CLINICAL SUPERVISION: A PRINCIPAL'S PERSPECTIVE

The purpose of this study was to describe effective clinical supervisory behavior as perceived by school principals and to contrast the findings with other current studies of clinical supervision. Three aspects of a principal's supervisory behavior were studied, the verbal behavior used by the principal with the teacher in post‐observation lesson analysis sessions, the basis of authority the principal had over the teachers, and the frequency of clinical supervisory behavior. Sixty‐five principals completed a Q‐sort that described eight different supervisors and rated them from most to least effective. Only the principal's supervisory verbal behavior was perceived as related to the perception of effective clinical supervision.