The document discusses problems with supervision by principals based on teacher opinions and surveys. A survey found that 43% of teachers did not think faculty meetings were used for collaboration, 35% did not think the principal tried to develop a cohesive team, and 42% said teachers seldom received leadership helping them do their best work. Additionally, a study ranked the top factors contributing to teacher job satisfaction, with the #1 factor being dynamic leadership from the building principal. Poor school leadership was cited as the reason for leaving teaching by 33% of teachers in another survey.

1. PROBLEMS IN
SUPERVISION
Jessica D. Adofina

2. The principal is in a unique position to
know the cultural background, the professional
preparation, the previous experience, and the
personal needs of his teachers. This
information is invaluable in understanding the
strengths and weaknesses of each staff
member.

3. What are the opinions of teachers concerning
the leadership function?
In an investigation of teacher opinion of the
supervisory and administrative practices of
elementary principals it was found that:
• 43% of the teacher did not think faculty
meetings were used for thinking and
working together.
• 35% of the teachers did not think the
principal tried to develop the faculty into a
friendly, enthusiastic team.

4. • 35% of the teachers did not feel that teacher
effort was recognized or that credit was
given for achievement.
• 47% of the teachers did not engage in
problem-solving activities with the principal.
• 42% of the teachers said that teachers
seldom or never received the type of
leadership helping them to do their best
work.

5. Undoubtedly many principals do not
believe that their behavior reflects such
reactions. Ostensibly, teachers can judge their
principals only in the light of their professional
relationships with them.
In a study by Chase, of job satisfaction
in teaching, 1,184 teachers in over 200 school
system in 43 states ranked factors which
contributed to job satisfaction.

6. Ten of the factors, ranked in order of
importance, are:
1. Dynamic and stimulating leadership by
building principal.
2. Dynamic and stimulating leadership by
superintendent of schools.
3. Regular and active participation in
preparation of salary schedule.

7. 4. Regular and active participation in policy
making for grouping, promoting, control of
pupils.
5. Regular and active participation in
curriculum making.
6. Clearly defined and attainable aims and
goals.

8. 7. Good work of teachers is freely recognized.
8. Stimulating and helpful supervision.
9. Teaching load is light.
10. Amount of supervision is about right.

9. Nine of ten items listed above are
concerned with the right type of educational
leadership. Eight of the ten items are directly
related to leadership at the level of the
principalship.
Poor school leadership was listed by
33% of the teacher questioned in an
investigation by Shuster as their reason for
leaving the teaching profession.

10. Reference:
• Shuster Jr., A.H. , & Wetzler, W. F. (1958),
Leadership in Elementary School Administration
and Supervision (pg.153-155) Cambridge,
Massachusettes printed in the U.S.A. The Riverside
Press.

12. Thank You 
God Bless!