To influence teaching in a way that enhances and improves student learning is the school principal's responsibility. Because perceptions are more important than actual behavior, it is essential for principals to know if their perception of their supervisory actions is in agreement with the way their teachers perceive the same supervisory behaviors; the greater this perceptual agreement, the more favorable the attitude toward work and the greater the possibility for instructional improvement. To investigate the relationship between Mississippi public elementary school principals' and teachers' perceptions of supervisory behavior, the Supervisory Behavior Description Questionnaire (form 1) was mailed to all elementary school principals and teachers in the state. The responses from 115 principals and 475 teachers were used for analysis. The results indicated that the principals perceived their supervision methods as more collaborative and directive, whereas the teachers perceived the supervision as less collaborative and directive, and more nondirective. Perceptive discrepancies also existed in the areas of: curriculum development; special student services; staff development; providing materials and facilities; and evaluation of instruction, where principals perceived themselves as more collaborative than the teachers perceived them to be. The bibliography contains 9 references. (KM)