This book focuses on the human side of relationships between supervisors and teachers to understand their interactions better. Chapter 1 presents an overview of the book and chapters 2-4 frame the interactive problems that confront supervision and highlight the conflict between the overall goals of supervision and what seems to occur. Chapters 5-8 deal with studies of supervisory behavioral styles and of factors that supervisors and teachers see as affecting their productivity. Chapter 9 discusses a behavioral category system for analyzing supervisor-teacher transactions and chapter 10 presents the results of a broad study that used the category system discussed in the preceding chapter. Chapter 11 proposes a data base for supervision that is concerned with interpersonal needs and behavioral data on the supervisor, teacher, and students. Chapters 12 and 13 deal with working with tenured teachers and the conflict between the helping and the evaluating roles of the supervisor. Chapter 14 raises the question of the efficacy of peer supervision. Chapter 15 presents a reconceptualization of supervisory relationships. The author concludes that the process should become one of people giving to one another instead of the supervisor's giving and the teacher's receiving. A 4-page bibliography is included. (Author/PD)