*Teacher Response; Teacher Supervision

To discover whether peer coaching is altering the teacher-supervisor relationship, teachers, supervisors, and staff developers in several states were surveyed concerning principals' attitudes and motivations concerning this innovative approach. For some teachers, peer coaching seems to stimulate transformations in self-perception and relations with supervisors. For others, not much seems different. During discussions with survey participants, three classifications of principal leadership styles emerged; teachers viewed their principals as either neglecters, resisters, or supporters of peer coaching. The first group was motivated by central office expectations; the second resisted peer coaching inservice training in an effort to protect administrative power and authority; and the third group was knowledgeable, involved in the program, and eager to identify problems and seek solutions. Teachers with neglecter principals frequently bypassed the administration and adopted a somewhat paternalistic attitude toward these principals. Teachers with resister principals became creative at releasing each other for class observations without permission from the principal and carried out peer coaching functions in an atmosphere of secrecy. Teachers with supporter principals felt empowered. These teachers experienced an ever-deepening professional relationship with the principal that blurred lines of influence and stressed shared authority and accountability. Implications for strategy decisions based on these findings are summarized. (16 references) (MLH) *****************************************************W****1 it********** Reproductions supplied by EDRS are the best that can be made from the original document