Across the country schools have continuously looked to find ways to increase student achievement. In response to state and federal policy, school districts have used evaluative processes and accountability measures to increase teacher effectiveness. Despite a significant body of research that supports the effect of supervisory practices on teacher…

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…

The purpose of this multi-state study was to identify agricultural education teachers' perceived level of importance regarding selected instructional supervisory practices used in the nonformal components of agricultural education. The theoretical frame supporting this study was the theory of andragogy. Data were reported on the perceived…

This study examined the validity of the Teacher Efficacy Scale, modified for special education resource-room teachers. It also examined the relation between teacher efficacy and the frequency and utility of supervision. Perceived utility, but not frequency, of supervision was significantly related to teacher efficacy. (SM)

A survey about teacher supervision and its perceived relationship to beneficial outcomes was completed by 580 Maine resource room teachers. Most reported little or no supervision, but what supervision was received was generally regarded as beneficial, although it often did not pertain to teaching practices. (Author/PB)

The primary purposes of this study were to establish the validity of the Gibson and Dembo (1984) teacher efficacy scale (modified for use by resource-room teachers) and to examine the association between resource-room teacher efficacy and the reported frequency and utility of the instructional supervision these teachers received. The 580 Maine…