Two data-gathering instruments, the Supervisory Behavior Description Questionnaire (SBDQ) and the derivative Supervising Teacher Behavior Description Questionnaire (STBDQ), are described in one paper and employed in three others in this symposium series. Both forms are useful in evaluating perceived behaviors of supervisory educational personnel, for the forms measure whether respondents prefer supervisors to behave in a directive, collaborative, or nondirective manner in relation to specific supervisory tasks. The first paper, "Investigations of Supervisory Behavior," by Walter E. Sistrunk, describes the theoretical basis, development, characteristics, and reliability of the SBDQ, Forms 1 and 2, and the STBDQ (a modification of SBDQ, Form 2, designed specifically for supervising teachers). Form 2 yields additional data about the relationship of supervisory behaviors to teacher satisfaction and/or motivation. In the second paper, Patricia D. Sistrunk used the SBDQ, Form 1, to investigate "The Relationship between Mississippi Public Junior College Instructors' Perceptions of Supervisory Behaviors and Their Perceived Levels of Job Satisfaction." The third paper, "The Supervisory Behaviors of Secondary Vocational-Technical Center Directors," by Rebecca Love, shows a discrepancy between secondary vocational center directors' self-perception and the views of their teachers with respect to the directors' supervisory behavior. The fourth paper, "Supervising and Student Teachers' Perceptions of Supervisory Behavior," by Walter Sistrunk and James Thomson, uses the STBDQ to investigate the behaviors of supervising teachers as self-perceived and as perceived by their student teachers. A sample STBDQ is provided as an appendix. (TE)