A study of the perceptions of teachers, principals, and supervisors about the present practice and the ideal practice of instructional supervision in the public schools of Tennessee

This study was undertaken in order to investigate the perceptions of teachers, principals, and supervisors about the present practice and the ideal practice of instructional supervision in the public schools of Tennessee. Furthermore, comparisons of the perceptions of the participants in this study were made with similar groups studied in 1976 in an effort to determine if perceptions had changed over time. The investigation involved a survey of 277 teachers, 215 principals, and 171 supervisors for a total of 663 participants. The overall response rate was 74 percent. Major findings of the study revealed that; 1. Teachers, principals, and supervisors differed significantly in their perceptions of the present practice of instructional supervision. Most teachers perceived that they did not receive the supervisory support services about which they were asked, while most principals and supervisors perceived that they were providing the services. 2. The responses of teachers, principals, and supervisors in this study tended to agree with the perceptions of like groups in the 1976 study. In both studies, teachers perceived they were not receiving adequate supervisory support, while principals and supervisors perceived they were providing adequate support. 3. The Comprehensive Education Reform Act (CERA, 1985) prompted a significant increase in the number and length of classroom observations and conferences conducted by principals and supervisors. However, the 1990 teachers did not perceive such observations and conferences to be helpful any more than did the teachers in the 1976 study. 4. Significant differences existed in the perceptions of teachers compared with the perceptions principals and supervisors in regard to what they felt the ideal practice of supervision should be.