The Correlation between Some Instructional Supervision Strategies and Academic Success of students

Published: 22 April 2024| Version 1 | DOI: 10.17632/cwzgd82w2w.1
, Taye Tafese


This research examines how instructional supervision affects secondary school students' academic achievement. A mixed-approach and correlational study methodology was employed to gather data from Guji Zone Secondary School teachers and instructional supervisors using questionnaires and document reviews. We chose 155 instructors and 78 instructional supervisors using random and purposive selection. Data analysis included descriptive and inferential statistics. Research indicates that instructional supervisors' practices, including classroom observation (β =.246), monitoring academic progress (β =.198), and lesson observation (β =.405), significantly impact student academic performance, except for record checking (β =.30). Academic accomplishment was positively correlated with instructional supervision techniques, accounting for 30.3% of student performance. Grade 12 students' higher education enrollment rate declined from 39.7% to 1.2% between 2020 and 2022, showing a deterioration in academic performance. Due to poor mentoring and teacher professional development, instructional monitoring techniques had little effect on academic achievement in the research region. The study suggests improving instructional supervisor competence and implementing effective instructional supervision activities to boost student academic performance. The Ethiopian Ministry of Education and stakeholders should prioritize these improvements to enhance education quality and student success.


Steps to reproduce

To reach the purpose of the study, the researchers collected data from teachers and school instructional supervisors using questionnaires and document analysis. The participants were selected using simple random and census methods. To analyze the data, frequency and percentage were utilized to describe research participants' socio-demographic characteristics, while the main quantitative data was analyzed using descriptive statistics like mean, standard deviation, and inferential descriptive analysis, including independent t-tests, Pearson's correlation coefficients, and multiple linear regressions. Prior to data collection, consent from the respondents was obtained. 


Hawassa University


Academic Supervision