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ERIC Number: ED272979
Record Type: Non-Journal
Publication Date: 1986-Apr
Pages: 15
Abstractor: N/A
ISBN: N/A
ISSN: N/A
EISSN: N/A
The Concept of Access in Supervisor-Teacher Relationships.
Jonas, R. Stevan; Blumberg, Arthur
Recent studies of the perceptions of teachers and supervisors about the benefits of teacher supervision show clear disagreement between the two groups. Supervisors see their efforts as helpful to teachers, whereas teachers consider supervision ineffectual. This document reports on research conducted to test the theory that positive teacher-supervisor relationships depend upon supervisors encouraging teachers to permit psychological "access" to themselves and their teacherhood. Interviews with teachers in New York state revealed 11 main categories of supervisory behavior that might encourage such access. A followup questionnaire further narrowed these categories and showed a strong correlation between behaviors leading to access and behaviors leading to productivity of supervision. Relative to access, important behaviors were: (1) being available, physically and personally; and (2) recognizing teacher expertise. Behaviors relative to productivity were: (1) giving immediate, non-punitive feedback; (2) active listening; and (3) presenting a collaborative, alternative-seeking approach to problem-solving. The implications of these findings, however, go beyond the specifics of supervisory behavior to a necessary reexamination of the basic structure of supervisor-teacher role relations, which, by its nature, perpetuates established and divisive expectations and negative behavior patterns among both teachers and supervisors. Six references are appended. (IW)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: Researchers; Administrators; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Grant or Contract Numbers: N/A