Journal of Positive School Psychology http://journalppw.com 2022, Vol. 6, No. 8, 6043-6053 The State Of Supervisory Support In Private And Government Preschools Education In Ethiopia: Comparative Study Biniyam Gebereyes 1 & Dr. Mulatu Dea Lerra 2 1 Lecturer and Head, Department of Early Childhood Care and Education, College of Education and Behavioral Studies at Wolaita Sodo University. 2 Department of Educational Planning and Management, and Vice Academic President at Wolaita Sodo University. Abstract This study was aimed at assessing and examining supervisors support practices of private and government pre-schools in Addis Ababa for comparative purposes. A mixed method research was employed to collect data through questionnaire (from 150 respondents), semi-structured interview (from 20 participants), and observationalso made. Both descriptive and inferential analyses were employed including percentages, means, standard deviation, t-test and ANOVA to analyze the data collected. Results unveiled thatSupervisory support provided to preschools was better in private pre-schools than government preschool, butthe supervisor supports rendered to the preschools were neither professional nor adequate it rather for inspection.Hence, the research concluded that the practices were less effective and the supervisory support practice in both types of pre-schools needs to be reexamined according to the policy framework of Ethiopia. Key words: ECCE, supervision, preschool, early years, private and government preschool, Ethiopia. Introduction Professional and competent supervision support services from the supervisors are key components of among other variable for improving of pre- school program and/or preschool pedagogy. As (Ibhaze, 2016 as cited in Nwagbara (2003);Ogunsaju (2006) further identified supervision is a central administration skill and basic for any of institute such as school programme As a result, to provide effective supervision support in school requires knowledge, interpersonal skills, and technical skills (Stephen P2013). As Mecgley (2015), as also indicated supervision is a continuous process and, its primary function is to help others to become more efficient and so effective in their pedagogical practice. (Ahmad and, etal, 2019; Kogo .J. Lydia 2018) similarly indicated that supervision in educational institution has a significant influence on the ability to develop curriculum, develop method of teaching, improve and school materials, conduct classroom organization, identify student characteristics and assess the teaching learning process of school personnel. To sum up, the above research findings assertion implies that adequate as well as capable supervisor’s professional support has a noteworthy contribution to teachers’/caregivers in the achievements of overall quality preschool program and/or preschool pedagogy. Statement of the problem: In a preschool supervisory support involves direct involvement of different tasks such as critical observation, gathering information from children, teachers and/or care-givers, parents, communities, and overall preschool environment (Hohmann, 2012; Johanna and,etal,2013;