of teaching. The attitude of supervisors towards the
supervised seemed to change. There was a friendly atmosphere and helpful relationship. The field of
educational supervision is greatly by the ways of in which individuals and group defines the field on day-to-
day basis. A brief review of respective from the past enables us to see how supervision has developed over
time and how some of your present practices of believe originated. Educational supervision has gone through
metamorphoses i.e., great changes observed over several decades in the philosophy, objectives, function,
techniques and in the outcomes.

2.4. General and Specific Principles of Supervision

Supervision should be theoretical: Should be sensitive to ultimate values, aims and principles with
specific reference to their adequacy. Should be sensitive to “fastness” and law with special reference to
their accuracy: Should be sensitive to change and development: hence, Should consequently re-evaluate
materials in terms of changing values, clarified aim and policies. Supervision should be scientific: should
employ orderly, systematic critical method in studying improving and evaluating anything with in its
promise, including it on materials and procedures. Supervision should be creative: It should seek talents
provided opportunity for the exercise of originality and for the development of unique contributions.
It should shape manipulates the environment. Supervision should be Attitudinal: his attitude of the
supervisor and his ability to develop wholesome and constructive attitudes in co-workers determines
the effectiveness of supervision. Supervision is attitudinal first because attitude toward leadership and
fellowship in particular determines the supervision program. Attitude toward the schools as a social
institution. According to Melchior (1950:10-15) involves attitude toward:
a) The purpose of education in democracy.
b) The boys and the girls, parents and the citizens whom educational serves.
c) The total curriculum i.e. the total environment for learning.
d) The effect of practice in the teaching and

12
e) The influence of school in the local community, state or nation in the world affairs.
Supervision should be cooperative: The attitude and creative characteristics of supervision serves to
creative a feeling of oneness, i.e. promotes serves of cooperation. Instead of directing attention solely to
the improvement of individual teachers, enlists the cooperation of the entire staff in the study of
educational problems of the school.
Supervision should be effective: If a program is based up on a right attitude and if it is creatively and
scientifically perused with a feeling of oneness it should be effective.
According to Hicks (1960:26), the following are specific principles of supervision:
1. Supervision has no meaning until it has a purpose.
2. Supervision is related to the democratic concept of leadership.
3. Effective supervisory process must operate within the context of the prevailing situation.
4. Supervision is concerned with the total teaching-learning situation.
5. Effective supervisory effort is closely related to functional problems, which exist among staff members.
6. Modern supervision emphasizes cooperation as mutually conceived process.
7. Modern supervision places high relative value on the improvement of individual members of the group
in cooperative planning, decision-making and problem solving.
8. Modern supervision is committed to the concept of shared responsibility
Generally ,supervision become effective when it has purpose ,concerned with the total
teaching-learning process and it is the improvement of group of individuals’ cooperative
planning ,decision making and problem solving

2.5. Challenges of supervision

There are challenges emerge in educational supervision activities such as poor recruitment,work of
condition, work load and job satisfaction disparities ,and coordination between services, in sufficient
visit, attitude of supervisory staff, lack of follow up, career development training, support for
supervisors, monitoring budget and financial, salary scale, and allowances (UNESCO 1998 and
UNESCO, 2001:56 ) Supervision services face many problems and it is useful to distinguish between
root c abuse and results. During visit and follow up the following challenges are considered. Inefficient
management and inefficient resources, an organization structure it is not adapted to the present realities
(Gurauwe, 2000:14). Teachers faced great problems regarding the predation of lessons, nonattendance

13
of the student possesses a serious and the high student-teacher ratio impedes the successful introduction
of the continuous pupil assessment system, supervisor should focus more on the daily problems facing
teachers. Items also recognized supervisor should focus more on the daily problems facing teachers.
Checking teacher and student attendance, attending meetings, checking co-curriculum activities,
following up various report, supervising cleanness in the campus observing the school environment The
group was dissatisfied with follow up for the reasons cited below. Reforms have aimed precisely at
rendering supervision more efficient and more beneficial to the system, the school and the teachers.
Efforts are being made to also a more rational use of the teaching staff school councils, comprising
parents neighbors, key citizens and representatives of situation have proved their effectiveness through
their potential, has not yet not been fully exploited and under constant reform occasional visits by
inspector cannot solve many problems arise in the school can only be properly monitored at the school
level. This decentralization of the control to school level also involves a change in the approach to
quality improvement and then comes to quality assurance strategy. The major problems of supervision
stared by Aggriwal in 1969 are summarized below: Problem related to administrative work load,
Problem related to supervision, Problem related to various aspect of supervisor technique, Problem of
related to teacher, Problem related to provisional grow of supervisor and Challenges of supervision
Affecting Community Participation in educational supervision Influences the community in various
school sequencers is not an easy job. There are numerous obstacles to parent participation in the school
program. This container be due to lack of training, lack of interest and lack of time and each of these will
be deliberated in detail these bole

2.5.1. Lack of Interest

Lack of interest rises from different perspectives. Teachers prevent parent involvement due to their
unwillingness to face hostile parent, fear of failure and fear of criticism (Aggrawal 1996). There is also
unwillingness from the side of parents due to their feeling powerless when they communicate with
educators. Emphasizing this He further generalizes that absence of clear roles for teachers, principals
and parents makes them disinterested in school activities. Regarding this, Shea and Bauer (1997) also
concluded that, the most frequent barrier to collaboration is the parents‟ attitude toward the school.
Teachers must take the initiatives in working cooperatively and teachers must develop friendly feelings
toward parents who are often critical, because of the previous school experiences of their own.
According to Shea and Bauer (1997) the factors that prevent parents or community from being

14
involved in school program are; - Parents held the attitude that school is not important enough to take
time from work Parents are unable to help school work; Parents are jealous of teachers‟
upwardmobility; Parents feel that long time teachers are apathetic and not responsive to them; and
There is an absence of activities to attract parents to schools.
2.5.2. Lack of Training

Inadequate training of principals and teachers can be one of the obstacles of parent involvement in
school activities. Several teachers sense that they have been hired only to teach and not to transmit to
parent participation responsibilities, Bagin (2001).also asserted that training parents in this regard
requires a great deal of commitment of the professionals to allocate substantial time for this purpose.
Parental training is one of the critical issues in the cooperation among the school and the community.
Parent training helps to change the current behaviors and interaction patterns of the parents. The
obstacle to teamwork with parents is the unrealistic expectation of the school and the lack of
experiences and skill of parents to curry out the probable responsibilities of the schools.

2.5.3. Lack of Time

Lack of allocating appropriate time may also be another obstacle to the teacher parent collaboration. The
teachers may not be able or willing to spare time to meet the parents. On the other and the parents
may also not be able to visit the school due to busy life styles, in addition to the lack of interest or
awareness. In Butler‟s study (1992), it was found that teachers have little time available for meetings
due to the rigid structure of the school days and parents may be too busy with their jobs and other
commitments to schedule around. In addition to the rigid structure of school days, teachers may have to
allocate time for their families and may not have the flexibility to meet at the parents‟ convenience.
Thus, lack of time and conflict in work schedule are obstacles to parent involvement in children’s
educations. Therefore, busy life from the side of parents to contact teachers and the rigid structure of the
school day from the side of teachers can be obstacles for parent involvement in school activities.

2.6. Community participation in education supervisions

Education takes places not only in schools but also with in families, communities and society.
However, none of these can be soul the soul agent to take 100% responsibility for educating children.
Because as children learn from the world outside their families. Communities and society must
support parents and families in the upbringing, socializing and educating their children. Schools also

15
cannot and should not operate as separate entities. These groups of people play different role in
contributing the children’s education. Therefore, there must be efforts to make a bridge between them in
order to maximize the contributions. Education takes places most efficiently and effectively when these
different groups of people collaborate. Accordingly, it is important to establish and
continuously attempt to develop partnership between schools, parents and communities. Collette and
Perkins (1995:3) illustrate various forms of community participation in school for education.
Research and Data collection, Dialogue with policy makers, School management, Curriculum design,
Development of learning materials and School construction. Colletta and Perkins (1995) illustrate
various forms of community participation: (a) research and data collection; (b) dialogue with
policymakers; (c) school management; (d) curriculum design; (e) development of learning materials; and
(f) school construction. .

2.7 .The importance of community participation in school

SupervisionSchools are a focal social institution that linked to their community’s welfare and growth
Dayaram, 2011). Strong, sustained community participation in the management of local schools can
enhance transparency and accountability in the education system and promote a sense of ownership,
agency and responsibility for positive change. Education is also known to have a tremendous impact on
social and economic development. Historically, policies and programs that target certain sectors of
society have been planned centrally and initiated without consultation or dialogue with intended
beneficiaries. Lacking information on the needs of constituents and their local context is a main reason
for failure of social welfare programs. Growing recognition of the need for communities to be active
agents in change is now spurring policy makers toward a more demand-driven approach in which
policies and programs are based on communities’ needs and expectations. Regardless of the changes in
the focus with time and historical periods, improving instruction has remained a stable and central
purpose of supervision. The changes through historical periods imply that supervision as a concept and
practice is changing continuously. This has been manifested in the verifying conceptions. It generates
to different people at different times and situations illustrating on the major features and purposes of
supervision. Burton and Bruecker (1997) indicated that supervision is characterized by variation and
change. In general supervision has the following major purposes to achieve: Improving the quality of the
instruction ,Promoting teacher professional growth and development ,Improving the curriculum through

16
a range of activities extending from selection ,organization, evaluation through continuous revision,

To ensure continuity between the levels of education by carefully planning the educational process
Minimize the wastage of human resources that may occur due to overlapping assignment and
teaching responsibilities i.e. supervision facilitate and ensure that proper assignment and utilization of
human resources in schools. , Testing and measuring educational progress on the basis of national
standards and locally set criteria for diagnosis and classification. Although CP can be a tool to tackle
some educational problems, it is not panacea that can solve all the problems that the education sector
encountered any strategies to achieve a high degree of CP demand careful examination of
communities because each community is unique, and complicated in its nature. This part of the report
tries to illustrate some issues that need to be solved to improve CP. To begin with, UNESCO (2006:4)
suggested the following strategies in order to enhance CP.UNESCO (2006) also advises to assess the
most important and urgent gaps in the provision and management of education in; planning, provision of
facilities, maintenance, finance, staffing instruction, supervision and evaluation conditions to be fulfilled
for communities effectiveness, a legitimate agreement among all important groups as to the roles,
responsibilities and relationships of the different groups should be considered. There ought to be clarity
regarding to the roles, responsibilities and relationships. Furthermore, to carry out the responsibilities
the members should have appropriate knowledge. It is not realistic to expect community members to
have the technical capability to manage and own education activities without adequate and appropriate
training and mentoring. Training programs, ought to examine the capacity of the community and sort out
training needs and ways to address this need the training on the education programs should involve
other community members to promote the quality and sustainability of their assistance to the school
(UNESCO, 2006). Provision and quality education is not only the concern of representatives or
professionals. Thus the entire community should have taken part and have necessary information
regarding the education program though much is needed from school principals. The school principal
should support the community representatives by directing and by building their capacity for meaningful
and active Cp in school management. To conduct fair and objective teacher appraisal through the
development of objective and valid criteria (instrument) and encouraging self-assessment am teachers,
Community participation is important for the following are:- It promotes the relevant participation
between school stake holders, It enhance effective supervision in school, It promote a good leadership in
school, It ensure learners attendance, It facilitates a good teaching learning process, The community

17
shares their experience for school program. It recognizes the mutual benefits that come from
collaboration.

2.8. Methods of community participation in educational supervision

There is different methods Community Participation ranging forms simples’ consultation to joint
decision-making to self –management by the community from selves. Therefore CP in education leis one
continuum ranging from nominal participation depending on style of management levels of
empowerment and the socio- cultural context (Gajanayak, 1993: 5) .Extent of community
involvement in the management (of planning, implementing, monitoring and evaluating) process,
activities; or running of schools. Parents and other identifiable community groups contribute towards
creating an environment conducive for efficient and effective teaching and learning to that level. While
community involvement in education has always been appearing in many countries, recent continuum
studies conducted in its impact on education has recognized that CP should be understood along oars
ladder of participations. These ladders of participation have been practicing in Ethiopian schools
participating in BESOII project. f. He also argues that the involvement of the community could be
analyzed in terms of the extent of participation and the areas of education in which greater participation
can occur. Schaeffer’s ladder of participation is:
1. Complete non-participation and exclusion from school affairs, except (often) on the provision of
resources
2. Involvement (at home) with motivating children and helping them with home works.
3. Involvement as ‘audience’ on passive supporters of school-run- meetings or assemblies.
4. Participation as ‘consultants’ on school issues;
5. As ‘partners’ in teaching and training;
6. As ‘implementers’ of delegated powers, and
7. As ‘citizens’ of a community in control of the school.
Schaeffer further provides some specific activities that involve a high degree of community
Participation in a wider development context, specifically, it implies CP in the following stages
of educational development activities: , Collecting and analyzing information, Defining priorities and
setting goals ,Assessing available resources; , Deciding on and planning programs; Designing strategies
to implement these programs and dividing responsibilities among participants ,Managing

18
programs; ;Monitoring progress of the programs; and Evaluating results and impact. Understanding the
importance of CP in education, UNESCO (2006) asserts that CP could be understands along a
continuum of decision-making power. Manipulation, Decoration, Tokenism, Communities are assigned
but informed, Participate in project implementation, Initiate and direct decisions, and communities
initiate, plan, direct, and implement decisions. At manipulation level, communities do not have
awareness on issues with which they encountered. At the level of CP in project implementation, there is
a higher degree of responsibility given to the community in the design (such as selecting site) and in the
production (building).. At this stage from the initiation to the implementation process, the community
has a decisive role. Therefore understanding the level of CP and having the clear picture of the
involvement is important to study the current practice of CP in school system. So far CP is the extent at
which the community involves in the school system. Particularly, in relation to this study, meaningful is
conceived as the degree at which people within the vicinity of secondary schools take active part in the
major management function through their representatives. In other words CP in education (school)
management refers to the involvement of community representatives (i.e. PTA and KETB) in planning,
implementing, supporting, monitoring, evaluating and in making decisions on issues pertinent to the
school in accordance with the national educational policy y .So far we have seen the involvement the
community in education, generally. At this juncture it’s important to see the participation of the
community in school management. This would be presented here under.

2.9. The problems of community participation in educational supervision

Involving the community in various school programs is not an easy task. Several potential setbacks
hamper CP in school system. Historically, a number of negative factors implicate CP in education up on.
Though the factors that influence CP may vary with different settings, some of the major factors that
affect CP shall be discussed here under. In attempts to understand factors that prevent
communities from being involved from formal education, Schaeffer (1992) found that the degree of CP
is particularly low socially and economically marginalized regions. This is because such regions tend to
have the area number of factors that hinder community participation in school supervision. These
problems are listed

a. Lack of appreciation of the overall objectives of education.

19
b. A mismatch between what parents expect of education and what the school is seen as providing.

c. The belief that education is essentially the task of the state.

d. The length of time required to realize the benefits of better schooling,

.e Lack of finance.

f. Lack of involvement in policy formation and decision making process.

g. Shortage of time on part of community.

h. Lack of awareness about the importance of education for community will- being .

i. Lack of trust due to provision negative experience

j. Lack confidence due to failed programs or project.

k. Lack of experience in participatory knowledge and skills,.

l. Passive cultural and social experience and Lack of clarity on the concept and scope of community
participation or mobilization inadequate education on system administration and supervision and the lack
of coordination and synchronization among educational personnel as well as inappropriate and
inconsistent approach to mobilize local community are some of obstacles with limit community
participation moreover. lack of resources; sheer lack of managerial experience and skill in
encouraging local community; lack of community exposure to recent information and technology; social
heterogeneity and conflict; the passivity and harsh environment are among the major constraints and
problems which limits greater community participation in improving access of primary education.
Rather, the degree of influence of each constraint on comillunity participation varies from
community to community depending on socio-economic, political and cultural conditions of each
country. There is no rosy road to participatory approaches to development for several reasons.
Participatory and collaborate vs. practices through the means of local cOlllmunity organization are not
so easy to attain. To support this point, Griesher (1994: 19) asserts that unless there is
participation in education there cannot be learning and further development at all. Involvement of

20
parents, loccommunity members and local administration representatives in consultation,
decision-making, and cost sharing has made the teaching materials. The curriculum and other school
clevclopmcnt projects flora suitable to local conditions, to improve achievement scores of students and
to increase enrollment demand According to BESO-ll/ Project (2003: 23), some the actors that inhibit
community participation in education are preconception of the community. Lack of knowledge,
confidence by the community, poor interpersonal approach and communication between community and
concerned authority. Bias on programme implementers, cultural and religious barriers, language barriers,
lack of awareness creation of the community of concern bodies etc. are the major factors which inhibit
community participation in education..

2.10. Methods to enhance community participation in educational supervision

Community Participation depending on the area of involvement takes different types. UNESCO (1985,
7-10)categorize CP on the bases of how it is initiated by itself to participate spontaneous or voluntary
participate in running educational activities, induced participation (where the administrator takes the
initiative by itself to promote participation and compulsory participation (Coerced manipulated to
mobilize to the community to get manpower or financial contribution from the community).Another
type of classification of CP on the extent to which the degree of influence on decision-making takes
three forms, purely formal participation (nominal participation) where the flow in formation is one way
from principal to community. It is simply to attended meeting or receive information. Participation
confined to consultation. To make the participation meaning Community Participation full Community
Participation, the greater the community has the share in decision making the better it would be rather
than simply to inform them. The form participation takes is highly influenced by the overall
circumstance and the unique social context in which action is being taken (World Back 2004:1).As
pointed out by Lovelady (1992: 55-56) cited in Alemayehu (2000:40), there is no parent who does not
care for his otlspring and school matters should not be scan detached frill the well-being of the child.
Thus, unless they do not know as to how to get involved, parents want to participate in their children’s
education. Dzvimbo ( 1996: 13- 15) factors that enhance community participation are the initiator,
adaptability of the local community, flex ability of government and NGOs, availability of resources,
nature of administrative structure and the communication channels. On the other hand, Jones (1998 5)
~U1d UNESCO (1999: 62) summarizes the consensus of educational programme to the needs of the
community; national commitment through concrete policies: effective planning and management and

21
cultural homogeneity are among the major factors that enhance community participation in order to
realize sustain noble and potential expansion of education. Generally how to enhance community
participation (BESO III scope project, 2003: 22) indicates as living with the community. Understand the
community, share their problems. Involve the community in all aspects of the projects, creating
openness/ transparency and develop the communities sense of ownership are the major factors.

2.11. Community Participation in School Management community participation in

educational supervision

implementing and assessing results and preplanning .School management is a co-operating activity
or service of activities through which the aims of the school and the means of their achievement are
developed and placed in to operation. This involves working closely with people. Moreover,
participation Different Scholars in the field of education define school management as social processes
for instance, has defined school management as a social processes, Concerned with identifying,
maintain, stimulating, and unifying formally organized human and material resources with an integrated
system designed to accomplish predetermined objectives furthermore, Oarlock and others explain that
school management as follow, at the simplest level, school administration can be explained as a
processes that includes planning, deciding, encourages people to direct their creative energies towards
organizational goal achievement and gives them some voice in decision making that affects them. In this
connection Zaudneh, (1987:10) says that, participation has a potential force for raising productivity,
good thinking, and higher moral, through participation in various roles individuals develop knowledge,
skill and values that are expected of them. The government of Ethiopia (1994) states that school
management is decentralized and the management of schools will be participatory and democratic.
Thus, the participation of the community is encouraged one of the rationale for community involvement
in school management through decentralization approach is to empower the community members in
decision making and to develop sense of belongingness on the parts of the community on affairs
pertaining to the school system. Achieving quality education and provision of appropriate education to
the citizen are realized through active CP. Participation in school management may include resource
mobilization as well. The goals of the education sector development program cannot be achieved within
the limited resources of the government (MOE, 2002). Moreover, active participation of the community
in school management is helpful identifying the root causes of the major problems that the educations

22
system faced in addressing access and quality education. Schaeffer (1994) maintains that issues like
curriculum development, managing resources, sponsoring co-curricular, providing consultancy services
etc. could be addressed by involving the community meaningfully managing schools.Devolution(giving
away of responsibility and authority to the local people to enable the community to be involved in
managing schools) the devolution of operational planning, budget allocation and control. This will lessen
the burden of responsibility from the government while building capacity at lower levels. Local people
are in a better position to guide the integration of the school with the community participation at lower
level will spread among the community awareness of their own capacity to solve problem they face as
well as motivate local people towards self-mobilization. In the second place, a decentralized education
management system will encourage CP in decision-making and enhance accountability at lower level.
Lower level management is also significance to make efficient use CP in UNESCO, 2003education is
seen as a way to increase resources, improve accountability of schools to the community they serve,
ensure a more cost effective use of resources and, importantly, be responsive to local needs. As a result,
CP enables improve equitable, access, retention, quality and performance of schools CP in school
management is likely ensured through their representative. Community education committees, such as,
parent teacher association (PTA), Keble education, and training board (KETB) are two of the major ones
that are established to ensure real involvement in school management. It should be; however, noted
that the representation of the community in school affairs by PTA, KETB, or the other community
representatives does not guarantee active participation. To make meaningful CP in school management,
community through their representatives have to go the extent to involve actively in planning, budgeting,
monitoring and evaluating, mobilizing (the entire community) as well as in decision- making activities
on issues relevant to school effectiveness. To address this needs countries set up community education
committees and established guidelines and directives. To this end, parents and community, PTA
members should know what the school is trying to achieve, otherwise, there is a risk that they pull the
plan in opposite directions

2.12. Community Participation in Planning in educational supervision

Planning is “a rational process of preparing a set of decision for future actions directed at achieving
goals and objectives by optimal means” (Sarthory, 1974:96) planning is, therefore essential to see the
future, see possible problems ahead and make provision on time (Forojalla1993: 39 b). Education
planning on the other hand is the process of education planning on the other hand Forojalla, 1993: 39c )

23
Education planning on the other hand, is the process of educational development with the aim of making
education more effective and efficient in terms of responding to the needs and goals of students.
However, the principal should involve management committees, and PTA by convene meetings and
holding discussion and arriving at the decision for implementation parents and community member
do not fell they are part of planning the results usually be ignored remain un Shelves. So parents, school
board members have to be part of thinking and planning this will help to be responsible and to create a
better future for tomorrow’s child

2.12 .1.Community Participation in Decision Making in educational supervision

One of the areas that the schools need t participate the community is decision making. It is selection of
course of action among alternatives; which can be taken by individual principal or/ by
participating other concerned The community wants to become involved and wants to know the
rational before school decisions are made parents and community member become offended if the school
arbitrarily makes decisions that directly affect them (Begin and Donald, 2001, 145).Therefore, the school
principal has to participate the community in areas that concern them. CP in decision making serves as a
political model as well as a strategy for tapping additional local resources for education Strengthening
this idea Schaeffer (1994: 143) states: When community involve in school decisions, as a result of such
participation, contributed more to the school. Bothe financially and in kind services and parents feel
comfortable visiting the school when level they wished.

2.12. 2. Participation in Resource Management community in educational supervision

The school is a social institution created to serve the community. To run the school effectively,
Financial, material and human resources are very important, Education is an expensive endeavor, That
requires a largest share of countries resources, Resources are, however, always scarce, On the other
hand, population changes and the demand for education go up and cost of education rises from time to
time., Due to this, educational system in many countries is caught in financial shortage; their further
expansion was hampered by inadequate funding. (Peanonin UNESCO, 1988,89-90).This calls the
Participation of community in financing the education system that is beyond the capacity of the
government .According to UNESCO (1985:24). The Participation of the community in financing schools
takes there forms monetary contribution), contribution in kind and in the form of free labor. To run the
schools effectively, the use of these resources should be managed effectively, both by the school as well
as by the community. This is because the availability of finance and resources by itself does not bring

24
any attainment of quality of education without efficient use through appropriate financial
management.

2.12.3. Participation in Monitoring and Evaluation educational supervision

Successful school improvement is linked to systematically planned and executed monitoring and
evaluation process and financial outcomes (Stoll and Fink, 1996:53). Monitoring in this case is the
continuous or periodic process to review and gather information by management about an activity or
program on a continuing and systematic basis to ensure that actions are implemented according to plan
(Aspin Wall and et. al 1992:48).The purpose of monitoring, therefore is to achieve effective and efficient
performance by providing feedback to management. This enables to improve operational plans and take
timely measures in case of short falls and constraints. Therefore the others hand, evaluation is a process
for determining systematically and objectively, the relevance, efficiency, effectiveness and impacts of
a activities in the light of their objectives (Aspin wall and et. al, 1992:50). The representatives of the
community who are accountable to the people who elect them to participate in monitoring and
evaluation are the school committee/ board and PTA (Rebore, 1985:24). Community Education
Committees (CECs) Local communities can play a broader range of roles. For instance, UNESCO
(2006) lists down some of the higher levels of CP in education. These functions include administrative
(e.g. school maintenance), managerial tasks (such as disciplining teachers and students), financial
functions (e.g. budgeting, mobilizing funds and resources) personnel functions (as in monitoring
teacher’s attendance); pedagogical and the likes. This type of managerial functions by the community is
realized through democratically elected members from the entire local community. According to
Schaeffer (1994), to serve as a means to build and foster parental and community involvement in school
management community education committees such as PTA and school boards are set up. In this
connection, Ethiopia designed CP as one of its strategies to address the provision and access of quality
education to the citizens. Thus, PTA and KETB are established to ensure Pin school management
through representative members (MOE, 1998). All-important segments of the community need to be
represented in the community education committees by electing them democratically (UNESCO, 2006).
Furthermore, the roles and responsibilities of the committees have to be clearly defined. Democratically
elected representatives could bring strong and meaningful cohesion between the school and the
community. CP enhances acquisition of skills in the governance of schools for the community and
develops a sense of belongingness. So CP is a means of educational decentralization and efficiency in

25
schools. Among others UNESCO (2003:3) CECs have to discharge the following responsibilities. To
discuss on agendas (topics); such CECs should conduct meeting and keep minutes. Issues of concern
may include mainly mobilizing the community to assist the school in cash, in kind of Orin labor. CECs
are required to provide culturally appropriate approaches for instance flexible school calendar,
educational program, curricula that reflect the community context and involve community members. To
promote good relationship between the education program and the community, these committees have
the responsibility of communicating with the community,. In assessing the impact of CECs at systematic
level, UNESCO (2006) lists: the number of meetings held, variety of issues addressed, level of authority
mandated and gender disparity, capacity for fund raising tasks and objectives accomplished, etc. are the
best indicators of CECseffectiveness. It is also pointed out that investigating the reporting mechanism
of these committees and examining their performance is important to understand the practices of CP
in school management. As a means of ensuring CP in education (as stated above) in Ethiopia KETB
and PTA are set up at primary and secondary schools (MOE, 1998). Of course, before the current
education and training policy there had been the so-called parents committee and school committee
organized with an overall coordination and democratic leadership by PTA, school boards consisting
members from the community, professional principals and students

26
 CHAPTER THREE

3. The Research Design and Methodology

The effectiveness of any research study depends upon the correctness and effectiveness of the
research design and methodology employed. This chapter consisted of the research design ,
methodology, data source, data gathering tools, population and sample size, method of data
collection, data collection procedures, data analysis and data interpretation.

3.1. Research Design

This research title is contribution of school community on the participation of school supervision in
Eastern Wollega at Boney Boshe woreda in primary schools. Descriptive survey design would be
employed for this research title. There were three broad categories of methodologies that determine the
nature of the study and guide the entire task of researching; qualitative, quantitative and mixed
(Creswell, 2003:16) each which had has their its own advantages and disadvantages. Qualitative
research explores attitudes, behavior and experiences while quantitative research generates statistics
through the use large-scale survey research .However, recognition of limitations in both qualitative and
quantitative methods, and that biases in inherent in either of the two could neutralize the biases of the
other has led researchers to combine both methodologies ( Jack, 1979 in Creswell, 2003:16) The mixed
method study also conduct when one type of research (qualitative or quantitative) is not enough to
address the research problem or answer the research questions ( Creswell 2012:135), and when more
data is needed to extend, elaborate on, or explain the first database. Accordingly, this study will employ
a mixed approach owing to a relatively comprehensive nature of the approach and that it provides the
researcher with flexibility throughout the task of gathering, combining, organizing, and analyzing data of
Boneya Boshe woreda primary schools document surveying. Secondly, it allows the researcher to
use both the quantitative and quantitative mixed methods, which provide rich data that lead to important
recommendations. The use of these types of research methods is known as mixed-methods research.

3.2. Research Method

The main concern of this research is on the contribution of school community participation in school
supervision in East Wollega Zone, Boney Boshe woreda, Primary Schools. To serve this, purposive

27
descriptive survey method which involves both qualitative and quantitative data gathering method
would be used to attain reliable and relevant information. To this end ,the design would be
characterized by previous information of specific research question. Thus, the researcher employed
this method because of it helps to get current information from the principal, student, teacher, PTA,
supervisor ,vice principals and also the contribution of Boneya Boshe Woreda education office to
investigate What is going in the school currently regarding to the contribution of school community on
the participation of schools supervisions.

3.3. Source of data

The research relevant data for this study will be collected from both primary source and secondary
source. Primary sources were obtained from primary schools’ principals, students, teachers, vice
principals and PTA, and secondary data source were obtained from documents, school records, staff
meeting minutes, and portfolio of school teachers that helped the researcher to achieve the goals of the
study analysis..

3.3.1. Samples and Sampling Techniques Population (population of the study)

In Boneya- Boshe Woreda, the primary schools of the study area were administratively divided into
five CRC and each CRC had five to six primary schools. The population of the study consisted of all
primary schools in the Boneya-BosheWoreda, all teachers, principals; vice-principals working in the
primary schools, at the time of this research study were conducted. In this regard, the total population of
this study consisted of 5 CRCs, 27primary schools, 300 primary teachers teaching in the schools, 27
school principals and 12 vice principals, 5 Supervisor 135 PTA and The Woreda had been 27 primary
schools and 5 cluster resource centers with population size of students 12,597 are attending were sending
their children to the schools.

3.3.2. The Sample population and Sample Size Determination.

The study would be employed non-probability sampling and probability sampling techniques. The first
stage sampling involved selecting five primary schools – one primary school from each CRC, using
simple random sampling technique. The schools were selected by assigning consecutive numbers 1
through 5 or 1 through 6, depending on the number of schools the CRC have. In case of non-probability
sampling, quota-sampling technique will be used to select schools from each CRC that were found in
Boneya Boshe Woreda. Five CRCs are selected by purposive system. Since the population is

28
homogeneous (only students, principals, Vice principals, Supervisory teachers, and PTA the
researcher decide to use the Krejcie and Morgan (1970) sampling techniques for the study. Accordingly,
from the five CRCs that exist in the woreda, the researcher give quota one school for each CRC, and
Avail and randomly selected five schools, namely Bilo, IfaArgene, Lalo primary schools , Hidi Gure
and Boshe primary schools. This technique eliminates systematic bias as it gives equal opportunities for
each CRC constituted in the study area. Furthermore, it reduces cost and helps the researcher to
concentrate on the selected areas rather than trying to cover the all research areas in short period of time.
In addition, in probability sampling, systematic random sampling technique is used to select sample
from students, and teachers, from randomly selected schools. Accordingly, considering their
responsibility and importance in the implementation of parental involvement process at the grass root
levels and their small number, the entire population is selected. Finally, the researcher will employed
systematic random method sampling to select sample from students currently attending in the five
selected schools. Systematic sampling is the most practical way of sampling to select every 5th, 10th and
15th name on a list. An element of randomness is usually introduced into this kind of sampling by
using random numbers to pick up the unit with which to start. This procedure is useful when sampling
frame is available in the form of a list. In such a design, the selection process starts by picking some
random point in the list. Accordingly, systematic sailing method will be employed to select a sample
from five CRC 70 teachers and 407 students, 5 principals, 6 Vice principals, 5 Supervisors and 25
PTA . Throughout the woreda, Simple random sampling technique was chosen because it ensures that
each member of the target population has an equal and independent chance of being included in the
sample and also produces a random sample. In addition, purposive sampling technique was used to
select school principals, vice principals Supervisory and PTA had been taken as primary data sources,
as presented in table 2,assuming that they had adequate information on the topic because of their
positions in the education system.

29
Table 1.1: Summary of population, sample size and sampling techniques
No Name of clustery Number of school in each Sample % Sample technique
clustery
1 Billo 6 1 16.66 simple random/
2 Ifa Argane 6 1 16..66 lottery method
3 Boshe 5 1 20
4 Idi Gure 5 1 20
5 Lalo kere 5 1 20
Total 27 5 18.51

Table 1.2: Summary of population, sample size and sampling techniques

No Types of Population Size Sample size % Sample technique
respondents M F T M F T
1 Schoolprincipals 5 - 5 5 - 5 100 Avail
2 Supervisory 4 1 5 4 1 5 100 Avail

3 Vice principals 5 1 6 5 1 6 100 Avail

4 PTA 20 5 25 20 5 25 100 Avail
5 Teachers 77 63 140 43 27 70 50 Systematic sampling
6 Students 1640 1500 3224 223 184 407 12.62 Systematic sampling
7 Total 1765 1644 3409 300 218 518 15.57

3.4. Data collection instrument (Data Gathering Instrument)

The main data gathering instruments were questionnaires, interviews and document analysis.
Accordingly, the researcher employed questionnaires, in order to conduct the research in an
effectively coordinated, comprehendible, and the most effective data collection instruments if they are to
collect sufficient and usable data in their respective studies; the researcher has to frame / integrate
overall activities and processes within a specified and unambiguous research design. Research deign is a
careful theoretical, philosophical, and scientific platform / structure which decades what
methodology and method of data collection, and analysis will be used in the task of conducting a study.
Furthermore, designing a research requires determining and /or limiting an area the study purposes to
cover, which also indicates necessity of knowledge of the study area. The instrument used to collect data

30
for this study was the questionnaire, interview, and different documents such as school reports, and
school supervision analysis were the major tools to collect data for the research. Accordingly, this
chapter will provide a general overview of the study area along with the methodology, method of data
collection, method of data analysis and finally ethical considerations were the major tools to collect data
for the research.

3.4.1. Questionnaires
Questionnaire is advantageous to gather data from a number of respondents at one place which makes
possible an economy of time and expense, and provides a high proportion of usable responses.
Questionnaire was used in collecting data from teachers, students and parents participants. This is
because of interviewing several participants are time consuming. According to Guy, Mills and Airasian
(2012) questionnaire allow the researcher to collect large amount of data in relatively short amount of
time. Accordingly, questionnaire is appropriate for teachers, students and parents participants, because,
they were many in numbers, which difficult to interviewed face to face. Thus, closed ended and open
ended questionnaire questions were provided to the sampled teachers, students and parents to collect
large amount of quantitative and qualitative data. Based on the research questions and the review of
related literature both close and open ended questions were used and some of them were liker’s type
scale with five possible responses. The questionnaire which was distributed was , 19 teachers, 19
students 19 vice principals 19 principals 19 supervisor total 95 primary school teacher’s focus on their
perceptions towards portfolio, knowledge about portfolio, their reflection on their work, the effects of
portfolios in teaching and learning and the conditions that affect and contribute to the implementation of
portfolio.

3.4.2. Interviews

Interviews are methods of gathering information through oral questioning. It is the process of
selecting the required information from interviewees. The interview carried out face to face between the
researcher and each principal. Dawson (2002) asserted that in this type of interview, the
researcher wants to know specific information, which can be compared and contrasted with
information gained in other interviews. Interview is an orally person question-and-answer session
between a researcher and individual respondents (Guy, Mills and Airasian 2012)., Thus, it provides
opportunities for the researcher to know how the principals perceive and implement teachers-parents

31
partnership For this study, semi-structured interview questions were prepared to conduct one-on-one
interviews with individual school principals, Vice principals and PTA answered education experts to
solicit information which would collaborate the data collected through questionnaires. The researcher
preferred one-on-one interview to focus group discussions as he found it difficult to bring participants
from multiple locations to one location.

3.4.3. Document analysis

Documents refer to teachers’ portfolios were analyzed with the aim of supplementing the data
obtained through questionnaires and interviews. The researcher tried to find out what have been
included in each teacher’s portfolio and how the artifacts have been selectively placed with in each of the
standards. Already from 5 primary schools 5 sample portfolios from each school supervised were done
selected to assess the process of developing portfolios.
3.5. Pilot test on questionnaire
Before actual distribution or dissemination of data gathering instruments, the instruments were tested in
order to ensure the validity and reliability of the instruments. To do this, the researcher Carried out pilot
study on Boneya Boshe Woreda in the one primary school which was one sampled In this primary
school, the researcher distributed questionnaire for (20) individuals. Teacher for one school. The
reliability of instruments was analyzed through using reliability analysis at Cornbrash’s alpha ɑ1 =
0.904, ɑ2 = 0.924 & ɑ3 = 0.958 stakeholder involvement in the contribution of school community in
participation of school supervision primary schools is dependent on various factors. The extent to
which parents have awareness, for three parts (knowledge, positive attitude, skilled mutual
understandings, sufficient time, and enough resources, to involve in their children education success. )
of questionnaires respectively and by checking item total correlation, the necessary correction was made
based on the feedback obtained from scientific calculation and comment of the advisor, as the result of
pilot test some questions were improved and eliminated from the questionnaires because reliability
analysis can be used to measure the consistency of questionnaire and produce consistent results.
3.6. Data analysis techniques
The data were analyzed using both qualitative and quantitative methods (i.e. mixed approach) of data
analysis technique. This is because to have opportunity of critically examining the target to School
problems related to the practices of teaching portfolio and suggest the possible recommendations.
Regarding the importance of these methods Creswell. J (2012) Fourth Edition. Design: Quantitative,

32
Qualitative and Mixed Approaches Educational Research. University of Nebraska; Lincoln and
(Creswell and Plano Clark 2007) cited in Creswell (2009, P.4) that, “Mixed method research is an
approach to inquiry that combines or associates both qualitative and quantitative forms. The interview
and FGD (fatherly gathered data) were analyzed qualitatively. The qualitative data were organized and
analyzed into meaningful information by using appropriate instruments based on the research problems.
The 1st step in qualitative approach to analyze data is to have interview and FGD write out on note book.
After that, they were logically analyzed and interpreted by elating evidences to the research questions.
Then data obtained from the documents of supervision document were reviewed and discussed in
descriptive way. Finally, the major findings of the study were reported and realistic and appropriate
recommendations were forward.

3.7. Variables
Parental involvement in the contribution of school community in participation of school supervision
primary schools is dependent on various factors. The extent to which parents have awareness,
knowledge, positive attitude, mutual understandings, sufficient time, and enough resources, to
involve in their children education success. The study will sought to explain the characteristics of
parents, students, teachers and principals in terms of parenting, communicating, Volunteering,
learning at home, participation in supervising and collaborating with the community and analyzes the
challenges and the gaps on school-home students learning relationships. The results on comparisons,
frequencies and level of involvement were summarized and represented in statistical methods like tables
and others. This helped to show the relationship between the independent and dependent variables.

3.8. Location and Population of the Study Area

Boneya BosheWoreda is located in East Wollega Zone, far from Nekemte 81km to the East, and 287 Km
far from the capital city, Addis Ababa to the West. Geographically Sibu Sire and Gobu Seyo Woreda of
East Wollega Zone, on the South by Nono BenjaWoreda of Jimma Zone, on the East by BakoTibe and
Ilu Galan Wored as of West Shawa Zone and on the West by Wama HagaloWoreda of East Wollega
Zone, border the Woreda in the North. The Woreda has 27 primary schools and 5 cluster resource
centers with population size of students 12597 are attending the schools. It has 300 primary school
teachers and 200 secondary school 12000 are sending their children to the schools.

33
3.9. Procedures of Data Collection

Open ended for PTA and close-ended questionnaires were administered to teachers and students through
assistants the researcher have hired. With respect to open ended questionnaires, assistants have been
selected with requirements of minimum qualification of completion of grade 8 for the reason that open
ended questions require understanding g objectives of the study. To this end, the researcher has willed
brief the assistants on the objectives and significances of the study. However the researcher himself to
ensure that unstructured interviews are conducts interviews conducted PTAs in comprehensive and
detailed manner.

3.9.1. Reliability

To evaluate the reliability of the tools, pretesting has been conducted before distributing the
questionnaire. The questionnaires were assessed for its clarity, sequence, consistency and
understandability for the respondents and data collectors. After incorporating the necessary comments
and feedbacks in the final tool, short orientation had given for the data collectors and respondents in
order to check their willingness and understanding of the content.

3.9.2. Validity
The objective of validity is to ensure that the items in questionnaires, interviews and observation
guidelines directly and completely address the problem and objective of the study. Therefore, the
researcher used the following techniques to obtain the validity. For the purpose of clarity and
comprehension on the part of the respondents, the data collection instrument is prepared in English and
translated into Afan Oromo to enable respondents best understand the question in their mother tongue. In
addition, the researcher discussed about the research design and procedure with thesis advisor and
colleagues to ensure the validity preserved at every stage of the process. The Chrome Back alpha
coefficient of contribution of school community on the participation of schools supervisions was 0.958

3.10. Methods of Data Analysis

The schemes used in analysis of gathered data closely with the methodology and methods employed to
collect data. According to Creswell (2003, p.18) Mixing methods enable the researcher to employ
strategies of enquiry that involve collecting and analyzing data either simultaneously or sequentially to
best understand research problems and helps to base knowledge claims on pragmatic grounds,

34
consequence oriented, problem centered and pluralistic. Therefore, a consideration of these
advantages in triangulating data sources has led the writer of this interview. More specifically, discourse
analysis is made for qualitative data collected from interviews with principals and teachers and
unstructured questionnaires administered to PTA and students currently sending their children to schools
and participate in learning process respectively. Discourse analysis provided deeper insight into the
research problem by merging and elaborating concerns and concepts. Quantitative data on the other hand
is analyzed through sorting out and categorizing answers of respondents. In this respect, for the reason
that each question in the closed ended questionnaires of this study was made to address one fundamental
issue in the parental involvement improvising teaching- learning activity at school level and in
students’ academic performance, number of respondents with similar answers for a question is changed
to percentage to show the degree to which a problem persisted. To prepare the collected data ready for
analysis, the questionnaires were checked for completeness. The organized data analyzed and interpreted
using frequency and percentages.

3.11. Ethical Consideration

Ethical considerations are important, both during data collection and during presentation of data. It is,
therefore, essential for the researcher to keep in mind the objectives of inquiry in a questionnaire and
interview as human beings. It is very critical to guide them and control them to respond protected at all
times. The researcher does not subject the respondents to situations harmful or uncomfortable to
participants. The participation in research is voluntary and people have the right to refuse or divulge
certain information about them. The participants made aware of the positive and negative aspects or
consequences of participation. By seeking the consent of the participants, this helped in the
explanation how the purpose and nature of research benefits the participants. When the respondents
agree to be involved in the study, steps should be taken to ensure that they know exactly what they are
agreeing to. The researcher first assureds the confidentiality of the information sources would remain
anonymous through the removal of any identified characteristics before widespread dissemination of
information.

35
 CHAPTER FOUR

4. 1.PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

The purpose of this research was to investigate the contribution of school community on the
participation of school supervision; the case of Boneya Boshe woreda of Primary Schools.
Subsequently, this chapter deals with the presentation, analysis and interpretation of data collected on the
selected research title. It comprises two major parts; the first part presented the characteristics of
respondents in terms of sex, age, educational qualification, service year and professional status. The
second part presented the results of findings from the data which were gathered through the
questionnaire, interview and document analysis as presented, analyzed and interpreted.

4.2. Characteristics of the Respondents

As it was described in chapter three (3), the main subjects of this study were primary school teachers,
principals, vice principals, supervisor students and PTAs of the school. This section provides some basic
background information pertaining to sample population that helps to know the overall
information of the respondents with the assumption that it might have some kind of relationship lean-
to light on the involvement of parents in enhancing students ‘academic achievement study.
Accordingly, the data general characteristics of the questionnaire respondents of the study groups were
examined in terms of sex, age, educational qualification education level, and service year. Teaching
experience and principality were clearly described the other areas focused on the research the summary
of data was presented in table

36
Table 4.1 Sex, Age and Educational Status Distribution of Respondent
Item Characte Principa Supervi Vice Teacher PTA Student Total
ristics l sor principal

F N % N % No % No % N % No % No %
Sex Male o5 10 o4 83.3
80 5 43 61.42 o20 80 223 53.47 300 57.91
0 3
Female 0 0 1 20 1 16.6 27 38.57 5 20 184 46.52 218 42.08
Total 5 10 5 10 6 6
99.9 70 99,99 25 10 407 99.99 518 99.99
10-15 - -0 - -0 - -9 - - - -0 319 78.37 319 61.58
Age 16-20 - - - - - - 6 8.57 - - 76 18.67 82 15.83
Years
21-25
Years - - - - - - - - - - 12 2.94 12 2.31
26-30
Years - - - - - - 10 14.28 - - 10 1.93
31-35
Years 3 60 2 40 2 33.3 21 30 1 - - 29 5.59
36-40
Years 2 40 3 60 4 66.6
3 18 25.71 8 - - 35 6.75
41-45
Years - - - - - -6 10 14.28 10 28. - - 20 3.86
46-
Years - - - - - - 5 7.14 6 17.
57 - - 11 2.12
by
teachers by

0-5
50years 1 20 1 16.6 11 15,71 25 10
14 - - 43 8.30
6-10
Years 3 60 4 80 3 50
6 23 32.85 0 - 28 5.40
leaders

Years
11-15 2 40 - - 2 33.3 22 31,42 - - 30 5.79
Years
16-20 - - 3 14 20 - - - - 14 3.39
teaching

25-30 - - - - - - - - - - - - - -
Service
leading

Years
>31
Years - - - - - - - - - - - - -
Grade 1- - - - - - - - - 8 32 407 100 415 80.11
Grade
8 9- - - - - - - - - 7 28 - - 7 1.35
Educational qualification

Grade10
12 - - - - - - - - 3 12 - - 3 0.57
complet
Grade12 - - - - - - 7 28 - - 7 1.35
-
Certificat
complet - - - - - - - - -
Diploma
e - - - - - - 18 25.71 - - 18 3.47
-
BA/ 5 10 5 10 6 100 52 74.28 - - 68 13.12
BEd/
M.A/ - -0 - -0 - - - - - - - - - -
MSc

37
4. 3. Background Information of Teacher Respond
As it was already described in chapter 3, the large number of data sources for the study was teachers and
student selected from five (5) primary schools in Boneya Boshe woreda as a sample. Some of the
characteristics of these data sources as indicated by respondents in the questionnaire are shown in tables
above.

4.4. Descriptions of Respondents By Sex And Age.

As it is shown in table 3 above, the total 518 respondents 300 (57.91%) were males, while 218 (42.08%)
were females. The analysis shows that the majority of the respondents in the primary schools of Boneya
Boshe woreda covered largely by the study were males. The result showed a dominance of males over
their female counterparts among the respondents. The fact that the male teachers, students, principal,
vice principal, supervisor and PTAs were more than their female could be an indication of predominance
of men in the teaching profession in the woreda. And opinion was collected from both sexes. This helped
to incorporate ideas, beliefs and interests of both sex groups. As indicated above in the age distribution
the respondents were found between the eight (8) age intervals. These categories are 10-15 ,16-20 ,
21-25 ,26-30 31-35 ,36-40 ,41 -45 and 46-50 & 51& above years of age which constituted, 319
(61.58%), 82(15,83%) 12( 2.31 %) 10(1.91%) 29 ( 5.59% ) 35 (6.75%) 20 ( 3.86%) (0& 11(2.12%) of
the respondents respectively. Above table 4.1

4.5. Descriptions of Respondents By Academic Qualification Educational, Level Teaching

Experience and Leading Services.
As indicated in table 4, out of the total 518 respondents, as regards to this implies students ‘enrolment
was high in sampled primary schools. 407 and 25 were students and PTA was unemployed. From this
Educational level 417 and 25student and PTE were un employed 18(3.47%) were Diploma holders,
68 (13.12) were first degree holder. Regarding to the sample teachers experience, 6(13.9%) are
inexperienced teachers, 10(23.4%) have worked as teachers for years, (%) have been teachers for 6-10,
18 ( %) 11-15 22 , 16-20 of experienced teachers are also included in the questionnaire who have
taught between years. Whereas, 36(36.4%) of teacher respondents had degree who were expected to
be secondary school teachers even though, this teachers qualification was a good opportunity for
academic performance of students primary schools. With regard to the educational level degree holder.

38
Principals 5(100%) were 6 (100) vice principal supervisor 5(100) were degree holders whereas of them
had first degree. The result implies that all principals ‘experience was above 5 years, and the majority of
teachers service years also above 5 years. This shows that they have relatively better and deep
understanding of the teaching profession and various programs carried out in schools including parental
involvement. This in turn might enable them to provide adequate responses to questions presented to
them. Besides, they might be in good stand to identify those major problems observed in parental
involvement towards students ‘achievement. Therefore, they are in good position to critically identify
the challenges encountered to promote parental involvement Principals of primary schools are expected
to be at least degree holders as current

4.6. Presentation, Interpretation And Analysis Of Data

This part of the study was dedicated to the presentation, analysis and interpretation of the data
gathered from respondents on the contribution of school community participation on supervision in
Primary .Schools of Boneya Boshe woreda. With respect to this, 5 principals 5 Supervisors, 6 vice
principals 70 teachers were qualified respondents, while 407 students and 25 PTAs were not
qualified respondents. Moreover, 95 questionnaires were distributed and 6 interview questions were
presented differently. Totally, 106 questionnaires were distributed for respondents and making Checklist
for observation document analysis . The return rate of the questionnaires was 106% as all the copies
were properly filled and returned. All the respondents reacted to both open and closed-ended
questionnaire items. The open ended items from different respondents analyzed, triangulated and the
study themes were developed. The closed-ended items across sub-categories were computed and
analyzed using the frequency, percentage, mean scores. Percentage was utilized for easy presentation of
frequency distribution and for comparison of the degree of the prevailing contribution of school
community participation in supervisions. In addition, items across each category were arranged
under the rating scale with five points. These five points scale range from strongly agree = 5, agree = 4,
undecided = 3, disagree 2 and strongly disagree = 1 and also very high = 5, high = 4, medium = 3, low =
2 and very low = 1. For the other part of the questionnaire, the five points scale range for Yes=3 , No 2, I
Don’tknow1 Besides, data from interviews were triangulated to validate the findings

39
Table4.2. To what amount the school supervision servicing effectivly in selected primary school?

No Items related To The level of respondent

Strong

Undecided
Supervision

Mean (x)
disagrees
Disagree
Agree

Strong
Role in Education

Agree

Total
1 Supervision of Classroom is F 20 35 104 179 155 493 3.84
improving teaching and learning % (4.0%) (7.1%) (21.1% 36.2% (31.4%) (99.8%)

2 activities soon.
School supervision improve F 54 65 )100 130 144 493 3.03
resented in %
(10.9) (13.2) (26.3) (26.3) (29.1) (99.8%)
students result
3 School supervision
progressive is used
Education F 229 107 86 48 22 493 2.04
% (46.4% (21.7%) (17.4% (9.7%) (4.5%) (99.8%)
only for evaluation purpose
) )
4 School supervision enhance F 41 65 90 120 177 493 3.66
teamwork in primary education % (8.3%) (13.2%) (18.2% (24.3%) (35.8%) (99.8%)
)
5 School Supervision used F 49 130 141 112 61 493 3.01
% (9.99) (26.3) (30,.22 (22 .7) (12 .3) (99.8%)
for teaching learning process ?.
)
6 The parents supervise their F 5 30 127 149 182 493 3.96
children at home and at school
to improve their academic % (1.0%) (6.1%) (25.7% (30.2%) (36.8%) (99.8%)
performance )

In item 1 of Table 4.2 the respondents were asked about how Supervision of Classroom is improving
teaching and learning activities. Accordingly 20(4.0%) responded ‘Strongly Agree’. From this it is easy
to understand that some respondents believe that Supervision of Classroom is improving teaching and
learning activities. But when analyzed the document there is no data that show facilitating in school
compound and there is no supervision document at school. Secondly, 35(7.1%) of respondents
responded ‘agree’ .This shows that small numbers of educational stockholders have no good
participation about the school supervision. Thirdly, 104 (21.1%) the respondents replied
‘undecided’. This indicates that they do not understand the use of classroom Supervision to
improving teaching and learning activities and only sending their children to school. On the other hand

40
197 (36.95%) of respondents answered ‘disagree’. From this it is possible that many stockholders have
poor understanding about the advantage of classroom supervision. At the end 155 (31.4) of respondents
responded ‘strongly disagreed’. The respondents who replied ‘strongly disagree’ show that they have
no any information or knowledge about school facility other than sending their children to school. This
means that the stockholders do not supervise their children regarding to their learning. To conclude that
there is poor implementation of school supervision that held by stakeholders. This shows that
Supervision of Classroom undertaken in the low level to improve teaching and learning activities.

In item 2 of Table 4.2, respondents were requested School supervision improve students result
resented in progressive education. Based on this, 144 (29.20%), and 130(26.36%) of respondents shown
strongly disagree and disagree respectively. On the other hand the rest 54 (10.95%) of respondents
responded strongly agree while 100 (26.3) of respondents replied ‘undecided’ to this item. As it can be
understood from this data majority of respondents have negative idea while small number of
respondents have positive idea concerning to the idea that school supervision improve students result
resented in progressive education . Those who responded ‘’ indicate strongly disagree and disagree
they have knowledge use supervision .But they have lack of implantation and a few number replied
strongly disagree that they know that there is the rule supervision. Those answered ‘un decided shows
that they don’t have any information or knowledge about the school supervision those who responded
the question as ‘un decided shows that they have no any knowledge about the school supervision at all
Education at Boneya Boshe woreda. This shows that small numbers educational stakeholders have no
good activity about the school supervision. , it concluded that, there was lack of School Supervision
used for teaching and learning process it need short or long train

. In item 3 same Table 4.2 the respondents were asked about the School supervision is used only for
evaluation purpose. As it is revealed in above table 229 (46.4%) of respondents said ‘Strongly agree’
and 107(21.7%) of respondents said ‘agree’. 86 (17.4%) of respondents said undecided. On the other
hand 48(9.7%) and 22 (4.5%) of respondents answered agree and strongly disagree respectively. As
it indicated from the above data, majority of the stakeholders believes that as school supervision used for
only evaluation purpose while only few people believes that school evaluation is used for school
improvement. On the other hand some people do not have understanding about function of school
supervision. are plied ‘strongly agree’ is 229 (46.4%) and a few number replied ‘agree’ is

41
107(21.7Those replied ‘un decided ’ is 110(22.31) . 48(9.7%) disagree and a few number replied
strongly disagree 22 (4.5%) This shows that educational stockholders mostly have the lack of
knowledge about School supervision is used only for evaluation purpose. Nearly some percentage of the
respondents answered the question as they know they lack of school supervision monitoring. Those
answered ‘un decided shows that they don’t have any information or knowledge about the school
supervision. To put this in percentage 229 (46.4%), 107(21.7%) , 86 (17.4%) 48(9.7%) . And 22
(4.5%) totally indicates that majority of the stockholders who answerd ‘strongly agree’ and ‘agree’
have not knowledge of school supervision, such a problem needs the great attention to avoid the lack of
knowledge about school supervision then there is the lack of imp mentation on the school supervision. .
Next, those who responded ‘’ indicate48 (9.7%) disagree they have knowledge use supervision .But
they have lack of implantation and a few number replied strongly disagree 22 (4.5%) s that they know
that there is the rule supervision. But, they cannot express the way to supervise the school and the
advantage of the school supervision. Those who responded the question as ‘undecided shows that they
have no any knowledge about the school supervision at all.

To item 4(about School supervision enhance teamwork in primary education ) of the respondents 41
(8.3%) said ‘strongly agree said that their Teac always discuss the topic of listening text to connect it
with what they already know; 15% of them said that their teacher perform it usually ,and 16.6% of them
said that their teachers do it sometimes. However, 20% of them said that their teachers do it rarely, and
8.3% of them responded their teachers never do it. But the three teachers responded that they usually
discuss the topic of listening text to connect with what students already know. From this it can be said
that the practice of teachers on this activity is effective.

As depicted in item 4 of table 4.2 above, respondents were replied 41 (8.3%) ‘Strongly agree’ 65
(13.2%) of them responded agree; 90 (18.2%) of them said undecided, 120 (24.3%) of them said
disagree and 177(35.8%) them responded strongly disagree. As it is seen from above data majority of
stakeholders do not support the idea that School supervision enhances teamwork in primary education in
Boneya Boshe Woreda. On the other hand that some respondents support that School supervision
enhance teamwork in primary education But, when the researcher analyzed the school document and
interview there was no its practical implementation in most primary schools in the woreda good thing
can observed how the stockholders take part in all the schools’ programs teamwork. Secondly, those

42
responded ‘agree’ is 65(13.2%) . This shows that many educational stockholders have a School
supervision enhance teamwork in primary education As much as these much respondents have no good
activity about the school supervision enhance teamwork in primary education, it is impossible to
implement good school supervision in schools as the school is the property of the surrounding people.
The respondents who replied ‘un decided’ shows that they have no any information or knowledge
about school a School supervision enhance teamwork in primary education other than sending their
children to school. This means that as the stockholders they are of no affair about learning of their
students. This shows that it is necessary to plan to give the short or long term training for the
educational stockholders To conclude, there is poor facilities in the implementation of schoo
supervision enhance teamwork in primary education This again, put the school activity in question and
no educational administrative and academic performances carry out in school accordingly. Fourthly the
respondents replied ‘disagree’ 120(24.3%) This is clear that some respondents have no any knowledge
or information about the school supervision enhance teamwork in primary and its roles in educational
program. Lastly, 177(35.8%) respondents replied ‘strongly disagree’. This is clear that some
respondents have no any knowledge or information about the school supervision and its roles in
supervision enhance teamwork in primary educational program. This shows that it is necessary to plan
to give the short or long term training for the educational stockholders ’ about extent to which School
supervision enhance teamwork in primary education facilitator’s effort to organize experience sharing
among the stockholder schools

In item 5 of the same Table 4.2 A few respondents replied as they know that the school supervision uses
for teaching learning process. 49(9.99%) strongly agree. From this it is easy to understand that some
respondents know and want school supervision to be carried on in the school. Secondly, those replied
‘agree’ shows that they have understanding about the use of school supervision 130(26.3). Thirdly, the
majority respondents answered the question ‘undecided’ have no any knowledge or information about
the school supervision and its roles in educational program 141(30,22) . This shows that it is necessary
to plan to give the short or long-term training for the educational stockholders on the use and importance
of school supervision. As to understand from the above data, majority of the respondent replied ‘disagree
‘and ‘strongly disagree’ From this it is possible that many stockholders has poor understanding about
the use of classroom supervision. At the end those responded ‘strongly disagree’ shows that a number of

43
respondents don’t know the use of classroom supervision at all. So, it concluded that, there was lack of
School Supervision used for teaching and learning

As depicted in item 6 table 4.2 above, majority of respondent 182(36.8%)of respondent s a strongly
disagree and 149(30.2%) disagree and 127(25.7%) un decided they are not knowledge about
understand the parents help their children to improving teaching and learning activities only
sending their children to school at low level that parents help their children in improve their
academic performance at home and the rest 30(6.1%) and 5(1.0%) responded at agree and strongly
agree and respectively. This shows that small numbers educational stockholders have no good activity
parents supervise their children at home and at school to improve their academic The result shows
parents involvement in helping their children to read loud at home still not developed at the district A
mismatch between what parents expect of education and what the school is seen as providing. A
mismatch between what parents expect of education and what the school is seen as providing. Lack of
experience in participatory knowledge and skills,. This implies that, the parents supervise their children
at home and at school to improve their academic performance were low. You schedule regular
interactive homework that requires students to administrate and discuss what they are learning with
ought parents and other family members.

44
Table 4.3 What are the major factors that affect supervision service

No Items related To Supervision Role in Education

The level of respondent

I don’t

Total
know
Yes

No
1 Lack of monitoring in school Supervision F 312 71 110 493
% 63.28 14.40 22.31 98.98

2 Lack of training on implementation of school supervision F 294 84 115 493

% 59.63 17.03 22.32 98.98

3 Stakeholders have no good attitude on school supervision F 349 45 99 493

% 70.79 9.12 20.08 99.99

4 Shortage of facilities to undertake school supervision F 282 76 135 493

% 57.20 15.41 27.38 99.99

5 Poor understanding about the advantages of school F 236 109 148 493
supervision % 47.87 22.10 30.02 99.99

6 Stockholders have a good attitude on school supervision F 36 354 103 493

% 7.30 71.80 20.89 99.99

Key: f=frequency %=percent x=mean score

In item 1 of Table 4.3, the respondents were asked about the Lack of monitoring in school Supervision
and responded the next data. 312(yes), 71(no), 110(I don’t know)
As to understand from the above data, majority of the respondents replied ‘yes’ is 312(63.28), and a few
number replied ‘no’ is 71(14.40). Those replied ‘I don’t know’ is 110(22.31) . This shows that
educational stockholders mostly have the lack of knowledge about monitoring the school
supervision. Nearly some percentage of the respondents answered the question, as they know there is no
lack of school supervision monitoring. Those answered ‘I don’t know’ shows that they don’t have any

45
information or knowledge about the school supervision. To put this inpercentag e 71(14.40). ,
71(14.40). and 110(22.31) totally indicates that majority of the stockholders have the knowledge of
school supervision, but there is the lack of monitoring on the school supervision. Such a problem needs
the great attention to avoid the lack of knowledge about school supervision. Next, those who responded
‘no’ indicate that they know that there is no problem on monitoring the school supervision. But, they
cannot express the way to supervise the school and the advantage of the school supervision. Those who
responded the question as ‘I don’t know’ shows that they have no any knowledge about the school
supervision at all. This shows that the lack of commitment to take responsibility in the school was agree
even though administrative staff has higher level of agreement to the item than the academic staff. Data
gathered from open- ended question were summarized as follows there is no uniformity of material
management and utilization system among the schools community. Less commitment on the side of
school principals to create awareness and provide training to school community and stakeholders on
material management. These data shows that the great number of the respondents know as there is no
training on school supervision. A few respondents replied as they know that there is the training on
school supervision. It is possible to understand that these respondents do not know anything about
school supervision. What indicate this is the number of respondents replied ‘yes’ and the number of
respondents replied ‘I don’t know’. Those replied ‘no’ shows that there is the training on school
supervision. On contract, there is no training for stockholders on school supervision. This indicates that
those responded ‘no’ didn’t understand the question or have no knowledge about the school supervision.
From the responded idea ‘I don’t know’ for the question ‘lack of training on implementation of school
supervision’, it is possible to conclude that having low understanding about their roles and
responsibilities made participation difficult and reduce participation and results in educational
professional control of the school.
In item 2 of the same Table4.3 respondents were asked the extent to which there was Lack of training on
implementation of school supervision. Accordingly, 294 respondents replied ‘yes’, 84 replied ‘no’ and
115 replied ‘I don’t know’. This shows that the respondents acknowledge that members of the teachers,
supervisor and school Directors had lack appreciation of the overall objectives of the education due
to this they make poor participation in the management of the school.
In item 3 of the Table above, respondents were asked to give their suggestion about their attitude on
school supervision. Then, 349 replied ‘yes’, 45 replied ‘no’ and 99 replied ‘I don’t know’. This the

46
response for ‘yes’ shows that the extent to which stakeholders like students, teachers and school
community attitude towards the school supervision is low. A few respondents answered ‘no’ for the
question. This shows that the respondents have a good attitude on school supervision, but they cannot
follow their students in learning and participate in facilitating the school environment. They can be
considered as those only participate by mouth speaking. This can be referred from their number
comparing with others. From the data again it is possible to show the medium number of the
respondents replied ‘I don’t know’, shows that these group do not know about school supervision at all.
So, they cannot respond negatively or positively. To conclude, there is a great problem among the school
stockholders to know about the school supervision. This shows how to overcome such a societal
misunderstanding. According Pere F.Oviva, et.al (1997:27) quoted by Hailesilassie(2002:13) define as
supervision is “service provided to teachers for the maintain and improving instruction with student
as the ultimate beneficiary ; This provision of support services with strongly organized task to
teaching learning benefit. This indicates that, visiting mainly helps or evaluates the teachers’ practices
and help follow teacher on teaching learning. The difference between inspection and supervision
described below as follows. The stockholders understanding and participation is very low
In item 4 of the same Table 4.3, the respondents were asked if there were Shortage of facilities to
undertake school supervision. Then, 282 answered for ‘yes’, 76 answered for ‘no’ and 135 answered for
‘I don’t know’. The first respondents show that they know as there is the poor facilities to undertake
school supervision. And this indicates that there is the need to facilitate for the school supervision. On
contrast, those, replied as there is no shortage of school facility to undertake the school supervision
shows they have no participation in facility and following their students on continuously attending
school. This is observed from document analysis in the school. The respondents who replied ‘I don’t
know’ show that they have no any information or knowledge about school facility other than sending
their children to school. This means that as the stockholders they are of no affair about learning of their
students. To conclude, there are poor facilities in the implementation of school supervision.
In item 5 of the same Table, the respondents were asked whether there is Poor understanding about the
advantages of school supervision implementation. Accordingly, majority of participants had views that
poor understanding about the advantages of school supervision implementation. This can be realized
from the number of the respondents. This means that 236 respondents answered ‘yes’. From this it is
possible that many stockholders have poor understanding about the advantage of school supervision. On

47
contrast, those replied ‘no’ is about 109 in number. This shows that a few stockholders have some
understanding about the advantage of school supervision. But, when asked this group cannot explain the
advantage of school supervision. From this it is possible to conclude the respondents arbitrarily gave
their answer with no knowledge and information about school supervision. Thirdly, those answered
‘I don’t know’ is about 148. The true thing about the question can be found from this group. This is
because, if this many stockholders do not know anything about the advantage of school supervision, it
means that it will be the main issue to plan and implement about the school supervision in the future. So,
by no knowledge about school supervision no one can show his/her good participation in facilitating or
following the learning of the students as wanted by the school principal and by any considered body.
Item number 6 in the same table above, 36 respondents replied ‘yes’. From this it is easy to
understand that some respondents have a good attitude about school supervision. But, when analyze the
school document no good thing can observed how the stockholders take part in all the schools’
programs. Secondly, those responded ‘no’ is 354. This shows that many educational stockholders have
no good attitude about the school supervision. As much as these much respondents have no good attitude
about the school supervision, it is impossible to implement a good school supervision in schools as the
school is the property of the surrounding people. This again, put the school activity in question and no
educational administrative and academic performances carry out in school accordingly. Lastly, 103
respondents replied ‘I don’t know’. This is clear that some respondents have no any knowledge or
information about the school supervision and its roles in educational program. This shows that it is
necessary to plan to give the short or long term training for the educational stockholders. Generally,
questions 1-6 in the above table show that the great number of the society has no knowledge and
information about the school supervision. Such a problem is the worst strike in implementation of all
educational activity. “When education goes wrong nothing goes right.” This quotation made us
remember things or factors that strike the implementation of the educational activity. Especially, if
the educational stockholders have no good attitude and knowledge about the school supervision, it is not
good for the students to handle them in right way as the educational policy wants. This again results in
countries general development.

48
Table 4.4. To what extent does the stakeholder participating on supervision activity

N No Items related To The level of respondent

Stro

Agr

Disagree
Undecid

disagree
o Supervision Role in

Strong

Mean
Total
Education

ng

ed
ee
1 Formal supervisor observe F 5 40 165 176 107 493
3.6
teachers in the classroom % (21.7
(1.0% ) (8.1% ) (33.5%) (35.7%) 100 9
learning is done %)

2 The school principal supersize F 176 149 65 91 12 493

3.5
all the school environments and % (2.4%
(35.7%) (30.2%) ( 13. 2%) (18.5%) 100 5
class room )

3 Department head are F 27 68 169 202 27 493 3.2

participating in school % (5.5%) (13.8% (34.3%) (41.0%) (5,47 100 7
4 Teachers
Supervision are participating in
activity F 63 202
) 120 108 -%) 493
3.0
school supervision % (41.0%
(12.8%) (24.3%) (21.90%) - 100 8
)

5 Parents are participating in - 18 89 180 206 493

4.1
school supervision % (41.78
- (3.6%) (18. 1%) (36.5%) 100 5
%)

6 PTA are participating F 128 177 92 96. - 493 3.1

In school supervision % (26.0) (35.9%) (18.6) (19 .5 - 100 9
%)
7 KEB are participating in F - 23 84 177 209 493 4.1
school supervision % - (4.6% ) 17.0%) (35.9%) (42.4% 100 4
)
8 School Supervision used F 33 66 105 182 107 493
3.5
F teaching learning process ?. % (6.7%) (13.4) (21.3% ) (36.9% ) (21.7 100
9
%)

Key: f=frequency %=percent x=mean score

In item 1 of Table 4.4 As to the respondents were asked about how Supervision of Classroom is
improving teaching and learning activities understand from the above data, few numbers of the
respondents replied 5(1.0% ) ‘strongly agree’ This shows that small numbers of educational
stockholders have no good participation about the school supervision 40(8.1% ) Saied agree From
this it is easy to understand that some respondents believe that Supervision of Classroom is improving

49
teaching and learning activities . But when analyzed the document there is no data that show facilitating
in school compound and there is no supervision document at school and the number replied ‘un
decided’ is 165. From the data again it is possible to show the medium number of the respondents
replied ‘un decided, shows that these group do not know about school supervision at all. So, they cannot
respond negatively or positively. To conclude, there is a great problem among the school stockholders to
know about the school supervision. This shows how to overcome such a societal misunderstanding.
The majority number replied (176(35.7%) disagree. Those responded respondents answered the
question positively as they know there is no lack of school supervision monitoring those replied
‘strongly disagree is 107 (21.7%) This shows that educational stockholders mostly have the lack of
observe formal supervisor observe teachers in the classroom. This shows that the lack of commitment
to take responsibility in the school was agree even though administrative staff has higher level of
agreement to the item than the academic staff.
In item 2 of Table 4.4 As to understand from the above data, majority of the respondents replied
‘strongly agree ’ is 176 (35.7%) From this it is easy to understand that some respondents believe that
school principal Supervision of Classroom is improving teaching and learning activities and a few
number replied ‘agree’ is 149(30.2%) respondents replied as they know that there is the activity of the
school principal on school supervision. It is possible to understand that these respondents do not know
anything about school supervision. Those replied ‘undecided 65 (13. 2%). From the responded idea
‘un decided It is possible to understand that these respondents do not know anything about school
supervision. for the question ‘lack of training on implementation of school supervision’, it is possible
to conclude that having low understanding about their roles and responsibilities made participation
difficult and reduce participation and results in educational professional control of the school Those
replied 91(18.5%)and Those replied 12(2.4%) This shows that educational stockholders mostly have the
lack of knowledge about monitoring the school supervision. Nearly some percentage of the respondents
answered the question as they know there is no lack of school supervision monitoring. Those answered
‘I don’t know’ shows that they don’t have any information or knowledge about the school supervision.
To put this in percentage 176 (35.7%), 149(30.2%) 65 (13. 2%) 91(18.5%) and 12(2.4%) totally
indicates that majority of the stockholders have the knowledge of school supervision, but there is the
lack of monitoring on the school supervision. Such a problem needs the great attention to avoid
the lack of knowledge about school supervision. Next, those who responded ‘no’ indicate that they know

50
that there is no problem on monitoring the school supervision. But, they cannot express the way to
supervise the school and the advantage of the school supervision. Those who responded the question as
‘I don’t know’ shows that they have no any knowledge about the school supervision at all. This shows
that the lack of commitment to take responsibility in the school was agree even though administrative
staff has higher level of agreement to the item than the academic staff.
In item 3 of Table 4.4The the respondents were asked about how Supervision of Classroom is
improving teaching and learning activities. Since 27(5.5%) responded ‘Strongly Agree’. From this it is
easy to understand that some respondents believe that Supervision of Classroom is improving teaching
and learning activities. But when analyzed the document there is no data that show facilitating in school
compound and there is no supervision document at school. Secondly, those responded ‘agree’ is
68(13.8%). This shows that small numbers of educational stockholders have no good participation about
the school supervision. Thirdly, the respondents replied ‘undecided’ 169 (34.3%). They are not
understand the use of classroom Supervision to improving teaching and learning activities and only
sending their children to school. 202 (41.0%) respondents answered ‘disagree’. From this it is possible
that many stockholders have poor understanding about the advantage of classroom supervision. At
the end those responded ‘strongly disagreed’ 27 (5, 47%) This is found from document analysis in the
school. The respondents who replied ‘strongly disagree’ show that they have no any information or
knowledge about school facility other than sending their children to school. This means that as the
stockholders they are of no affair about learning of their students. To conclude, there are poor facilities
in the implementation of school supervision. This shows that Supervision of Classroom undertaken in
the low level to improve teaching and learning activities.

In item 4 of Table 4.4Teachers are participating in school supervision A few numbers of

respondents replied as they shows that there strongly agree 63(12.8%) participation on school
supervision. The majority numbers rippled 202(41. 0%) of the respondents’ s supervision school have
known or understands participation on school supervision.120(24.3%) It is possible to understand
that these respondents do not know anything about school supervision. What indicate this is the number
of respondents replied ‘un decided’ and the number of respondents replied
‘disagree’108(21.90%) On contract, there is no training for stockholders on school supervision. This
indicates that those responded those replied ‘disagree.’ shows that there is the training on school
supervision’ didn’t understand the question or have no knowledge about the school supervision. From

51
the responded idea ‘disagree. for the question ‘lack of training on implementation of school
supervision’, it is possible to conclude that having low understanding about their roles and
responsibilities made participation difficult and reduce participation and results in educational
professional control of the school.

In item 5 of Table 4.4TheAs it can be seen from the data respective to item 5 the statement that
parents are participating in school supervision , majority 206(36.5%) of the stockholder respondents
strongly disagree that parents not supervision school and only sending to school .and the rest
disagree 180(36.5%) un decided 89(18. 1%) This shows that educational stockholders mostly have
the lack of knowledge about monitoring the school supervision and 18(3.6%) the respondent few
numbered agreed school supervision. This indicates that low level of parents ‘involvement in guiding or
helping their children in doing homework, assignment or project work. PTA the interview response and
document analysis indicated as they had low level of involvement in these activities due to lack of time
and sufficient knowledge on how to help their children. However, few parents who were knows among
agree students’ parents argued that they have helped their children on homework.. Thus, parents help
students on learning activities have direct relation with academic achievements. The result reveals that
lack of awareness and knowledge affect parents not to involve in guiding or helping homework their
children. Lack of time and knowledge about how to become involved in to students’ education activities
are also another barriers according .Item number 6 of Table 4.4Theis related to PTA participation in
school supervision. Accordingly, 128 (26.0%) answered as ‘strongly agree’ the respondents were asked
about how Supervision of Classroom is improving teaching and learning activities. Thus, 128 (26.0%)
responded ‘Strongly Agree’. From this it is easy to understand that some respondents believe that
Supervision of Classroom is improving teaching and learning activities. But when analyze the
document there is no data that show the PTA participation on school classroom supervision. Secondly,
those responded ‘agree’ is 177(35.9%). This shows that a large numbers of educational stockholders
have no good participation on the school supervision; thirdly, the respondents replied ‘undecided’ 96
(1.5%). They are not understanding the use of classroom supervision to improve teaching and learning
activities and only sending their children to school. 92. (18 .6 %) respondents answered ‘disagree’.
From this it is possible that many stockholders have knowledge or understanding as the PTA have no
participation on classroom supervision. This is found from document analysis in the school. The
respondents who replied ‘disagree’ show that they know or observe that TPA has not participation on

52
classroom supervision. This means that as the stockholders they follow whether there is the school
supervision carry on or not in the school. To conclude, this question shows that no classroom
supervision is carrying on continuously in the school to improve teaching and learning activities.
In item 7 of Table 4.4 the respondents were asked about how Supervision of Classroom is improving
teaching and learning activities. Since those responded ‘agree’ is 23 (4.6%) This shows that small
numbers of educational stockholders have no good participation about the school supervision.
Secondly, those respondents replied ‘undecided’ 84 (17.0%). They do not understand the use of
classroom Supervision to improving teaching and learning activities and only sending their children to
school. Thirdly, the respondents replied 192(35.9%) respondents answered ‘disagree’. From this, it is
possible that many stockholders have poor understanding about the advantage of classroom supervision.
At the end those responded ‘strongly disagreed’ 209 (42.4 respondents replied and This is found from
document analysis in the school. The respondents who replied ‘strongly disagree’ show that they have no
any information or knowledge about school facility other than sending their children to school. This
means that as the stockholders they are of no affair about learning of their students. To conclude, there is
poor facilities in the implementation of school supervision.. This shows that Supervision of Classroom
undertaken in the low level to improve teaching and learning activities
Itam8. of table 4.4 A few respondents replied as they know that the school supervision uses for teaching
learning process. From this it is easy to understand that some respondents know and want school
supervision to be carried on in the school. Secondly, those replied ‘agree’ shows that they have
understanding about the use of school supervision. Thirdly, respondents answered the question
‘undecided’ have no any knowledge or information about the school supervision and its roles in
educational program. This shows that it is necessary to plan to give the short or long term training for the
educational stockholders on the use and importance of school supervision. As to understand from the
above data, majority of the respondents replied ‘disagree’. From this it is possible that many
stockholders have poor understanding about the use of classroom supervision. At the end those
responded ‘strongly disagree’ shows that a number of respondents don’t know the use of classroom
supervision at all.

53
Table 4.4. To what extent does the stakeholders participating on supervision activity

No Items related To The level of respondent

Strong

Agre

Undec
Supervision

disagrees
Disagree

Strong

Mean
Agree

Total
Role in Education

ided
e
1 Formal supervisor observe F 5 40 165 176 107 493 3.69
teachers in the classroom % (1.0% ) (8.1% ) (33.5%) (35.7%) (21.7%) 100
learning is done

2 The school principal F 176 149 65 91 12 493 3.55

supersize all the school % (35.7%) (30.2%) ( 13. 2%) (18.5%) (2.4%) 100
environments and class room

3 Department head are F 27 68 169 202 27 493 3.27

participating in school % (5.5%) (13.8% ) (34.3%) (41.0%) (5,47%) 100
4 Teachers are participating
Supervision activity in F 63 202 120 108 - 493 3.08
% (12.8%) (41. 0%) (24.3%) (21.90%) - 100
school supervision

5 Parents are participating in - 18 89 180 206 493 4.15

% - (3.6%) (18. 1%) (36.5%) (41.78%) 100
school supervision
6 PTA are participating In F 128 177 92 96. - 493 3.19
% (26.0) (35.9%) (18.6) (19 .5 - 100
school supervision
%)

7 KEB are participating in F - 23 84 177 209 493 4.14

school supervision % - (4.6% ) 17.0%) (35.9%) (42.4%) 100
8 School Supervision F 33 66 105 182 107 493 3.59
used F teaching learning % (6.7%) (13.4%) (21.3% ) (36.9% (21.7 %) 100
process ?. )

Key: f=frequency %=percent x=mean score

In item 1 of Table 4.4 As to the respondents were asked about how Supervision of Classroom is
improving teaching and learning activities understand from the above data, few numbers of the
respondents replied 5(1.0% ) ‘strongly agree’ This shows that small numbers of educational
stockholders have no good participation about the school supervision 40(8.1% ) Saied agree From
this it is easy to understand that some respondents believe that Supervision of Classroom is improving
teaching and learning activities . But when analyzed the document there is no data that show facilitating

54
in school compound and there is no supervision document at school and the number replied ‘un
decided’ is 165. From the data again it is possible to show the medium number of the respondents
replied ‘un decided, shows that these group do not know about school supervision at all. So, they cannot
respond negatively or positively. To conclude, there is a great problem among the school stockholders to
know about the school supervision. This shows how to overcome such a societal misunderstanding.
The majority number replied (176(35.7%) disagree. Those responded respondents answered the
question positively as they know there is no lack of school supervision monitoring those replied
‘strongly disagree is 107 (21.7%) This shows that educational stockholders mostly have the lack of
observe formal supervisor observe teachers in the classroom. This shows that the lack of commitment
to take responsibility in the school was agree even though administrative staff has higher level of
agreement to the item than the academic staff.
In item 2 of Table 4.4 As to understand from the above data, majority of the respondents replied
‘strongly agree ’ is 176 (35.7%) From this it is easy to understand that some respondents believe that
school principal Supervision of Classroom is improving teaching and learning activities and a few
number replied ‘agree’ is 149(30.2%) respondents replied as they know that there is the activity of the
school principal on school supervision. It is possible to understand that these respondents do not know
anything about school supervision. Those replied ‘undecided 65 (13. 2%). From the responded
idea ‘un decided It is possible to understand that these respondents do not know anything about school
supervision. for the question ‘lack of training on implementation of school supervision’, it is possible
to conclude that having low understanding about their roles and responsibilities made participation
difficult and reduce participation and results in educational professional control of the school Those
replied 91(18.5%)and Those replied 12(2.4%) This shows that educational stockholders mostly have the
lack of knowledge about monitoring the school supervision. Nearly some percentage of the respondents
answered the question, as they know there is no lack of school supervision monitoring. Those answered
‘I don’t know’ shows that they don’t have any information or knowledge about the school supervision.
To put this in percentage 176 (35.7%), 149(30.2%) 65 (13. 2%) 91(18.5%) and 12(2.4%) totally
indicates that majority of the stockholders have the knowledge of school supervision, but there is the
lack of monitoring on the school supervision. Such a problem needs the great attention to avoid
the lack of knowledge about school supervision. Next, those who responded ‘no’ indicate that they know
that there is no problem on monitoring the school supervision. But, they cannot express the way to

55
supervise the school and the advantage of the school supervision. Those who responded the question as
‘I don’t know’ shows that they have no any knowledge about the school supervision at all. This shows
that the lack of commitment to take responsibility in the school was agree even though administrative
staff has higher level of agreement to the item than the academic staff.
In item 3 of Table 4.4The the respondents were asked about how Supervision of Classroom is
improving teaching and learning activities. Since 27(5.5%) responded ‘Strongly Agree’. From this it is
easy to understand that some respondents believe that Supervision of Classroom is improving teaching
and learning activities. But when analyzed the document there is no data that show facilitating in school
compound and there is no supervision document at school. Secondly, those responded ‘agree’ is
68(13.8%). This shows that small numbers of educational stockholders have no good participation about
the school supervision. Thirdly, the respondents replied ‘undecided’ 169 (34.3%). They are not
understand the use of classroom Supervision to improving teaching and learning activities and only
sending their children to school. 202 (41.0%) respondents answered ‘disagree’. From this it is possible
that many stockholders have poor understanding about the advantage of classroom supervision. At the
end those responded ‘strongly disagreed’ 27 (5, 47%) This is found from document analysis in the
school. The respondents who replied ‘strongly disagree’ show that they have no any information or
knowledge about school facility other than sending their children to school. This means that as the
stockholders they are of no affair about learning of their students. To conclude, there are poor facilities
in the implementation of school supervision. This shows that Supervision of Classroom undertaken in
the low level to improve teaching and learning activities.
In item 4 of Table 4.4Teachers are participating in school supervision A few numbers of respondents
replied as they shows that there strongly agree 63(12.8%) participation on school supervision. The
majority numbers rippled 202(41. 0%) of the respondents’ supervision school have known or
understands participation on school supervision. 120(24.3%) It is possible to understand that these
respondents do not know anything about school supervision. What indicate this is the number of
respondents replied ‘un decided’ and the number of respondents replied ‘disagree’108(21.90%) On
contract, there is no training for stockholders on school supervision. This indicate that those responded
those replied ‘disagree.’ shows that there is the training on school supervision’ didn’t understand the
question or have no knowledge about the school supervision. From the responded idea ‘disagree. for the
question ‘lack of training on implementation of school supervision’, it is possible to conclude that

56
having low understanding about their roles and responsibilities made participation difficult and reduce
participation and results in educational professional control of the school.
In item 5 of Table 4.4TheAs it can be seen from the data respective to item 5 the statement that
parents are participating in school supervision , majority 206(36.5%) of the stockholder respondents
strongly disagree that parents not supervision school and only sending to school .and the rest
disagree 180(36.5%) un decided 89(18. 1%) This shows that educational stockholders mostly have
the lack of knowledge about monitoring the school supervision and 18(3.6%) the respondent few
numbered agreed school supervision. This indicates that low level of parents ‘involvement in guiding or
helping their children in doing homework, assignment or project work. PTA the interview response and
document analysis indicated as they had low level of involvement in these activities due to lack of time
and sufficient knowledge on how to help their children. However, few parents who were knows among
agree students’ parents argued that they have helped their children on homework.. Thus, parents help
students on learning activities have direct relation with academic achievements. The result reveals that
lack of awareness and knowledge affect parents not to involve in guiding or helping homework their
children. Lack of time and knowledge about how to become involved in to students’ education activities
are also another barriers according .
Item number 6 of Table 4.4Theis related to PTA participation in school supervision. Accordingly, 128
(26.0%) answered as ‘strongly agree’ the respondents were asked about how Supervision of Classroom
is improving teaching and learning activities. Thus, 128 (26.0%) responded ‘Strongly Agree’. From this
it is easy to understand that some respondents believe that Supervision of
Classroom is improving teaching and learning activities. But when analyze the document there is no
data that show the PTA participation on school classroom supervision. Secondly, those responded
‘agree’ is 177(35.9%). This shows that a large numbers of educational stockholders have no good
participation on the school supervision; thirdly, the respondents replied ‘undecided’ 96 (1.5%). They
are not understanding the use of classroom supervision to improve teaching and learning activities and
only sending their children to school. 92. (18 .6 %) respondents answered ‘disagree’. From this it is
possible that many stockholders have knowledge or understanding as the PTA have no participation on
classroom supervision. This is found from document analysis in the school. The respondents who replied
‘disagree’ show that they know or observe that TPA has not participation on classroom supervision. This
means that as the stockholders they follow whether there is the school supervision carry on or not in the

57
school. To conclude, this question shows that no classroom supervision is carrying on continuously in
the school to improve teaching and learning activities.
In item 7 of Table 4.4 the respondents were asked about how Supervision of Classroom is improving
teaching and learning activities. Since those responded ‘agree’ is 23 (4.6%) This shows that small
numbers of educational stockholders have no good participation about the school supervision.
Secondly, those respondents replied ‘undecided’ 84 (17.0%). They do not understand the use of
classroom Supervision to improving teaching and learning activities and only sending their children to
school. Thirdly, the respondents replied 192(35.9%) respondents answered ‘disagree’. From this it is
possible that many stockholders have poor understanding about the advantage of classroom
supervision. At the end those responded ‘strongly disagreed’ 209 (42.4 respondents replied and this is
found from document analysis in the school. The respondents who replied ‘strongly disagree’ show that
they have no any information or knowledge about school facility other than sending their children to
school. This means that as the stockholders they are of no affair about learning of their students. To
conclude, there is poor facilities in the implementation of school supervision.. This shows that
Supervision of Classroom undertaken in the low level to improve teaching and learning activities
Itam8. of table 4.4 A few respondents replied as they know that the school supervision uses for teaching
learning process. From this it is easy to understand that some respondents know and want school
supervision to be carried on in the school. Secondly, those replied ‘agree’ shows that they have
understanding about the use of school supervision. Thirdly, respondents answered the question
‘undecided’ have no any knowledge or information about the school supervision and its roles in
educational program. This shows that it is necessary to plan to give the short or long term training for the
educational stockholders on the use and importance of school supervision. As to understand from the
above data, majority of the respondents replied ‘disagree’. From this it is possible that many
stockholders have poor understanding about the use of classroom supervision. At the end those
responded ‘strongly disagree’ shows that a number of respondents don’t know the use of classroom
supervision at all.

58
 CHAPTER FIVE

5. SUMMARY, CONCLUSINS AND RECOMMENDATISONS

This chapter consists of the study deals with the summary of the major findings of the study,
conclusion drawn on the basis of the findings and recommendations which are given to be useful in
improving the problems related to parents involvement in investigation of the contribution of school
community on the participation of school supervision: in case of Boneya Boshe woreda of Primary
Schools.

5 .1 . Summary of the study findings here under

The main objective of this study was to investigate the practices and study of the contribution of school
community on the participation of school supervision in Primary Schools in the case of Boneya Boshe
worda. The study also attempted to meet this purpose research questions related to support how the
contribution of school community on the participation of school supervision community perceived
school supervision, community attitudes towards supervision, practices of school supervision, effect of
teaching learning process on daily activities of primary school community and the major challenges
that hinder encountered the implementation of supervision in primary schools were considered. To
address the basic questions of the study descriptive survey research method both qualitative and
quantitative data analysis techniques were employed. It indicated from the findings in terms of
percentage and frequency scores of the independent variables among each other to achieve the
objective. The basic questions raised under Unit One answered here.
After the completion of data analysis and interpretation, the following major findings were drawn.
According to the questioner data analysis interview and participants in FGD, effects have beenobserved
in community practices and students’ performance, no sample shown school supervision
according to the evidence as respondents replied. Also, the main problem was seen the inability of
showing evidences in their contribution of school community on the participation of school .Considering
the understanding of contribution of school supervision development not only most teachers have had
unclear guidance of their part in the development of portfolio but all of the stakeholders or the school
community have not clear idea about contribution of school supervision. The majority of the respondents
didn’t have any understanding and knowledge in how to contribute the school and participate on school
supervision. One of the major problems was that principals were unable to disseminate information

59
about school contribution on school supervision. And also, school supervision communities didn’t
trained adequately. Related to the evidences seen in using contribution in the improvement and
contribution of community practices, the main problem identified was that no data or documents
(evidences) show the school community participation on the school supervision. This stroked the
contribution of the society to the achievements of the desired goals and the observed success did not
seem to reflect the real changes of teaching learning process. Generally, most of the community hasn’t
shown their social contribution to the achievement of the desired goals.
Through the roles of sample taken, it convinced that in researched schools, no achievement of the
schools’ annual plan on the school supervision. It was also clear that no follow up practices were made
in all schools and the school administrators left everything in the hands of teachers with little or no
support. And this in turn constrained the activities of teaching learning. The findings indicated that
teachers failed to identify their strengths and weakness and revise their plan of teaching.
Regarding to the situations which challenge the practices of the school supervision were the lack
training, insufficient knowledge of teachers on school supervision, lack of follow up activities, lack of
support, lack of concern of the relevant educational authorities and lack of commitment and initiation of
teachers have affected the implementation of supervision. Similarly, workloads and shortage of time,
lack of incentives for, the stakeholder, lack of resources, were the major factors. On the other hand,
conditions that facilitate the successful practices of contribution of school communiy supervisions
were adequate knowledge of administrative support, resources, need assessments, common format on
portfolio, decreasing the teaching loads, clear guidance, follow up activities; motivation and close
supervision were the main factors to ensure the implementation of the activity. As information
obtained from community discussion lack of stability in the contribution of school supervision, lack of
support from the responsible body of educational supervisor, lack of awareness and lack of relationship
were some of the barriers which hindered the practices of contribution of school supervision. Regarding
the resource, the contribution of school community on the participation of school supervision the
finding of this study showed that most stakeholders have not clear understanding about the resources
accumulating in contribution of School supervision. In relation to the perception of teachers attitudes
towards education supervision, the opposition has been occurred which prevented from implementing
school supervision. The reasons for being resistant were the problem of awareness and They had no
time, had little interest and lacked commitment in school supervision activities.

60
 5.2. Conclusions
The major objective of this study was to investigate the contribution of school community
participation of supervision in case of Boneya Boshe primary schools. Based on the analysis and
summary of the major findings, the following conclusions were made. The major conclusions are
presented as the following based on data analysis and findings.
 Resistance in adopting contribution of school community on the participation of school supervision.
This is one of the factors that hinder school community participation in school supervision since
students’ parents and other stakeholders do not come to the school when they are called by the school
administrations to share experience that obtained from different schools. And also they neglect the
importance of school supervision to their children learning, and they assume that teaching and
learning process is only the role of school and teachers. This issue is the major problem in Primary
Schools in Boneya Boshe woreda.
 Lack of parents’ awareness on the issue idea of school supervision is also another problem that
obtained from this study. There is not sufficient training to parents and all stakeholders on the
contribution of school community participation of supervision in most primary schools.
 Another problem that was found in this study is lack of leadership commitments. Most of the school
principals and supervisors are not paying all efforts that required from them to aware school society on
the role of school supervision to ensure the quality of education.
 Most of the School principals and supervisors have not adequate skills to manage and facilitate parents
‘involvements on the contribution school community participation supervision. ,
 Negative attitude of stakeholders on the contribution of school community participations supervision is
the major factor. Many people believe that supervision is for evaluation purpose and they think as it is
fault finding.
 Incapability of school administrators and lack of checking mechanisms in of good relationship between
community and schools administrators and shortage of finical (resource) materials are highly affecting
the effective implementation of contribution of school community in researched schools.
 The findings also indicated that the roles played school supervision by vice principals, principals,
teachers, department heads key teachers and all of stakeholders school community specially by
supervisors, and principals were very low supervise teaching learning activity on
implementation. This has resulted in the failure of the program to attain its aim as it was desired. As

61
 stated above due to the lack of teachers’ commitment, lack of teachers positive attitudes towards
supervision of the school implementation the practices of the contribution of school community on the
participation of school supervision in primary schools of Boneya-BosheWoreda under the study was
below the expectation.

5.3. Recommendations
On the basis of overall study and the conclusion drawn, the following recommendations are
suggested. Based on the findings, the recommendations are presented as ‘recommendation for action or
practice’ and ‘recommendation for further study’.
 Consistent and well organized trainings should be arranged for primary school supervisor principals
department heads teachers and School community. This is to create awareness for school community
challenge the problem of negative attitudes towards the contribution school community
implementation. The training opportunity for the school community should include in trainings the role
and responsibility stakeholder on the contribution of school community on the participation of school
supervision and community perceived school supervision. Community attitudes towards supervision,
practices of school supervision, effect of teaching learning process on daily activities of primary school
community. School principals, supervisors, vice principal teachers department head PTAs , KETBs
and others concerned bodies need to give more importance to stimulate teaching learning actives ’
interest and commitment to make them engage actively in the practices of supervision . To bring
in to closer relation, intimacy relationship at home and at school, the parents and stakeholder may
cooperate intelligently in the training of the supervision. This could be done by providing additional
incentives for supervision like, update and upgrading certificates, leaderships promotion, give chances
to take part in training, workshops leadership etc.
 School administrators and supervisors should take the responsibility of facilitating conditions and
providing sustainable support for stakeholders to implement school supervision effectively. They are
able to create conducive learning environments so that stakeholders can actively participate in
practices school supervision. They must create an Conducive environment that supports
collaboration, provide time for school community to participate in supervision activities; recognize, and
reward, the concept of school supervision.
 There should be qualified and well trained leadership at each school level who able to give support
(directive )to the overall practice of methods of supervision to primary school community. In

62
 addition, prepare updated of style conducive school supervision teaching learning active and
contribution and guidelines for the implementation of teaching contribution of school community that
could help the supervisor as reference.
 The school principals should provide valuable support in various ways such as by allocating budget and
creating favorable conditions for supervision to participate in school environment - provides time for
school community to meet and share ideas with one another and encourages them to make
connections across disciplines. As managers, principals should coordinate supervision activities,
schedule time, spaces, and opportunities for teachers to work and learn together and align available
incentives with professional development supervision.
 Giving feedback for planning implantation organizing staffing and (evaluating) the implementation of
supervision actives contributes much to take contractive measures and find solution for the problems of
school supervision implementation. Therefore, it is suggested that stakeholders ought to carry out
continuously evaluation of supervision practices. This could be done by assessing the implementation of
supervisor persistently.
 According to the obtained information, supervision was relied on observation to evaluate process of
teaching learning activate similarly, teachers have still held to common assessment methods to measure
their students. It is advisable to link supervision with observation, other assessment and evaluation
methods, like active teaching learning process (activity) Research studies similar to this one should be
undertaken to examine the practices of the contribution of school community on the participation of
school supervision and secondary schools in other regional states of the country, as this study was
limited to the primary schools of Boneya Boshe Woreda. Further study could also be conducted in non-
governmentschools.

63
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 Appendix A
ADDIS ABABA UNIVERSITY

College of Education and Behavioral Studies

Department of Educational Planning and Management

Questionnaire’s for Supervisor

Dear respondents: The main function of this study is to gather relevant data to the study allowed ” The
contribution of school community on the participation of school supervision the case of Boneya Boshe
woreda primary school in East Wollega Zone, Oromia Regional State”. Your answer is very important for the
achievement of the study. Thus, you are kindly requested to respond the questions, in order to provide the
necessary information on top of the different issues related to the study. The achievement of this study depends
on your truthful and real response to the questions. The information will be used for academic reason only and
responses will be kept private.

NOTICE:

1. Please, read all the questions before attempting to answer the questions.

2. No need to consult others to fill the questionnaires.

3. You do not need to write your name on the questionnaire.

Part I: Personal Data. Hence, you are selected to give information for my questions. I ask you kindly
to respond honestly and confidentially.

General information

 Encircle the letter of your choice in the case of closed -ended questions

 Write your opinion in the space provided in the case of open– ended questions

1. Name of school ____________________________

2. Sex M_____ F ________

3. Age A, 20-25 years B, 26-30 yrs. C, 31-35 yrs. D, 36 -40 .E,41-45. F 46-50 and above

4. Your qualifications I, Diploma ii, BED/BSC iii, MED/MSC Iv please indicate if the other than
the above

5. Service leaders by leading experience in the primary school

70
 A, 0-5yrs B,6-10yrs C,11-15yrs D,16-20 years E, 21 -25 years F,26-30 years G, 31 years and
above

II Questionaries’ for school community Items related for supervision

No Items related To Supervision Role in Education Level of respondent

5 4 3 2 1
1 Supervision of Classroom is improving teaching andlearning activities soon
2 School supervision improve students result resented in progressive Education
3 School supervision is used only for evaluation purpose
4 School supervision enhance teamwork in primary education
5 How School Supervision used for teaching learning process?.
6 The parents supervision their children at home, and school to improve d

The following items Indicate that Perceive the role of Supervision in Education amount the school
supervision serving effectivly in selected primary schools? To what amount the school Supervision
serving effectivly in selected primary schools Read each statement carefully and put ting Use „√‟ to
indicate your response ' mark in one of the five alternatives to show the level of your perceived
agreement in the provided box using ( 5 Strong Agree 4 Agree 3 undeided 2 Disagree 1 Strong
disagrees1

II Questionaries’ for students Items related for supervision Role in Education

The following items Indicate that Perceive the ole of major factors that affect supervision services?
Supervision in Education Read each statement carefully and put Use „√‟ to indicate your response '
to show the level of your perceived agreement in he provided box using (3Yes, 2 No and 1 I
don’t know.)

NO What are the major factors that affect supervision service Level of respondent

71
 III Items related to school community participation in school supervision . The following question
indicated that extent does the school community or stakeholders participating on supervision activity? Read
these stamen par - Use „√‟ to indicate your response on the given box to show the level of their
participation ( 5 Very high 4 high 3 medium 2 low 1 very low )

No Item indicate the level of community participation in school supervision Level of respondent

5 4 3 2 1
1 Formal supervisor observe teachers in the classroom while teaching learning is done

2 The school principal supersize all the school environments and class room

3 Department head are participating in school supervision

4 Teachers are participating in school supervision

5 Parents are participating in school supervision
6 PTA are participating in school supervision
7 KEB are participating in school supervision
8 What is the extent of supervision for teaching learning process

Apendix- B
ADDIS ABABA UNIVERSITY

College of Education and Behavioral Studies

Department of Educational Planning and Management Principal Questionnaire

Questionnaire’s for school Principals

Dear respondents: The main function of this study is to gather relevant data to the study allowed ”
The contribution of school community on the participation of school supervision the case of Boneya
Boshe woreda primary school in East Wollega Zone, Oromia Regional State”. Your answer is very

72
important for the achievement of the study. Thus, you are kindly requested to respond the questions,
in order to provide the necessary information on top of the different issues related to the study. The
achievement of this study depends on your truthful and real response to the questions. The

inf mation will be used for academic reason only and responses will be kept private.

NOTICE:

1. Please, read all the questions before attempting to answer the questions.

2. No need to consult others to fill the questionnaires.

3. You do not need to write your name on the questionnaire.

Part I: Personal Data. Hence, you are selected to give information for my questions. I ask you kindly
to respond honestly and confidentially.

General information

 Encircle the letter of your choice in the case of closed -ended questions

 Write your opinion in the space provided in the case of open– ended questions

1. Name of school ____________________________

2. Sex M_____ F ________

3. Age A, 20-25 years B, 26-30 yrs. C, 31-35 yrs. D, 36 -40 .E,41-45. F 46-50 and above

4. Your qualifications I, Diploma ii, BED/BSC iii, MED/MSC Iv please indicate if the other than
the above

5. Service leaders by leading experience in the primary school

A, 0-5yrs B,6-10yrs C,11-15yrs D,16-20 years E, 21 -25 years F,26-30 years G, 31 years and
above

II Questionaries’ for school community Items related for supervision

No Items related To Supervision Role in Education Level of respondent

5 4 3 2 1
1 Supervision of Classroom is improving teaching andlearning activities soon
2 School supervision improve students result resented in progressive Education
3 School supervision is used only for evaluation purpose
4 School supervision enhance teamwork in primary education

73
 5 How School Supervision used for teaching learning process?.
6 The parents supervision their children at home, and school to improve d

The following items Indicate that Perceive the role of Supervision in Education amount the school
supervision serving effectivly in selected primary schools? To what amount the school Supervision
serving effectivly in selected primary schools Read each statement carefully and put ting Use „√‟ to
indicate your response ' mark in one of the five alternatives to show the level of your perceived
agreement in the provided box using ( 5 Strong Agree 4 Agree 3 undeided 2 Disagree 1 Strong
disagrees1

II Questionaries’ for students Items related for supervision Role in Education

The following items Indicate that Perceive the ole of major factors that affect supervision services?
Supervision in Education Read each statement carefully and put Use „√‟ to indicate your response '
to show the level of your perceived agreement in he provided box using (3Yes, 2 No and 1 I
don’t know.)

NO What are the major factors that affect supervision service Level of respondent
Yes No I Don’t know
1 Lack of monitoring in school supervision

2 Lack of training on implementation of school supervision

3 Stakeholders have no good attitude on school supervision

4 Shortage of facilities to undertake school supervision

5 Poor understanding about the advantages of school supervision

6 Stockholders have a good attitude on school supervision

74
 III Items related to school community participation in school supervision . The following question
indicated that extent does the school community or stakeholders participating on supervision activity? Read
these stamen par - Use „√‟ to indicate your response on the given box to show the level of their
participation ( 5 Very high 4 high 3 medium 2 low 1 very low )

No Item indicate the level of community participation in school supervision Level of respondent

5 4 3 2 1
1 Formal supervisor observe teachers in the classroom while teaching learning is
done

2 The school principal supersize all the school environments and class room

3 Department head are participating in school supervision

4 Teachers are participating in school supervision

5 Parents are participating in school supervision
6 PTA are participating in school supervision
7 KEB are participating in school supervision
8 What is the extent of supervision for teaching learning process

Appendix C
ADDIS ABABA UNIVERSITY

College of Education and Behavioral Studies

Department of Educational Planning and Management

Questionnaire’s for Vice Principal

Dear respondents: The main function of this study is to gather relevant data to the study allowed ”
The contribution of school community on the participation of school supervision the case of Boneya
Boshe woreda primary school in East Wollega Zone, Oromia Regional State”. Your answer is very
important for the achievement of the study. Thus, you are kindly requested to respond the questions,
in order to provide the necessary information on top of the different issues related to the study. The

75
achievement of this study depends on your truthful and real response to the questions. The infomation
will be used for academic reason only and responses will be kept private.

NOTICE:

1. Please, read all the questions before attempting to answer the questions.

2. No need to consult others to fill the questionnaires.

3. You do not need to write your name on the questionnaire.

Part I: Personal Data. Hence, you are selected to give information for my questions. I ask you kindly
to respond honestly and confidentially.

General information

 Encircle the letter of your choice in the case of closed -ended questions

 Write your opinion in the space provided in the case of open– ended questions

1. Name of school ____________________________

2. Sex M_____ F ________

3. Age A. 20-25 years, B. 26-30 yrs., C.31-35 yrs., D.36 -40 ,E. 41-45, F.46-50 and above

4. Your qualifications I, Diploma ii, BED/BSC iii, MED/MSC Iv please indicate if the other than
the above

5. Service leaders by leading experience in the primary school

A, 0-5yrs B,6-10yrs C,11-15yrs D,16-20 years E, 21 -25 years F,26-30 years G, 31 years and above.

II Questionaries’ for school community Items related for supervision

The following items Indicate that Perceive The role of Supervision in Education amount the school
supervision serving effectivly in selected primary schools? . To what amount the school supervision
serving effectivly in selected primary schools? Read each statement carefully and putting Use „√‟
to indicate your response ' mark in one of the five alternatives to show the level of your perceived
agreement in the provided box using ( 5 Strong Agree 4 Agree 3 undecided 2 Disagree 1
Strong disagrees

76
 N Items related To Supervision Role in Education Levelof respondent
o 5 4 3 2 1
1 Supervision of Classroom is improving teaching andlearning activities soon

2 School supervision improve students result resented in progressive Education

3 School supervision is used only for evaluation purpose

4 School supervision enhance teamwork in primary education

5 How School Supervision used for teaching learning process?.

6 The parents supervision their children at home, and school to improve d

II Questionaries’ for school community Items related for supervision Role in Education

The following items Indicate that Perceive The role of major factors that affect supervision services?
Supervision in Education Read each statement carefully and put Use „√‟ to indicate your response ' to show
the level of your perceived agreement in the provided box using (3.Yes, 2 .No, and. 1 .I don’t know. )

N What are the major factors that affect supervision service Level of respondent
O Yes No I Don’t
1 Lack of monitoring in school supervision know
2 Lack of training on implementation of school supervision
3 Stakeholders have no good attitude on school supervision

4 Shortage of facilities to undertake school supervision

5 Poor understanding about the advantages of school supervision

6 Stockholders have a good attitude on school supervision

III . Items related to school community participation in school supervision . The following question
indicated that extent does the school community or stakeholders participating on supervision activity? Read

77
these stamen par - Use „√‟ to indicate your response on the given box to show the level of their
participation ( 5 Very high 4 high 3 medium 2 low 1 very low )

No Item indicate the level of community participation in school supervision Level of respondent

5 4 3 2 1
1 Formal supervisor observe teachers in the classroom while teaching learning is
done

2 The school principal supersize all the school environments and class room
3 Department head are participating in school supervision

4 Teachers are participating in school supervision

5 Parents are participating in school supervision
6 PTA are participating in school supervision
7 KEB are participating in school supervision
8 What is the extent of supervision for teaching learning process

Appendix D

ADDIS ABABA UNIVERSITY

College of Education and Behavioral Studies

Department of Educational Planning and Management

Questionnaire’s for Teacher

Dear respondents: The main function of this study is to gather relevant data to the study allowed ”
The contribution of school community on the participation of school supervision the case of Boneya
Boshe woreda primary school in East Wollega Zone, Oromia Regional State”. Your answer is very
important for the achievement of the study. Thus, you are kindly requested to respond the questions,

78
in order to provide the necessary information on top of the different issues related to the study. The
achievement of this study depends on your truthful and real response to the questions. The
information will be used for academic reason only and responses will be kept private.

NOTICE:

1. Please, read all the questions before attempting to answer the questions.

2. No need to consult others to fill the questionnaires.

3. You do not need to write your name on the questionnaire.

Part I: Personal Data. Hence, you are selected to give information for my questions. I ask you kindly
to respond honestly and confidentially.

General information

 Encircle the letter of your choice in the case of closed -ended questions

 Write your opinion in the space provided in the case of open– ended questions

1. Name of school ____________________________

2. Sex M_____ F ________

3. Age A. 20-25 years, B. 26-30 yrs., C. 31-35 yrs., D.36 -40yrs ,E .41-45yrs, F 46-50 and above

4. Your qualifications I, Diploma ii, BED/BSC iii, MED/MSC Iv please indicate if the other than
the above

5. Service leaders by leading experience in the primary school

A, 0-5yrs B,6-10yrs C,11-15yrs D,16-20 years E, 21 -25 years F,26-30 years G, 31 years and
above

II Questionaries’ for students Items related for supervision

The following items Indicate that Perceive the role of Supervision in Education amount the school
supervision serving effectivly in selected primary schools? To what amount the school supervision

79
serving effectivly in selected primary schools? Read each statement carefully and put ting Use „√‟
to indicate your response ' mark in one of the five alternatives to show the level of your perceived
agreement in the provided box using ( 5 Strong Agree 4 Agree 3 undecided 2 Disagree 1
Strong disagrees

No Items related To Supervision Role in Education Level

5ofrespondent
4 3 2 1
1 Supervision of Classroom is improving teaching and learning activities soon
2 School supervision improve students result resented in progressive
Education
3 School supervision is used only for evaluation purpose
II 4 School supervision enhance teamwork in primary education
5 School Supervision used for teaching learning process ?.
6 The parents supervision their children at home, and school toimproved

Questionaries’ for students Items related for supervision Role in Education ]

The following items Indicate that Perceive The role of major factors that affect supervision services?
Supervision in Education Read each statement carefully and put Use „√‟ to indicate your response '
to show the level of your perceived agreement in the provided box using (3Yes, 2 No and I
don’t know.1)

NO What are the major factors that affect supervision service Level of respondent
Yes No I Don’t know
1 Lack of monitoring in school supervision

2 Lack of training on implementation of school supervision

3 Stakeholders have no good attitude on school supervision

4 Shortage of facilities to undertake school supervision

5 Poor understanding about the advantages of school supervision

80
 6 Stockholders have a good attitude on school supervision

III Items related to school community participation in school supervision. The following question
indicated that extent does the school community or stakeholders participating on supervision activity?
Read these stamen par - Use „√‟ to indicate your response on the given box to show the level of
their participation ( 5 Very high 4 high 3 medium 2 low 1 very ow )

No Item indicate the level of community participation in school supervision Level of Respondent
5 4 3 2 1

1 Formal supervisor observe teachers in the classroom while teaching

learning is done

2 The school principal supersize all the school environments and class room
3 Department head are participating in school supervision

4 Teachers are participating in school supervision

5 Parents are participating in school supervision

6 PTA are participating in school supervision

7 . KEB are participating in school supervision

8 What is the extent of supervision for teaching learning process

81
 Appendix- E
ADDIS ABABA UNIVERSITY

College of Education and Behavioral Studies

Department of Educational Planning and Management

Questionnaire’s for Student

Dear respondents: The main function of this study is to gather relevant data to the study allowed ”
The contribution of school community on the participation of school supervision the case of Boneya
Boshe woreda primary school in East Wollega Zone, Oromia Regional State”. Your answer is very
important for the achievement of the study. Thus, you are kindly requested to respond the questions,
in order to provide the necessary information on top of the different issues related to the study. The
achievement of this study depends on your truthful and real response to the questions.The information
will be used for academic reason only and responses will be kept private.

NOTICE:

1. Please, read all the questions before attempting to answer the questions.

82
2. No need to consult others to fill the questionnaires.

3. You do not need to write your name on the questionnaire.

Part I: Personal Data. Hence, you are selected to give information for my questions. I ask you kindly
to respond honestly and confidentially.

General information

 Encircle the letter of your choice in the case of closed -ended questions

 Write your opinion in the space provided in the case of open– ended questions1. Name of school
____________________________

2. Sex M_____ F ________

3. Age A. 20-25 years , B. 26-30 yrs, C, 31-35 yrs, D,36 -40 ,E .41-45 , F .46-50 and above

4. Your qualifications I, Diploma ii, BED/BSC iii, MED/MSC Iv please indicate if the other than
the above

5. Service leaders by leading experience in the primary school

A, 0-5yrs B,6-10yrs C,11-15yrs D,16-20 years E, 21 -25 years F,26-30 years G, 31 years and
above

II Questionaries’ for school community Items related for supervision

The following items Indicate that Perceive the role of Supervision in Education amount the school
supervision serving effectivly in selected primary schools? To what amount the school supervision
serving effectivly in selected primary schools? Read each statement carefully and put ting Use „√‟
to indicate your response ' mark in one of the five alternatives to show the level of your perceived

83
agreement in the provided box using( 5 Strong Agree 4 Agree 3 undecided 2 Disagree 1
Strong disagree

No Items related To Supervision Role in Education Level ofrespondent

5 4 3 2 1
1 Supervision of Classroom is improving teaching and learning activities soon

2 School supervision improve students result resented in progressive

Education
3 School supervision is used only for evaluation purpose
4 School supervision enhance teamwork in primary education
5 School Supervision used for teaching learning process ?.
6 The parents supervision their children at home, and school to improved

II Questionaries’ for school community related for supervision Role in Education

The following items Indicate that Perceive The role of major factors that affect supervision services?
Supervision in Education Read each statement carefully and put Use „√‟ to indicate your response ' to show
the level of your perceived agreement in the provided box using ((3Yes, 2 No and 1 I don’t know. )

No What are the major factors that affect supervision service Level of respondent

Yes No IDon’t know

1 Lack of monitoring in school supervision

2 Lack of training on implementation of school supervision

3 Stakeholders have no good attitude on school supervision

4 Shortage of facilities to undertake school supervision

5 Poor understanding about the advantages of school

supervision

84
 6 Stockholders have a good attitude on school supervision

III .Items related to school community participation in school supervision. The following question
indicated that extent does the school community or stakeholders participating on supervision activity?
Read these stamen par - Use „√‟ to indicate your response on the given box to show the level of
their participation ( 5 Very high 4 high 3 medium 2 low 1 very low

No Item indicate the level of community participation in school supervision Level of Respondent
5 4 3 2 1
1 Formal supervisor observe teachers in the classroom while teaching
learning is done

2 The school principal supersize all the school environments and class room
3 Department head are participating in school supervision

4 Teachers are participating in school supervision

5 Parents are participating in school supervision

6 PTA are participating in school supervision

7 . KEB are participating in school supervision

8 What is the extent of supervision for teaching learning process

85
 Appendix- F
ADDIS ABABA UNIVERSITY

College of Education and Behavioral Studies

Department of Educational Planning and Management

Interview Questions For PTAs

Dear respondents: The main function of this study is to gather relevant data to the study allowed ”
The contribution of school community on the participation of school supervision the case of Boneya
Boshe woreda primary schools. Your answer is very important for the achievement of the study.
Thus, you are kindly requested to respond the questions, in order to provide the necessary information
on top of the different issues related to the study. The achievement of this study depends on your
truthful and real response to the questions. The information will be used for academic reason only and
responses will be kept private. General information you are not expected to write your name General
information you are not expected to write your name

Tell your opinion about the following information in the case of open – ended questions

1. Name of school _______________

86
2. Sex M_____ F ________

3. Age A. 20-25 years, B. 26-30 yrs, C. 31-35 yrs, D. 36 and above

4. Your qualifications ________

5. Service of PTAs in the committe a, 0-2yrs b, 3-4 yrs, c, 5-6 yrs. d, 8-10yrs e, 11 and above

1 Does strategic plan and action plan of your school included the contribution of school community
on supervision?

2 Have your school enough resources to undertaking school supervision?

3, Does school community participating on supervision activity?

4, what are the challenges that affect school supervision

5. Do you think that the school community participation on supervision has involvement to enhance
the students result? How?

6. Do you think that school supervision is fault finding activity rather than giving feedback?

87
 PPENDIX-G
Department of Educational Planning and Management

Challenges of Community Participation on Educational Material Resources Management in primary

School of Ester Wellega Zone, Oromia Regional State

Checklist for observation document gathering regarding to community participation Availability of

Document guide Different document

N Checklist for observation document gathering regarding to Responses

community participation Availability
O Yes No

1 Availability of School curriculum

Education sector development programs I, II, III and IV

Bilu puernt
CPD manuals and programs
2 Committee establishment (Minutes)

PTA: Parent Teacher Association

ETB: School Education and Training Board
SIP: School Improvement Program
3 Committees’ - Guide line
Regulation
88
Annual plan
Meeting schedule
Files
4 Documents available in the school
Parent teacher meetings
Decision made by PTA and SETB member (minutes, files, reports)
Experience taken by PTAs and SETBs
Workshops or orientation given to parents
contribution to the school community In cash and kind
Money/material

Labor contribution by parents for construction

Parents as teacher aid

5 Communication mechanisms
Meeting
Official letters
Brochures
Report card
Home visiting by teachers
6 Recording supervision activity document
Given Feedback/evidence from colleagues and parents
Self-assessment and finding solutions to problems
Recognition of teaching achievements including awards
Inventing school resource
7 Reflection on feedback, including self-reflection
Use of model 19 in your school when material submitted to store
- Use of model 22 in your school when withdraw material from
store
Inventor report document in your school
Receipt of income and out going

89
 DABALEE – A

YUNIVEERSIITII ADDIS ABABAA

KOLLEEJJII QORANNOO BARNOOTAATTI

MUUMMEE HOGGANSA BAROOTAA

Gaaffannoo supervaayizerootaan Guutamu

Kabajamtoota deebistoota gaafannoo kanaa: Hojiin ijoo qorannoo kanaa odeeffannoo qabatamaa
waa’ee “Qooda fudhannaa hawaasni mana barumsaa dawwannaa mana barumsaa irratti qabu
ilaalchisee akka Godina Wallaggaa Bahaa Aanaa Boonayyaa Bosheetti’’ jedhu hojjechaan jira.
Deebiin isin kennitan ragaa kana dhugoomsuuf baay’ee barbaachisaa dha. Kanaafuu dhugummaa
qorannoo kanaa kan mirkaneessu deebii sirrii ta’e isin kennitan waan ta’eef, dhimmoota gaafatamtan
irratti odeeffannoo barbaachisaaf qorannicha dhugoomsuu danda’a jettan irratti yaada keessan bilisa
taatanii akka nuuf deebistan kabajaan isin gaafanna. Odeeffannoon isin qorannoo kana irratti kennitan
bu’aa barnootaa qofaaf kan fayyadu ta’ee, yaadni dhuunfaa keessanis icciitiin kan qabame dha.

Hubachiisa:

1, Gaaffiilee dhiyaataniif deebii utuu hin kenniin dura, gaafilee hunda sirriitti dubbisi.

2, Deebii gaaffilee dhiyaatanii deebisuuf namaan mari’achuun hin eeyyamamu.

3, waraqaa gaafannoo irratti maqaa kee hin barreessiin.

AJAJA DURAA:

Gaafannoo isiniif dhiyaateef filannoo keessan agarsiisuuf gabatee kenname keessatti mallattoo „√‟
kaa`aa

Maqaa mana barumsaa ___________________

90
Koorniyaa dhiira ________ dubara__________

Umurii waggaa A, 20-25 B,26-30 C, 31-35 D ,36-40 E ,41-45 F, 46-50 fi oli

sadrkaa barnoota 1 Dippiloomaa 2 Digirii 3 Digirii 2ffaa .

Muuxannoo hooggansaa/barsiisummaan qabdan waggaan A 0-5 B 6-10 C 11-15 D 16-20 E 21-25

F 26-30 G 31,oli

Gaaffileen itti aanan gahee hawaasni supperviizyinii manneen barnoota keessatti qabu agarsiisu.
tokkoo tokkoo gaaffilee ofeeggannoon dubbisuun yaada kee kennuuf mallattoo mallattoo „√‟ kana
saanduuqa siif kenname keessatti guuti .Deebii kee kennuuf 5= Baay`een itti waliigala 4= Ittin
waliigala 3= Hin murteessu 2= Itti walii hin galu 1=Cirumaa nan morm

Gaaffannoo gahee daawwanna daawwannaan mana barumsaa Sadarkaa filannoo yaadaa

keessatti qabu agarsiisu
5 4 3 2 1
1 Daawwannaan daree gocha barubarsiisuu battalatti fooyyeessa

2 Barnoota fooyyeessuu keessatti daawwannaan mana barumsaa

yeroo ammaatti Qabxii barattoota ni fooyyeessa

3 Daawwannaan mana barumsaa madaalli qofaaf gargaara

4 Daawwanaan mana barumsaa manneen barnoota sadarkaa tokkoffa

keessatti Hojii gareen hojjechuu ni cimsaa

5 Daawwanaan mana barumsaa adeemsa baruu fi barsiisuu fooyyeessa

6 Maatiin barattoota ijoollee isaan daawwachuun barnoota akka

fooyya`uuf ni hojjetu

91
3.Gaafannoo baratootaaf gahee supperviiyzinii barumsaattif dhiyaate

Gaafffileen itti aanan waantoota rakkoo ta`anii supperviizyinii manneen barnootaa dangan agarsiisu. Tokkoon
tokkoon gaaffilee sirriitti dubbisii deebiikeebak ka siif kenname keessatti mallattoo„√‟ kaa`I . Deebii kee
kennuuf 3 =Eeyyee 2 = Lakki yookaan immoo 1=Hinbeeku filannoowwan jedhan fayyadamii jala
isaaniitti deebii kee kenni

Wantoota ijoo tajaajila supperviizyinii huban Sadarkaa filannoo

yaadaa
3 2 1
1 To’annoon supperviizyinii manneen barnootaa dhibuu

2 Hojiirra oolmaa supperviizyinii manneen barnootaaf leenjii gahaa dhabuu

3 Ilaalch dhimmamtoonno barnootaa supperviizyinii manneen barnootaarraii ilaalcha

gaarii qaban

4 Supperviizyinii manneen barnootaa gaggeessuuf faasiliitiiwwan barbaachisan

dhabamuu

5 Waa’ee barbaachisummaa supperviizyinii manneen barnootaarratti hubannoo dhabuu

6 Ilaalch dhimmamtoonno barnootaa supperviizyinii manneen barnootaarraii ilaalcha

gadhee qaban

Gaafannoonn asiigadiitti dhiihaatan hirmaannaa hawwaasin mana barumsaa suppervizyiin gaggeessuun

(daawwachuu keessatti taasisan ilaallatan .gaafannoowwa isiniif dhiyaataniif sadarkaawwaannaanaa isaaniif
dhiyaate agarsiisuuf gabatee kenname 5 =Daran olaan 4=Olaanaa 3=Giddu galeessa 2 =Gadaanaa = 1 daran
gadaanaa jalatti mallattoo „√‟ kana kaa`aa

92
No Gaaffilee sadarkaa hirmaanna hawaasni mana barnoota keessatti qabu Sadarkaa raawwii
agarsiisaan
5 4 3 2 1

1 Supervaayizeroonni yeroo baesiisoni barsiisan ni daawwatu

2 Dura bu`aan mana barumsaa hojii superviziin hunda ni daawwataa
3 Ittigaafatamtoonni muummeewwan mana barumsaa ni daawwataa jiru
4 Barsiisonni mana barumsaa daawwanna keessatti ni hirmataa jiru
5 Maatiin barattoota mana barumsaa daawwachaa jiruu
6 Gamtaan maatii barattootaa fi barsiisotaa mana barumsaa daawwachaa jiru
7 Boordiin barnootaa fi leenjii leenjiin gandaa mana barumsaa daawwachaa jiru

8 Daawwanna hanga kamiituu baruu fi barsiisuuf taasifama

93
 DABALEE – B

YUNIVEERSIITII ADDIS ABABAA

KOLLEEJJII QORANNOO BARNOOTAATTI

MUUMMEE HOGGANSA BAROOTAA

Gaaffannoo Hooggantootaan Guutamu

Kabajamtoota deebistoota gaafannoo kanaa: Hojiin ijoo qorannoo kanaa odeeffannoo qabatamaa waa’ee
“Qooda fudhannaa hawaasni mana barumsaa dawwannaa mana barumsaa irratti qabu ilaalchisee akka Godina
Wallaggaa Bahaa Aanaa Boonayyaa Bosheetti’’ jedhu hojjechaan jira. Deebiin isin kennitan ragaa kana
dhugoomsuuf baay’ee barbaachisaa dha. Kanaafuu dhugummaa qorannoo kanaa kan mirkaneessu deebii sirrii
ta’e isin kennitan waan ta’eef, dhimmoota gaafatamtan irratti odeeffannoo barbaachisaaf qorannicha
dhugoomsuu danda’a jettan irratti yaada keessan bilisa taatanii akka nuuf deebistan kabajaan isin gaafanna.
Odeeffannoon isin qorannoo kana irratti kennitan bu’aa barnootaa qofaaf kan fayyadu ta’ee, yaadni dhuunfaa
keessanis icciitiin kan qabame dha.

Hubachiisa:

1, Gaaffiilee dhiyaataniif deebii utuu hin kenniin dura, gaafilee hunda sirriitti dubbisi.

2, Deebii gaaffilee dhiyaatanii deebisuuf namaan mari’achuun hin eeyyamamu.

3, waraqaa gaafannoo irratti maqaa kee hin barreessiin.

AJAJA DURAA:

Gaafannoo isiniif dhiyaateef filannoo keessan agarsiisuuf gabatee kenname keessatti mallattoo „√‟ kaa`aa

Maqaa mana barumsaa ___________________

Koorniyaa dhiira ________ dubara__________

Umurii waggaa A, 20-25 B,26-30 C, 31-35 D ,36-40 E ,41-45 F, 46-50 fi oli

Sadarkaa barnoota 1 Dippiloomaa 2 Digirii 3 Digirii 2ffaa .

94
Muuxannoo hooggansaa/barsiisummaan qabdan waggaan A 0-5 B 6-10 C 11-15 D 16-20 E 21-25 F 26-30
G 31,oli

Gaaffileen itti aanaan gahee hawaasni supperviizyinii manneen barnoota keessatti qabu agarsiisu.tokkoo
tokkoo gaaffilee ofeeggannoon dubbisuun yaada kee kennuuf mallattoo mallattoo „√‟ kana saanduuqa siif
kenname keessatti guuti .Deebii kee kennuuf 5= Baay`een itti waliigala 4= Ittin waliigala 3= Hin
murteessu2=Itti walii hin galu 1=Cirumaa nan mormaa

lak Gaaffannoo gahee daawwanna daawwannaan mana barumsaa keessatti qabu Level ofrespondent
agarsiisu
5 4 3 2 1
1 Daawwannaan daree gocha barubarsiisuu battalatti fooyyeessa

2 Barnoota fooyyeessuu keessatti daawwannaan mana barumsaa yeroo

ammaatti Qabxii barattoota ni fooyyeessa

3 Daawwannaan mana barumsaa madaalli qofaaf gargaara

4 Daawwanaan mana barumsaa manneen barnoota sadarkaa tokkoffa keessatti

Hojii gareen hojjechuu ni cimsaa

5 Daawwanaan mana barumsaa adeemsa baruu fi barsiisuu fooyyeessa

6 Maatiin barattoota ijoollee isaan daawwachuun barnoota akka fooyya`uuf

ni hojjetu

II Gaafannoo barattootaaf ahee supperviiyzinii barumsaattif dhiyaate

Gaafffileen itti aanan waantoota rakkoo ta`anii supperviizyinii manneen barnootaa dangan agarsiisu. Tokkoon
tokkoon gaaffilee sirriitti dubbisii deebiikeebak ka siif kenname keessatti mallattoo„√‟ kaa`I . Deebii kee
kennuuf 3 =Eeyyee 2 = Lakki yookaan immoo 1=Hinbeeku filannoowwan jedhan fayyadamii jala
isaaniitti deebii kee kenni

95
 La Wantoota ijoo tajaajila supperviizyinii huban Sadarkaafilannoo yaadaa
k 3 2 1
1 To’annoon supperviizyinii manneen barnootaa dhibuu

2 Hojiirra oolmaa supperviizyinii manneen barnootaaf leenjii gahaa dhabuu

3 Ilaalch dhimmamtoonno barnootaa supperviizyinii manneen barnootaarraii
ilaalcha gaarii qaban

4 Supperviizyinii manneen barnootaa gaggeessuuf faasiliitiiwwan barbaachisan

dhabamuu
5 Waa’ee barbaachisummaa supperviizyinii manneen barnootaarratti hubannoo
dhabuu

6 Ilaalch dhimmamtoonno barnootaa supperviizyinii manneen barnootaarraii

ilaalcha gadhee qaban

Gaafannoonn asiigadiitti dhiihaatan hirmaannaa hawwaasin mana barumsaa suppervizyiin gaggeessuun

(daawwachuu keessatti taasisan ilaallatan .gaafannoowwa isiniif dhiyaataniif sadarkaawwaannaanaa isaaniif
dhiyaate agarsiisuuf gabatee kenname 5 =Daran olaan 4=Olaanaa 3=Giddu galeessa 2 =Gadaanaa daran
gadaanaa jalatti mallattoo „√‟ kana kaa`aa

N Gaaffilee sadarkaa hirmaanna hawaasni mana barnoota keessatti qabu Sadarkaa raawwii
o agarsiisaan
5 4 3 2 1

1 Supervaayizeroonni yeroo baesiisoni barsiisan ni daawwatu

2 Dura bu`aan mana barumsaa hojii superviziin hunda ni daawwataa

3 Ittigaafatamtoonni muummeewwan mana barumsaa ni daawwataa jiru

4 Barsiisonni mana barumsaa daawwanna keessatti ni hirmataa jiru

5 Maatiin barattoota mana barumsaa daawwachaa jiruu

6 Gamtaan maatii barattootaa fi barsiisotaa mana barumsaa daawwachaa jiru
7 Boordiin barnootaa fi leenjii leenjiin gandaa mana barumsaa daawwachaa jiru

8 Daawwanna hanga kamiituu baruu fi barsiisuuf taasifama

96
 DABALE – C
YUNIVEERS IITII ADDIS ABAABA

KOLLEEJJII QORANNOO BARNOOTA

MUUMMEE HOGGANSA BAROOTA

Gaaffannoo Itti`aana mana barumsaan Guutamu

Kabajamtoota deebistoota gaafannoo kanaa: Hojiin ijoo qorannoo kanaa odeeffannoo qabatamaa
waa’ee “Qooda fudhannaa hawaasni mana barumsaa dawwannaa mana barumsaa irratti qabu
ilaalchisee akka Godina Wallaggaa Bahaa Aanaa Boonayyaa Bosheetti’’ jedhu hojjechaan jira.
Deebiin isin kennitan ragaa kana dhugoomsuuf baay’ee barbaachisaa dha. Kanaafuu dhugummaa
qorannoo kanaa kan mirkaneessu deebii sirrii ta’e isin kennitan waan ta’eef, dhimmoota gaafatamtan
irratti odeeffannoo barbaachisaaf qorannicha dhugoomsuu danda’a jettan irratti yaada keessan bilisa
taatanii akka nuuf deebistan kabajaan isin gaafanna. Odeeffannoon isin qorannoo kana irratti kennitan
bu’aa barnootaa qofaaf kan fayyadu ta’ee, yaadni dhuunfaa keessanis icciitiin kan qabame dha.

Hubachiisa:

1, Gaaffiilee dhiyaataniif deebii utuu hin kenniin dura, gaafilee hunda sirriitti dubbisi.

2, Deebii gaaffilee dhiyaatanii deebisuuf namaan mari’achuun hin eeyyamamu.

3, waraqaa gaafannoo irratti maqaa kee hin barreessiin.

AJAJA DURAA:

Gaafannoo isiniif dhiyaateef filannoo keessan agarsiisuuf gabatee kenname keessatti mallattoo „√‟
kaa`aa

Maqaa mana barumsaa ___________________

Koorniyaa dhiira ________ dubara__________

Umurii waggaa A, 20-25 B,26-30 C, 31-35 D ,36-40 E ,41-45 F, 46-50 fi oli

Sadarkaa barnoota 1 Dippiloomaa 2 Digirii 3 Digirii 2ffaa .

97
Muuxannoo hooggansaa/barsiisummaan qabdan waggaan A 0-5 B 6-10 C 11-15 D 16-20 E 21-25
F 26-30 G 31,oli

Gaaffileen itti aanaan gahee hawaasni supperviizyinii manneen barnoota keessatti qabu
agarsiisu.tokkoo tokkoo gaaffilee ofeeggannoon dubbisuun yaada kee kennuuf mallattoo mallattoo
„√‟ kana saanduuqa siif kenname keessatti guuti .Deebii kee kennuuf 5= Baay`een itti waliigala 4=
Ittin waliigala 3= Hin murteessu 2= Itti walii hin galu 1=Cirumaa nan mormaa

Lak Gaaffannoo gahee daawwanna daawwannaan mana barumsaa keessatti Sadarkaa raawwii
qabu agarsiisu
5 4 3 2 1
1 Daawwannaan daree gocha barubarsiisuu battalatti fooyyeessa

2 Barnoota fooyyeessuu keessatti daawwannaan mana barumsaa yeroo

ammaatti Qabxii barattoota ni fooyyeessa
3 Daawwannaan mana barumsaa madaalli qofaaf gargaara

4 Daawwanaan mana barumsaa manneen barnoota sadarkaa tokkoffa

keessatti Hojii gareen hojjechuu ni cimsaa

5 Daawwanaan mana barumsaa adeemsa baruu fi barsiisuu fooyyeessa

6 Maatiin barattoota ijoollee isaan daawwachuun barnoota akka fooyya`uuf ni

hojjetu

Gaafannoo barattootaaf gahee supperviiyzinii barumsaattif dhiyaateGaafffileen itti aanan waantoota rakkoo
ta`anii supperviizyinii manneen barnootaa dangan agarsiisu. Tokkoon tokkoon gaaffilee sirriitti dubbisii
deebiikeebak ka siif kenname keessatti mallattoo„√‟ kaa`I . Deebii kee kennuuf 3 =Eeyyee 2 = Lakki
yookaan immoo 1=Hinbeeku filannoowwan jedhan fayyadamii jala isaaniitti deebii kee kenni

Lak Wantoota ijoo tajaajila supperviizyinii huban Sadarkaa filannoo

yaadaa
3 2 1
1 To’annoon supperviizyinii manneen barnootaa dhibuu
2 Hojiirra oolmaa supperviizyinii manneen barnootaaf leenjii gahaa dhabuu

98
3 Ilaalch dhimmamtoonno barnootaa supperviizyinii manneen
barnootaarraii ilaalcha gaarii qaban
4 Supperviizyinii manneen barnootaa gaggeessuuf faasiliitiiwwan
barbaachisan dhabamuu
5 Waa’ee barbaachisummaa supperviizyinii manneen barnootaarratti
hubannoo dhabuu

6 Ilaalch dhimmamtoonno barnootaa supperviizyinii manneen

barnootaarraii ilaalcha gadhee qaban

Gaafannoonn asiigadiitti dhiihaatan hirmaannaa hawwaasin mana barumsaa suppervizyiin gaggeessuun

(daawwachuu keessatti taasisan ilaallatan .gaafannoowwa isiniif dhiyaataniif sadarkaawwaannaanaa isaaniif
dhiyaate agarsiisuuf gabatee kenname 5 =Daran olaan 4=Olaanaa 3=Giddu galeessa 2 =Gadaanaa daran
gadaanaa jalatti mallattoo „√‟ kana kaa`aa

L Gaaffilee sadarkaa hirmaanna hawaasni mana barnoota keessatti qabu Sadarkaa raawwii
a agarsiisaan
5 4 3 2 1
k

1 Supervaayizeroonni yeroo baesiisoni barsiisan ni daawwatu

2 Dura bu`aan mana barumsaa hojii superviziin hunda ni daawwataa

3 Ittigaafatamtoonni muummeewwan mana barumsaa ni daawwataa jiru

4 Barsiisonni mana barumsaa daawwanna keessatti ni hirmataa jiru

5 Maatiin barattoota mana barumsaa daawwachaa jiruu

6 Gamtaan maatii barattootaa fi barsiisotaa mana barumsaa daawwachaa jiru

7 Boordiin barnootaa fi leenjii leenjiin gandaa mana barumsaa daawwachaa jiru

8 Daawwanna hanga kamiituu baruu fi barsiisuuf taasifama

DABALE – D

99
YUNIVEERS IITII ADDIS ABAABA

KOLLEEJJII QORANNOO BARNOOTA

MUUMMEE HOGGANSA BAROOTA

Gaaffannoo Barsiisotaa n kan Guutamu

Kabajamtoota deebistoota gaafannoo kanaa: Hojiin ijoo qorannoo kanaa odeeffannoo qabatamaa waa’ee
“Qooda fudhannaa hawaasni mana barumsaa dawwannaa mana barumsaa irratti qabu ilaalchisee akka Godina
Wallaggaa Bahaa Aanaa Boonayyaa Bosheetti’’ jedhu hojjechaan jira. Deebiin isin kennitan ragaa kana
dhugoomsuuf baay’ee barbaachisaa dha. Kanaafuu dhugummaa qorannoo kanaa kan mirkaneessu deebii sirrii
ta’e isin kennitan waan ta’eef, dhimmoota gaafatamtan irratti odeeffannoo barbaachisaaf qorannicha
dhugoomsuu danda’a jettan irratti yaada keessan bilisa taatanii akka nuuf deebistan kabajaan isin gaafanna.
Odeeffannoon isin qorannoo kana irratti kennitan bu’aa barnootaa qofaaf kan fayyadu ta’ee, yaadni dhuunfaa
keessanis icciitiin kan qabame dha.

Hubachiisa:

1, Gaaffiilee dhiyaataniif deebii utuu hin kenniin dura, gaafilee hunda sirriitti dubbisi.

2, Deebii gaaffilee dhiyaatanii deebisuuf namaan mari’achuun hin eeyyamamu.

3, waraqaa gaafannoo irratti maqaa kee hin barreessiin.

AJAJA DURAA:

Gaafannoo isiniif dhiyaateef filannoo keessan agarsiisuuf gabatee kenname keessatti mallattoo „√‟ kaa`aa

Maqaa mana barumsaa ___________________

Koorniyaa dhiira ________ dubara__________

Umurii waggaa A, 20-25 B,26-30 C, 31-35 D ,36-40 E ,41-45 F, 46-50 fi oli

Sadarkaa barnoota 1 Dippiloomaa 2 Digirii 3 Digirii 2ffaa .

Muuxannoo hooggansaa/barsiisummaan qabdan waggaan A 0-5 B 6-10 C 11-15 D 16-20 E 21-25 F 26-30
G 31,oli

Gaaffileen itti aanaan gahee hawaasni supperviizyinii manneen barnoota keessatti qabu agarsiisu.tokkoo
tokkoo gaaffilee ofeeggannoon dubbisuun yaada kee kennuuf mallattoo mallattoo „√‟ kana saanduuqa siif

100
kenname keessatti guuti .Deebii kee kennuuf 5= Baay`een itti waliigala 4= Ittin waliigala 3= Hin murteessu
2= Itti walii hin galu 1=Cirumaa nan mormaa

Lak Gaaffannoo gahee daawwanna daawwannaan mana barumsaa keessatti Sadarkaa raawwii
qabu agarsiisu
5 4 3 2 1
1 Daawwannaan daree gocha barubarsiisuu battalatti fooyyeessa

2 Barnoota fooyyeessuu keessatti daawwannaan mana barumsaa yeroo

ammaatti Qabxii barattoota ni fooyyeessa
3 Daawwannaan mana barumsaa madaalli qofaaf gargaara

4 Daawwanaan mana barumsaa manneen barnoota sadarkaa tokkoffa

keessatti Hojii gareen hojjechuu ni cimsaa

5 Daawwanaan mana barumsaa adeemsa baruu fi barsiisuu fooyyeessa

6 Maatiin barattoota ijoollee isaan daawwachuun barnoota akka fooyya`uuf ni

hojjetu

II Gaafannoo barattootaaf gahee supperviiyzinii barumsaattif dhiyaate

Gaafffileen itti aanan waantoota rakkoo ta`anii supperviizyinii manneen barnootaa dangan agarsiisu. Tokkoon
tokkoon gaaffilee sirriitti dubbisii deebiikeebak ka siif kenname keessatti mallattoo„√‟ kaa`I . Deebii kee
kennuuf 3 =Eeyyee 2 = Lakki yookaan immoo 1=Hinbeeku filannoowwan jedhan fayyadamii jala
isaaniitti deebii kee kenni

La Wantoota ijoo tajaajila supperviizyinii huban Sadarkaa filannoo yaadaa

k 3 2 1
1 To’annoon supperviizyinii manneen barnootaa dhibuu
2 Hojiirra oolmaa supperviizyinii manneen barnootaaf leenjii
3 Ilaalch
gahaadhabuudhimmamtoonno barnootaa supperviizyinii
manneenbarnootaarraii ilaalcha gaarii qaban

4 Supperviizyinii manneen barnootaa gaggeessuuf faasiliitiiwwan

barbaachisan dhabamuu

101
5 Waa’ee barbaachisummaa supperviizyinii manneen barnootaarratti
hubannoo dhabuu

6 Ilaalch dhimmamtoonno barnootaa supperviizyinii manneen

barnootaarraii ilaalcha gadhee qaban

Gaafannoonn asiigadiitti dhiihaatan hirmaannaa hawwaasin mana barumsaa suppervizyiin gaggeessuun

(daawwachuu keessatti taasisan ilaallatan .gaafannoowwa isiniif dhiyaataniif sadarkaawwaannaanaa isaaniif
dhiyaate agarsiisuuf gabatee kenname 5 =Daran olaan 4=Olaanaa 3=Giddu galeessa 2 =Gadaanaa daran
gadaanaa jalatti mallattoo „√‟ kana kaa`aa

Lak Gaaffilee sadarkaa hirmaanna hawaasni mana barnoota Sadarkaa raawwii

keessatti qabu agarsiisaan 5 4 3 2 1

1 Supervaayizeroonni yeroo baesiisoni barsiisan ni daawwatu

2 Dura bu`aan mana barumsaa hojii superviziin hunda ni daawwataa

3 Ittigaafatamtoonni muummeewwan mana barumsaa ni daawwataa jiru

4 Barsiisonni mana barumsaa daawwanna keessatti ni hirmataa jiru

5 Maatiin barattoota mana barumsaa daawwachaa jiruu

6 Gamtaan maatii barattootaa fi barsiisotaa mana barumsaa daawwachaa jiru

7 Boordiin barnootaa fi leenjii leenjiin gandaa mana barumsaa daawwachaa jiru

8 Daawwanna hanga kamiituu baruu fi barsiisuuf taasifama

DABALE – E
YUNIVEERS IITII ADDIS ABAABA

KOLLEEJJII QORANNOO BARNOOTA

MUUMMEE HOGGANSA BAROOTA

Gaaffannoo Barattootaan Guutamu

102
 Kabajamtoota deebistoota gaafannoo kanaa: Hojiin ijoo qorannoo kanaa odeeffannoo qabatamaa waa’ee
“Qooda fudhannaa hawaasni mana barumsaa dawwannaa mana barumsaa irratti qabu ilaalchisee akka Godina
Wallaggaa Bahaa Aanaa Boonayyaa Bosheetti’’ jedhu hojjechaan jira. Deebiin isin kennitan ragaa kana
dhugoomsuuf baay’ee barbaachisaa dha. Kanaafuu dhugummaa qorannoo kanaa kan mirkaneessu deebii sirrii
ta’e isin kennitan waan ta’eef, dhimmoota gaafatamtan irratti odeeffannoo barbaachisaaf qorannicha
dhugoomsuu danda’a jettan irratti yaada keessan bilisa taatanii akka nuuf deebistan kabajaan isin gaafanna.
Odeeffannoon isin qorannoo kana irratti kennitan bu’aa barnootaa qofaaf kan fayyadu ta’ee, yaadni dhuunfaa
keessanis icciitiin kan qabame dha.

Hubachiisa:

1, Gaaffiilee dhiyaataniif deebii utuu hin kenniin dura, gaafilee hunda sirriitti dubbisi.

2, Deebii gaaffilee dhiyaatanii deebisuuf namaan mari’achuun hin eeyyamamu.

3, waraqaa gaafannoo irratti maqaa kee hin barreessiin.

AJAJA DURAA:

Gaafannoo isiniif dhiyaateef filannoo keessan agarsiisuuf gabatee kenname keessatti mallattoo „√‟ kaa`aa

Maqaa mana barumsaa ___________________

Koorniyaa dhiira ________ dubara__________

Umurii waggaa A, 20-25 B,26-30 C, 31-35 D ,36-40 E ,41-45 F, 46-50 fi oli

Sadarkaa barnoota 1 Dippiloomaa 2 Digirii 3 Digirii 2ffaa .

Muuxannoo hooggansaa/barsiisummaan qabdan waggaan A 0-5 B 6-10 C 11-15 D 16-20 E 21-25 F 26-30
G 31,oli

Gaaffileen itti aanaan gahee hawaasni supperviizyinii manneen barnoota keessatti qabu agarsiisu.tokkoo
tokkoo gaaffilee ofeeggannoon dubbisuun yaada kee kennuuf mallattoo mallattoo „√‟ kana saanduuqa siif
kenname keessatti guuti .Deebii kee kennuuf 5= Baay`een itti waliigala 4= Ittin waliigala 3= Hin murteessu
2= Itti walii hin galu 1=Cirumaa nan mormaa

Lak Gaaffannoo gahee daawwanna daawwannaan mana barumsaa keessatti qabu Sadarkaa raawwii
agarsiisu 5 4 3 2 1

103
1 Daawwannaan daree gocha barubarsiisuu battalatti fooyyeessa

2 Barnoota fooyyeessuu keessatti daawwannaan mana barumsaa yeroo

ammaatti Qabxii barattoota ni fooyyeessa

3 Daawwannaan mana barumsaa madaalli qofaaf gargaara

4 Daawwanaan mana barumsaa manneen barnoota sadarkaa tokkoffa keessatti

Hojii gareen hojjechuu ni cimsaa

5 Daawwanaan mana barumsaa adeemsa baruu fi barsiisuu fooyyeessa

6 Maatiin barattoota ijoollee isaan daawwachuun barnoota akka

fooyya`uufnihojjetu

II Gaafannoo barattootaaf gahee supperviiyzinii barumsaattif dhiyaateGaafffileen itti aanan waantoota rakkoo
ta`anii supperviizyinii manneen barnootaa dangan agarsiisu. Tokkoon tokkoon gaaffilee sirriitti dubbisii
deebiikeebak ka siif kenname keessatti mallattoo„√‟ kaa`I . Deebii kee kennuuf 3 =Eeyyee 2 = Lakki
yookaan immoo 1=Hinbeeku filannoowwan jedhan fayyadamii jala isaaniitti deebii kee kenni

Lak Sadarkaa filannoo

yaadaa
3 2 1
1 To’annoon supperviizyinii manneen barnootaa dhibuu

2 Hojiirra oolmaa supperviizyinii manneen barnootaaf leenjii gahaadhabuu

3 Ilaalch dhimmamtoonno barnootaa supperviizyinii manneen barnootaarraii ilaalcha

gaarii qaban
4 Supperviizyinii manneen barnootaa gaggeessuuf faasiliitiiwwan barbaachisan dhabamuu

5 Waa’ee barbaachisummaa supperviizyinii manneen barnootaarratti hubannoo dhabuu

6 Ilaalch dhimmamtoonno barnootaa supperviizyinii manneen barnootaarraii ilaalcha

gadhee qaban

Gaafannoonn asiigadiitti dhiihaatan hirmaannaa hawwaasin mana barumsaa suppervizyiin gaggeessuun

(daawwachuu keessatti taasisan ilaallatan .gaafannoowwa isiniif dhiyaataniif sadarkaawwaannaanaa isaaniif

104
 dhiyaate agarsiisuuf gabatee kenname 5 =Daran olaan 4=Olaanaa 3=Giddu galeessa 2 =Gadaanaa daran
gadaanaa jalatti mallattoo „√‟ kana kaa`aa

Lak Gaaffilee sadarkaa hirmaanna hawaasni mana barnoota keessatti qabu Sadarkaa raawwii
agarsiisaan
5 4 3 2 1

1 Supervaayizeroonni yeroo baesiisoni barsiisan ni daawwatu

2 Dura bu`aan mana barumsaa hojii superviziin hunda ni daawwataa

3 Ittigaafatamtoonni muummeewwan mana barumsaa ni daawwataa jiru

4 Barsiisonni mana barumsaa daawwanna keessatti ni hirmataa jiru

5 Maatiin barattoota mana barumsaa daawwachaa jiruu

6 Gamtaan maatii barattootaa fi barsiisotaa mana barumsaa daawwachaa jiru

7 Boordiin barnootaa fi leenjii leenjiin gandaa mana barumsaa daawwachaa

jiru

8 Daawwanna hanga kamiituu baruu fi barsiisuuf taasifama

105
 DABALEE – F
YUNIVEERSIITII ADDIS ABABAA

KOLLEEJJII QORANNOO BARNOOTAATTI

MUUMMEE HOGGANSA BAROOTAA

Gaaffii Qomaa: Koree Gamtaa Maatii, Barattootaaf Barsiisotaaf Dhiyaate

Kabajamtoota deebistoota gaafannoo kanaa: Hojiin ijoo qorannoo kanaa odeeffannoo qabatamaa
waa’ee “Qooda fudhannaa hawaasni mana barumsaa dawwannaa mana barumsaa irratti qabu
ilaalchisee akka Godina Wallaggaa Bahaa Aanaa Boonayyaa Bosheetti’’ jedhu hojjechaan jira.
Deebiin isin kennitan ragaa kana dhugoomsuuf baay’ee barbaachisaa dha. Kanaafuu dhugummaa
qorannoo kanaa kan mirkaneessu deebii sirrii ta’e isin kennitan waan ta’eef, dhimmoota gaafatamtan
irratti odeeffannoo barbaachisaaf qorannicha dhugoomsuu danda’a jettan irratti yaada keessan bilisa
taatanii akka nuuf deebistan kabajaan isin gaafanna. Odeeffannoon isin qorannoo kana irratti kennitan
bu’aa barnootaa qofaaf kan fayyadu ta’ee, yaadni dhuunfaa keessanis icciitiin kan qabame dha.

Hubachiisa:

1, Gaaffiilee dhiyaataniif deebii utuu hin kenniin dura, gaafilee hunda sirriitti xiinxali.

2, Deebii gaaffilee dhiyaatanii deebisuuf namaan mari’achuun hin eeyyamamu.

AJAJA DURAA: Odeeffannoo waa’ee Dhuunfaa keessanii

1, Koorniyaa: 1, Dhiira 2, Dubara

2, Umurii: A. 20-25 B. 26-30 C. 31-35 D. 36 fi isaa ol

3. Sadarkaa Barnootaa ________

106
4. Tajaajila koree keessatti hojjettani a, 0-2 b, 3-4 c, 5-6 d, 8-10 e, 11 fi isaa ol

Gaaffilee Qomaa Dhiyaatan

1, Karoorri Tarsiima’aa fi karoorri Gochaa Mana Barumsaa keessanii qooda fudhannaa Hawaasni
mana Barumsaa supperviizyinii barnootaa keessatti qabu hammachiiseeraa?

2, Manni Barumsaa keessan qabeenya gahaa supperviizyinii barnootaa gaggeessuuf oolu qaba?

3, Haawaasni Mana Barumsaa Suupperviizyinii Barnootaa keessatti hirmaachaa jiru?

4, Hojii Suupperviizyinii Barnootaa wantootni danqan maal faadha?

5. Qooda fudhannaan hawaasni mana barumsaa dawwannaa mana barumsaa irratti qabu qabxii
barattootaa fooyyessuu danda’a jettanii yaadduu? Attamitti?

6. Suupperviizyinii Barnootaa duubdeebii kennuu caalaa hanqina barbaaduu irratti xiyyeeffata jet
tayaadduu?

107
108