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McGreal, Thomas L. Rabideau, Arlyn Wayne 2014-12-16T21:46:59Z 2014-12-16T21:46:59Z 10000-01-01 1993 1993 This study examines the relationship between teachers' satisfaction with the instructional supervision they are experiencing and the key variables (a) use of a clinical supervision model, (b) supervisors' expertise, (c) environmental robustness, (d) classroom autonomy, (e) frequency of observation, (f) involvement in the supervision/evaluation process, and (g) selected demographic factors. In addition, it considers the relationships among variables. The subjects of this study were 298 full time teachers who were teaching in Illinois public high schools with enrollments of 525 or fewer students. Data was collected through the use of a questionnaire. A return rate of 70.8% was obtained. The thesis concludes with an interpretation of what the results of the study mean to educators and suggestions for improving instructional supervision directed to policy makers, colleges and universities, and building principals. Made available in DSpace on 2014-12-16T21:46:59Z (GMT). No. of bitstreams: 1 9329140.pdf: 5847452 bytes, checksum: 669c7cc48e218c0c08b9ce5964f83fe3 (MD5) Previous issue date: 1993 Embargo set by: Seth Robbins for item 72114 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 162 p. Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 1993. http://hdl.handle.net/2142/71948 (UMI)AAI9329140 Education, Administration Teachers' Satisfaction With Instructional Supervision and Related Key Variables text Education Education University of Illinois at Urbana-Champaign Dissertation Ed.D.