Examined the effect of age on teacher job satisfaction (N=166). Results supported a linear relationship between job satisfaction and age, and a U-shaped relationship between job satisfaction and pay and supervision. There appeared to be a negative linear relationship related to promotion, which needs further study. (Author/BL)

The findings of this study support the practice of goal-oriented supervision and do not isolate any differential effects of direct and indirect supervisory styles. (Author)

Interviewed 42 elementary teachers at different stages of professional development. Found that almost all go through a stage of disillusionment with their profession and that teacher disillusionment must be treated differently depending on the stage of professional maturity. Proper supervision based on these stages could advance professional…

Surveyed graduate teaching assistants (GTAs) to determine the frequency of their supervision, their preferences for supervisory style, and how those preferences conformed to theoretical expectations within a comprehensive developmental model. Most GTAs received supervision, but the frequency of supervision was often inadequate. They preferred a…

Responses from 172 of 244 Iowa secondary agriculture teachers indicated that one-fifth were not observed by supervisors during an academic year; more than half had no preobservation conference and one-third no postobservation conference. Supervision variables did not predict job satisfaction or persistence. Collaborative supervision contributed to…

Conceptual analysis, using three major arguments, of the relationships among the organizational structure of schools, leadership styles, and the supervision of teaching practices. One argument, for example, is that situational and transformational approaches to supervision are influential forms of professional development. Constructs arguments…

Discusses a study of three-way supervisory conferences. Despite an asymmetrical power relationship between the university supervisor and student teacher, the two parties played complementary roles, with the former providing more input requiring reflection and evaluation and the latter providing more input pertaining to classroom practicalities and…

The proposed study will examine whether effective clinical supervision requires supervisors who practice certain strategies and procedures as they dialogue with supervisees in the conference, or whether the mere acquisition by supervisors and/or supervisees of research-verified knowledge about teaching and learning, e.g., the role of academic…

A summary of the Far West Laboratory findings in regard to the impact of the clinical supervision initiative (CSI) on project faculty and non-project faculty in general is presented with some detail on how the project faculty and non-project faculty at the California State University (CSU) Hayward campus seem to have been affected by CSI. The…

Experimental group trainees who used well-defined observation systems to collect teacher/pupil data for feedback to peers maintained a higher level of pupil accuracy during direct instruction, maintained a brisker presentation and correct rate, and tended to prompt correct responses less often than the control group. (Author)

Examined implementation of centralized instructional supervision at a private Turkish secondary school, exploring administrators', department heads', and teachers' perceptions of this system's impact on all aspects of education. Results show that the system has deficiencies due to its judgmental, subjective nature and lack of adequate inspectors.…

Describes an elementary school's use of teaching portfolios as a method of professional development. Through teacher interviews and reviews of their teaching portfolios, finds that the project benefited the teachers' professional learning in a variety of ways. Also examines how a range of supporting conditions contributes to a professional…

The author presents a process of developing individual observation designs, with the primary objectives of (l) initiating continual self-reflection upon teaching experiences using individual perceptions of what is important; and (2) establishing an open system of articulation and interaction between observing in classrooms and establishing for…

Teachers' ratings of the effectiveness of supervisors are strongly influenced by supervisors' interpersonal skills, according to a study of 143 science supervisors and 258 teachers. (Author)

A sample of 524 elementary and 816 secondary teachers was used to evaluate the plausibility of 7 models of teacher militancy concerning issues of workplace control. The more plausible models are those that explain militancy as a function of the extent of teachers' integration into the organization and their affective response to organizational…