Principal's instructional supervisory behavior and its impact on student conduct, 1988

The purpose of this study was to examine the variables supervisory behavior, teacher methodologies, expectations, and student conduct in an experimental, partial experimental and control schools. Procedures Teachers in the experimental group, composed of twenty-two teachers, were administered the Systematic Instructional Supervision Survey prior to the treatment. The partial experimental and control groups with fifteen and nineteen teachers respectively were administered the survey at the end of the experimental period to determine if there was a significant difference among the perceptions of instructional supervisory behaviors among the three groups. The Systematic Instructional Survey consisted of fifty-one items relating to supervisory behavior. Teachers were requested to respond to each item candidly as they perceived it happened in their school by checking one response on a scale from 1-6 with 1 meaning 'never' and 6 as 'always.' Twenty-seven of these items were used as a measure of supervisory behavior; sixteen items were used as a measure of teacher methodology, and eight items were used as a measure of teacher expectations. Student conduct data were collected from the Student Conduct Survey developed by the researcher. Findings 1. The analysis of data showed the means scores in the experimental school were greater on the variables Supervisory Behavior, Methodology, Expectations, and Student Conduct than the partial experimental and control schools. 2. There was a significant difference among the experimental versus partial experimental and experimental versus control schools with respect to supervisory behavior. 3. A significant difference was found among the experimental versus partial experimental and experimental versus control schools with respect to methodology. 4. Data analysis showed a significant difference among the experimental versus partial experimental and experimental versus control schools with respect to expectations. 5. The data reflected a significant difference between the experimental and partial experimental schools but there was no significant difference between the experimental and control schools with respect to conduct. Since there was no significant difference between the experimental and control schools on conduct, the researcher concluded that this might be due to the powerful home environment variables