2004．第19卷第1期（Vol. 19 No. 1）．pp. 6391
Pre-Service Teachers’ Perceptions of Cooperative Teachers’ Supervisory Styles and Satisfaction in Singapore
This study examines the following four supervision issues in the instructional or teaching supervision of 47 pre-service teachers by 42 co-operative teachers: (a) Relationships among the different supervisory styles (i.e., Attractive Supervisory Style, Interpersonally Sensitive Supervisory Style, and Task Oriented Supervisory Style) as measured by the Supervisory Styles Inventory (Friedlander & Ward, 1984); (b) Relative perceived prevalence of different supervisory styles; (c) Relationship between supervisory styles and supervisees' satisfaction with their supervisors; and (d) Prediction of supervisees' satisfaction with their supervisors by the different supervisory styles. The results showed that most cooperating teachers are perceived by pre-service (trainee) teachers to utilize the attractive or non-directive supervisory style. This supervisory style was found to have the highest significant bivariate correlation coefficient and the only significant partial correlation coefficient with satisfaction with supervisor. Finally, attractive supervisory style is the only significant predictor in a multiple standard regression with satisfaction with supervisor as the criterion. Limitations and implications are discussed in relation to the findings of this study.
Keywords: supervisory approach; supervision mode; supervision process; supervisory style