Abstract
The purpose of this study was to analyze teachers' and administrators' perceptions of clinical supervision components, procedures and assumptions. The study was designed to explore for general questions: (1) Do most teachers and administrators agree with the basic assumptions of clinical supervision? (2) Are there significant differences in perceptions of elementary teachers when compared to secondary teachers? (3) Are there significant differences in perceptions of teachers with three years' or less experience, and those with more than three years' experience? (4) Are there significant differences in respondents (teachers and administrators) from school districts which have implemented clinical supervision more than five years as compared to those respondents from districts utilizing clinical supervision less than five years? The sample consisted of respondents from six California school districts, three of which had utilized clinical supervision five years or more, while three had utilized clinical supervision less than five years or not at all. Data were collected from a thirty-one item questionnaire. A Chi-square analysis produced the following major conclusions: Most teachers and administrators agreed with the basic assumptions of clinical supervision. There was less general agreement with accepting the procedures of clinical supervision than the assumptions. No firm conclusion could be deducted from these data concerning teacher acceptance of training in developing strategies for self and collegial analysis. This study showed few differences between teachers with more than three years' experience compared to teachers of less than three years' experience. Throughout the study, administrators were more in agreement to the clinical supervision process than teachers.