This study was designed to identify the factors perceived by teachers and supervisors as those which are problem areas and which may have contributed to a limited acceptance of clinical supervision. Eight specific research questions were explored, dealing with the problems identified by teachers and supervisors, and whether they were the same; how the length of involvement with clinical supervision as well as length of experience and grade level taught affected problem identification; whether teachers saw clinical supervision as more helpful than other types; and for which grade level of teacher experience supervisors thought clinical supervision was most helpful. / The population for the study was teachers and supervisors from throughout the United States who had experienced clinical supervision. A teacher population of 576 resulted in a sample of 248; a supervisor population of 63 resulted in a sample of 53. A researcher developed questionnaire was used for gathering data. / The results, based on frequency tabulations and chi-square tests, indicated that clinical supervision appears to be a process which is most beneficial for teachers early in their careers. It can be concluded from this study that there are some problems with clinical supervision, but that they appear to fall into three major areas--the length of time it takes to learn how to carry out clinical supervision, the length of time it takes to actually carry out the process, and the fact that teachers do not like supervisors observing them. These three problems were the ones most frequently mentioned by both teachers and supervisors. / It may be concluded that the biggest problem with clinical supervision is the time it takes to carry it out. This was the problem mentioned most frequently by both teachers and supervisors and was a problem at all grade levels taught, and no matter how long the person had been a teacher/supervisor, or had been involved with clinical supervision. / It may also be concluded that the length of time a person has been involved with the clinical supervision model is an important determinant of the types of problems identified, but that the grade level at which the teacher works and the number of years they have been a teacher are not as important. / Another finding of the study was that, while K-3 teachers identify basically the same types of problems as other teachers, they account for one-third of all problems identified, thus indicating that this group may warrant special attention. / Source: Dissertation Abstracts International, Volume: 42-06, Section: A, page: 2420. / Thesis (Ph.D.)--The Florida State University, 1981.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_74481 |
| Contributors | PUTNAL, JANICE JOHNSON., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 208 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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