TEACHER PERCEPTIONS OF SUPERVISOR-TEACHER INTERACTION WERE ANALYZED TO SUPPORT THE HYPOTHESIS THAT FOUR GROUPS, REPRESENTING DIFFERENT PERCEPTIONS OF SUPERVISORY BEHAVIOR, WOULD DIFFER WITH RESPECT TO TEACHER EVALUATIONS OF CONFERENCE PRODUCTIVITY, CONFERENCE LEARNING, AND THE COMMUNICATIVE ATMOSPHERE. THE 166 GRADUATE INSERVICE TEACHERS AT TEMPLE UNIVERSITY'S COLLEGE OF EDUCATION WHO HAD BEEN INVOLVED IN SUPERVISORY CONFERENCES WITH THEIR PRINCIPALS DURING THE PAST YEAR WERE SUBJECTS OF THE STUDY. DATA WERE OBTAINED FROM QUESTIONNAIRES ADOPTING FLANDERS' INSTRUMENT FOR ANALYSIS OF TEACHER-PUPIL INTERACTION IN THE CLASSROOM AND FROM TEACHER EVALUATIONS OF COMMUNICATIVE FREEDOM AND SUPPORTIVENESS, LEARNING OUTCOMES, AMOUNT OF SUPERVISORY TALK, AND GENERAL PRODUCTIVITY IN THE SUPERVISORY CONFERENCE. FROM A DISTINCTION BETWEEN DIRECT BEHAVIOR (GIVING INFORMATION, OPINION, DIRECTION, COMMAND, OR CRITICISM) AND INDIRECT BEHAVIOR (ACCEPTING FEELINGS OR IDEAS, PRAISING, AND ASKING QUESTIONS), FOUR GROUPS OF TEACHERS WERE IDENTIFIED FOR COMPARATIVE STUDY. OBSERVATIONS INCLUDED--(1) TEACHERS DISCRIMINATE WELL AMONG A VARIETY OF SUPERVISOR BEHAVIORS, (2) TEACHERS HOLD A WIDE RANGE OF PERCEPTIONS ABOUT THE BEHAVIOR OF THEIR SUPERVISORS, (3) CERTAIN PATTERNS OF PERCEIVED SUPERVISOR BEHAVIOR PRODUCE CONSISTENT TYPES OF REACTIONS IN TEACHERS, WHILE OTHERS PRODUCE AN INCONSISTENT RESPONSE, (4) PERCEPTIONS OF SUPERVISOR BEHAVIOR THAT ARE MOST INDIRECT PRODUCE THE MOST CONSISTENT REACTONS, AND (5) RESEARCH AND TRAINING NEED TO BE FOCUSED ON THE SPECIFIC BEHAVIORAL ASPECTS OF THE AUTHORITY FIGURE IN EDUCATIONAL SETTINGS. THIS ARTICLE WAS PUBLISHED IN THE "ADMINISTRATOR'S NOTEBOOK," VOLUME 14, NUMBER 1, SEPTEMBER 1965 AND IS AVAILABLE FROM THE MIDWEST ADMINISTRATION CENTER, THE UNIVERSITY OF CHICAGO, 5835 KIMBARK AVENUE, CHICAGO, ILLINOIS 60637, 6 PAGES, $0.25. (HM)