The purpose of this study is to investigate the supervisory beliefs of the teachers. It examines a number of distinct aspects of teachers' beliefs in regard to supervision: position, supervisor's experience, length of service, level of education, age and gender. The respondents of this study were seventy teachers from one of the secondary schools…

The purpose of this study was to identify beliefs held by agricultural education teachers regarding the supervision of instruction by the principal. This study was based on the work of Ferguson and Bargh (2004) regarding how social perception can automatically influence behavior. Data were reported on ten general beliefs regarding instructional…

With an increasing number of colleges and universities turning to part-time instructors to teach courses at their institutions, developmental education professionals are faced with the task of finding appropriate ways to train, serve, and evaluate these instructors. Unfortunately, there is little published information on how to accomplish these…

Without a definition of good teaching, the supervisor's efforts to help teachers improve will probably be fragmented, and teacher improvement may not occur. This article examines three definitions of good teaching, presents and defends a certain definition, and suggests supervisory applications. Good teachers are proficient in the kinds of…

Describes skills, relationships, and beliefs disclosed by six voluntary teacher participants in a peer coaching workshop. Participants had difficulty with all the communication and agenda skills they were trained in. They asked few open-ended questions, paraphrased infrequently, and used few facilitative probes. Instead, they used evaluation,…

Reviews Douglas McGregor's "Theory X" and "Theory Y" views of teacher supervision. Concludes that supervisors need to understand the personal belief systems of the teachers they are supervising. (FL)

Eighty student teachers described a "good" teaching day, reflecting beliefs about teaching as conflict control, goal accomplishment, or fostering student growth and learning. The data were used to identify teachers who should be trained to serve as cooperating/supervising teachers. (SK)

Faculty and staff desire challenges contributing to their continuous growth and development. School systems can better retain talented teachers by establishing performance goals, providing performance coaching, conducting developmental evaluations, building professional growth and development partnerships, creating supportive work environments,…