Teacher Morale as a Function of Perceived Supervisor Behavioral Style

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Abstract
This study focused on the possible relationship that might develop between the manner in which a teacher perceives his supervisor’s behavior and teacher morale. Two hundred and ten in-service teachers responded to two instruments. The first asked them to describe their supervisor’s behavior in terms of an adaptation of Flanders’ direct-indirect categories. The second was an incomplete-sentence morale test used by Suehr. The data were analyzed by use of analysis of variance. Results indicated that differences in perceived supervisor behavioral style were related to differential morale scores in a statistically significant manner.

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