SUPERVISORY BEHAVIOR AND TEACHER SATISFACTION

Abstract

The problem of this study was: (a) to determine the degree of agreement between teacher perceptions of actual and preferred supervisory behavior in Montana public schools during the 1978–1979 school year; and (b) to relate differences between actual and preferred supervisory behavior to the degree of teacher satisfaction with supervision. The major findings of the study were that: (a) responses to a few of the items were dependent either on sex, or teaching level, or years of teaching experience; (b) many Montana teachers would prefer to experience more often thirty‐one supervisory practices recommended in the literature since 1970; (c) satisfaction with supervision is significantly related to the absolute values of the difference between actual score and preferred score for those same thirty‐one supervisory practices taken collectively; and (d) the absolute values of discrepancy scores for seventeen of the thirty‐one recommended supervisory practices were found to make a significant, unique contribution to the prediction of one or more of the satisfaction indices.

Citation

FRASER, K.P. (1980), "SUPERVISORY BEHAVIOR AND TEACHER SATISFACTION", Journal of Educational Administration, Vol. 18 No. 2, pp. 224-231. https://doi.org/10.1108/eb009828