The purpose of this study was to assess the relationship between practices of instructional
supervision relation with the school performance. To this end, co-relational design was used and
both quantitative and qualitative methods were employed. 159 teachers selected by simple
random sampling, 10 primary school principals, 4 supervisors and 4 woreda education office
experts and 1 (one) zone education department expert were selected by purposive sampling and
used as primary sources of data. Secondary data sources were documents from Woreda and zone
feedbacks that given in different times. Data for the study were collected through practice
questionnaire, interview and document analysis. The questionnaire were based on the tasks of
promoting instruction, staff development, curriculum development and action research. After the
completion of the questionnaires were returned with a return rate of 100% .The data collected
were analyzed by using Mean and Standard deviation by SPSS statics version 23. The findings
of this study revealed that there is accepted relationship between practice of instructional
supervision and school performance. To promote instructions regular observation in the
teaching learning process in continuously, evaluate and analyze the target of students
achievements; based on the self assessment tasks to improve teachers performance, upgrade
technical and professional assistance to teachers, engage teachers in in-service training and;
develop understanding on curricular development less effort by organizing seminars and
workshops for in-service training program. Finally to strength the above instructional
supervision, not only instructional principals and supervisors but also woreda and zone officials
must have strength a positive and strong relationship of instructional practice with the school
performance by developing stockholders understanding on instructional tasks to achieve
expected goal of the schools
