Supervision is interpreted in various ways by teacher principals as a result of the differences in their background training, and experience. Some realize that good supervisory activities involve the stimulation of professional growth; others give a sigh of relief at the end of their teaching day and have little time for supervisory activities; and still, other teacher-principals look upon the goal of supervision as a perpetuation of their personal teaching blueprints. This diversity of interpretation is in itself evidence of need for a better understanding of the true supervisory obligations of the teacher-principal. It is the function of good supervision to be concerned with the efforts of all persons who help children to grow in educational stature. It is further the obligation of the teacher-principal to provide good supervision in addition to his classroom teaching. Accordingly, it is desirable to isolate, examine and evaluate common supervisory activities of the teacher-principal.
| Identifer | oai:union.ndltd.org:pacific.edu/oai:scholarlycommons.pacific.edu:uop_etds-2453 |
| Date | 01 January 1960 |
| Creators | Morris, John K. |
| Publisher | Scholarly Commons |
| Source Sets | University of the Pacific |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | University of the Pacific Theses and Dissertations |
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