Although supervision has become an innovative area in which ideas can easily be introduced to teachers, conservative attitudes in Turkey's ministry of education prevent implementation of changes desired by teachers, supervisors, and educational directors. Because the Turkish education system is centralized, government makes major policy and administrative decisions. Supervisors, who control either elementary or secondary schools, have inherited a high level of authority from the autocratic French system introduced in the 19th century. Two research studies on supervisory activities conducted in 1971-72 and in 1976-77 reveal the following: (1) Teachers do not perceive supervisory activities as helpful because they are supervised once yearly or less; (2) supervisors, on the other hand, believe that they frequently provide professional help; (3) teachers regard supervisors as not being well qualified in subject areas, professional knowledge, and evaluation (supervisors, however, believe that they are well qualified in those fields); (4) teachers emphasize attitudinal aspects of supervisory activities, whereas supervisors emphasize technical and professional activities; (5) supervisors have an unrealistically high assessment of what they are accomplishing; and (6) the majority of educators in Turkey want change in the education system. (CJH)