Through empirically identified variables that could assist in delineating the role of the supervisor within the school, the supervisor, in his exercise of influence and power, must rely more on the formal than the informal power structure. If the supervisor can modify his own role behavior to a "supportive style" of leadership, he can, to a degree, exercise positive influence outside the formal hierarchical structure; although his adjustment to this leadership style must relate to formal role expectation. The best means at his disposal to exert influence and to exercse power is his own technical competence. Thus, the tags of "democratic supervision" and "creative supervision" seem to be empty cliches, perhaps better relegated to figurative, rather than scientific language. (Author)