The Principal as Supervisor: Some Descriptive Findings and Important Questions

JOHN C. CROFT (Associate Professor, Department of Educational Administration, Ontario Institute for Studies in Education. He holds the degrees of B.S., M.Ed., and Ed.D. from Pennsylvania State University. Most of Professor Croft's publications have been concerned with various aspects of leader behavior.)

Journal of Educational Administration

ISSN: 0957-8234

Publication date: 1 February 1968


Supervision is defined as the attempt by the principal to stimulate, coordinate and guide the continued growth of teachers. A team from the Center for the Advanced Study of Educational Administration at the University of Oregon, working with one U.S. school district, sought to arrive at a description of teachers' perceptions of administrative and supervisory practices in the schools of that district. It was found that teachers appeared to turn more often to their colleagues than to the principal for guidance on certain key professional issues and that the practices of the principal were often in conflict with teachers' normative expectations of supervisory behavior. Indeed, the principal's major responsibilities were seen as budget, coordination policy and public relations rather than instructional leadership.


CROFT, J. (1968), "The Principal as Supervisor: Some Descriptive Findings and Important Questions", Journal of Educational Administration, Vol. 6 No. 2, pp. 162-172.

Download as .RIS




Copyright © 1968, MCB UP Limited

Please note you might not have access to this content

You may be able to access this content by login via Shibboleth, Open Athens or with your Emerald account.
If you would like to contact us about accessing this content, click the button and fill out the form.
To rent this content from Deepdyve, please click the button.