Campus Access Only

All rights reserved. This publication is intended for use solely by faculty, students, and staff of University of the Pacific. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.

Date of Award

1983

Document Type

Dissertation - Pacific Access Restricted

Degree Name

Doctor of Education (Ed.D.)

Department

Graduate School

First Advisor

Thomas Cy Coleman

First Committee Member

Carl Stutzman

Second Committee Member

Robert D. Morrow

Third Committee Member

Doris C. Meyer

Fourth Committee Member

Fred Muskal

Abstract

The purpose of this research was to investigate relationships that may exist between the supervisorial style and conceptual level of university supervisors and the student teachers supervised. The primary thrust of the investigation was an analysis of the match of style and conceptual level of supervisor and students. This analysis resulted in data concerning the influence of the match on supervisor effectiveness. The total population of the study included 187 student teachers and 37 supervisors at two university sites in California. Two instruments were administered to the participants at the beginning of the semester. One instrument was the Supervisorial Beliefs Style Inventory (Glickman). The second was the Paragraph Completion Method (Hunt et al.). At the close of the semester the University Supervisor Effectiveness Summary was administered to student teachers. The Summary was developed by the researcher to rate supervisors on five dimensions of supervisor behaviors. These scales included Structure-Directive, Independent-Nondirective, Collegial, Time Factors, and General Procedures. Demographic variables were also examined. Data were analyzed to provide descriptive statistics on the match of supervisor and student teacher. Means and standard deviations were computed. The results of the analyses indicated that supervisors who were highly rated by student teachers for effectiveness, also matched their student teachers in conceptual level and style. Sixty percent of the supervisors were of high conceptual level (i.e., abstract integrative thinking ability). All supervisors, however, practiced directive, nondirective, and collaborative styles of supervision. Other factors contributing to effectiveness were age, sex, years of supervisor experience, and time spent with supervisees. Somewhat higher effectiveness ratings were obtained by supervisors who (a) were in the age range of 46 to 55, (b) were female, (c) spent 35 to 90 minutes a week with supervisees, and (d) had 16 to 20 years as a supervisor. This study supports prior research by Hunt and others which states that higher conceptual level supervisors are more able to adapt styles and are more flexible and creative.

Pages

151

To access this thesis/dissertation you must have a valid pacific.edu email address and log-in to Scholarly Commons.

Find in ProQuest

Share

COinS

If you are the author and would like to grant permission to make your work openly accessible, please email