Pedagogical correctness "is characterized by a set of 'right' and often avant-garde beliefs about how the curriculum and schools should be structured." When supervisors avoid supervisory methods that are considered not "pedagogically correct" or fail to adopt practices considered incorrect, instructional improvement is likely to be compromised. Yet, both pre- and inservice teachers apparently want supervision that is well-informed, practical, and helpful regardless of the supervisory model used. Teachers and university supervisors were surveyed regarding their preferences for directive or nondirective methods of supervision. University supervisors responded that they employed nondirective measures, whereas teachers were more likely to employ directive measures. A historical perspective shows that, since 1920, literature on supervision has highlighted nondirective over directive methods. Influenced by the literature and by teachers themselves, supervisors have avoided directive methods, limiting supervision to pedagogically acceptable practices. Instead of being unduly concerned with pedagogical correctness, it is argued that supervision should be conceived as that function which utilizes a wide array of strategies, methodologies, and approaches aimed at improving instruction and promoting educational leadership. Such an integrated approach to supervision would facilitate instructional improvement. (Contains 50 references.) (CK)