Eighty-five teachers enrolled in graduate school responded, in writing, to the meaning the statement, "I trust my principal," had for them. The responses served as the basis for a questionnaire administered to another group of 167 teachers in graduate classes. (Author/MLF)

Shows ways principals can encourage teachers to use the findings of educational research in their classrooms and help their schools develop their own specific research. (MD)

A study was conducted to develop and test a method for describing, in a systematic and quantifiable fashion, the nature of the interaction that takes place between a supervisor (e.g., principal or helping teacher) and a teacher. Tape recordings of 50 supervisor-teacher conferences were collected. They were analyzed by use of a 15-category…

This paper quotes liberally from writings on teacher supervision as it traces the history of attitudes toward the relationship between teachers and their supervisors from the middle 1800's to the present. The paper begins with the "Annual Report of the Superintendent of Common Schools of the State of New York" (1845), which reveals the simpler…

The speaker presents his notion about reconceptualizing the function of supervision and the role of supervisors in a way that fits the needs of teachers, supervisors, and schools. This new approach conceives of the function of supervisors as interpersonal intervention and the role of the supervisor as that of interpersonal interventionist--a…

The supervisor's visit to the classroom includes more than observation. An important dynamic in the teacher's acceptance of the supervisor is permission for interpersonal access. Includes an analysis of interviews with 12 teachers on the subject. (MD)

The purpose of this study was to clarify the meaning of "trust" as it applies to relationships between teachers and principals. First, 85 teachers were asked to explain the meaning of the statement, "I trust my principal"; a modified Q-sort of these data yielded 10 dimensions of trust. Then, 145 respondents were asked to indicate which of the 10…

Recent studies of the perceptions of teachers and supervisors about the benefits of teacher supervision show clear disagreement between the two groups. Supervisors see their efforts as helpful to teachers, whereas teachers consider supervision ineffectual. This document reports on research conducted to test the theory that positive…

Unstructured interviews conducted in 1977 with eight respected elementary and secondary school principals revealed their conceptions of the principal's role and of the skills and activities that had gone into their efforts to fill that role. The eight principals are identified in terms of their outstanding characteristics, as revealed through…