This study focused on strategies used by supervisors in New South Wales, Australia, to enhance and promote professional development in their day care staff. The directors of a random selection of 324 child care centers were surveyed by mail. The number of surveys returned was 162, for a response rate of 50 percent. Findings indicated that most of the respondents were teaching-directors (72 percent). Most were trained in early childhood education and had less than 10 years teaching experience. About 25 percent of their teachers had training in early childhood education. Almost half of the supervisors allocated up to 4 hours for staff supervision, and almost two-thirds of the supervisors indicated that they had release time from face-to-face teaching. About one-third felt that they had been inadequately prepared for supervision duties. Strategies used by supervisors to enhance their supervision skills included inservice training and professional reading. The most difficult issues in staff supervision included raising personal issues with the staff, staff conflict, and assisting staff to set professional goals. The most common methods to assess staff professional development needs were informal discussion and a staff appraisal form. A number of variables were analyzed to identify factors in the workplace that have an impact on the nature of the supervision task and the ability of the director to undertake supervision, including management structure, center size, and allocation of release time. The only variables related to difficulty in supervision were years of teaching experience and years of director experience. (Contains 30 references.) (KDFB)