This document summarizes a study examining perceptions of supervision by teachers in small, isolated Alaskan schools. The study was conducted to provide information for improving rural teacher supervision, for assisting teacher development, and for improving teacher-supervisor relationships. The study, based on a mail survey that gathered 156 usable returns, suggests that many rural Alaska teachers favor introducing more supervisory practices recommended by educational literature. Profiles were developed to summarize differences in teachers' perceptions of supervisory needs in various-sized schools. The largest discrepancies are in perception of the need for greater teacher participation in determining their evaluation criteria, provision of demonstration lessons, opportunities to observe other teachers, and greater participation in planning inservice programs. Teachers, especially the newest and those most experienced, reported a need for more information concerning professional development opportunities. Teachers desire more participation in school-operation decisions, including budget planning. Teachers perceive the need for more collegial teacher-supervisor relationships. The problem of conflicting roles of the supervisor as teacher-helper and as evaluator needs more discussion by supervisors. Few respondents named their supervisor as a main motivator for new teaching techniques. One-third of the teachers named dissatisfaction with administration as reason for leaving a previous teaching position. Interpersonal relations skills were named as the most important supervisory strength. Recommendations based on teachers' perceptions are offered. This report contains approximately 110 references. (TES)