Using the constructs of Rogers, Ellis, and Barrett-Lennard, a twenty-five item Likert-type instrument, the Non-Directive Supervisory Behavior Scale, was developed to measure directive vs. non-directive supervisory behavior. One hundred ninety-five in-service teachers, randomly selected from two school districts, completed the twenty-five item…

Characterizes public school principals' perceptions of effective clinical-supervisory behavior and contrasts these with prior research findings. A Q-sort completed by 65 Quebec principals supplied data on three aspects of supervisors' behavior. (MCG)

In 20 schools, surveys of teacher perceptions about management styles and student perceptions of teachers reveals a correlation between effective teaching and "consultative-centralized" management. Consequently, 10 "commandments" for good consultative management are provided. (TE)

A study of 579 preservice teachers in 9 different subject areas showed differences in personality patterns. The author believes that principals aware of differences in their teaching staff will establish better communication patterns and improve their schools. (MD)

Responses from 85 central office supervisors in Louisiana asked to describe actual job experiences that resulted in positive and negative attitudes toward their work. Their main sources of job dissatisfaction were interpersonal relations and school policy and administration. Sources of satisfaction were achievement and recognition. (Author/MLF)

The theoretical framework, methodology, findings, and implications for three studies which explored the relationship between adult development, collaborative action research, and instructional supervision are discussed. Each study concluded that educators define and practice supervision in qualitatively different ways depending upon their own…

Reports a study that identified the dimensional structure of mentoring and other support behaviors that occur among adults in elementary schools. A questionnaire about support relationships completed by 488 elementary teachers found 6 factors that were dimensions of support: mentoring, supporting, collaborating, career strategizing, supervising,…

Explores how principals maintain control when faced with demands for both teacher autonomy and increased environmental involvement. Interviews with 22 Israeli teachers and principals revealed four administrative control mechanisms: direct control and indirect control (via elementary teachers' teamwork), and manipulation of secondary teachers'…

An attitude survey was completed by 102 of 150 Iowa vocational-technical administrators and teachers in community colleges; a Delphi panel was conducted with 13 total quality management (TQM) experts and 14 instructional supervision experts. Results shaped a model for high-quality instruction with six components: customer-driven quality, teamwork,…

Discusses implementation effects of a program for training Dutch primary school principals in teacher coaching techniques. Results found a significant treatment effect for coaching skills concerned with developing autonomy (empowerment), feedback, and agreement on teacher-observation goals. Ratings from coached teachers valued coaching skills…

A growing body of research and literature describes a move to collaborative supervision of teaching. Is this process-based model reflected in supervisory practices adopted by supervisors when they work with marginal teachers--those whose teaching verges on the unacceptable? This study explored teachers' support for administrative practices…

This research aims to develop a Metacognition strategy for Web-Based Instruction (WBI) to stimulate reflective questions in biology learning to run Frontpage Feedback System (FFS) embedded in web pages, and thus to evaluate the influence of this internet-teaching style on biology learning among freshmen. According to the questionnaire survey, we…

Most educators would agree that the real purpose of evaluation is to improve instruction. This paper presents findings of a study that identified teachers' attitudes toward the teacher evaluation process. Data were derived from a questionnaire administered to 50 public school teachers--35 elementary and 15 secondary. A chi-square analysis was used…

The selection of supervision models from the point of view of practitioners has become overwhelming, especially within the contextual forces of a school or school system. The purpose of this study was to use multidimensional scaling (MDS) to describe four theoretical models of teacher supervision (clinical, artistic, technical, and reflective)…

Various theoretical frameworks approach teacher change differently. If teacher candidate supervisors adopt one form of supervision without understanding the assumptions and implications of other models, they risk being too narrow. To help supervisors in their role, an explanation of how a supervisor might intervene from six different perspectives…