Differences in first-year (N=50), fifth-year (N=49) and former ( N = 3 0 ) teachers on measures of efficacy, ego development, and problem solving were analyzed. The three groups were graduates from the same university who responded to a written survey. ANOVA was used for each variable across all groups, with an alpha level of .05, and the Schefle multiple range test was used to determine significance between groups. On measures of efficacy and ego development, both first-year and fifth-year teachers scored significantly higher than former teachers, but did not differ from each other. There were no significant differences among the groups on the measure of problem solving.

Two studies are reported that were designed to determine if teachers and supervisors discriminate among three different types of direct supervisory communication (information only, information with suggestions, and information with directives) in instructional improvement conferences. Thirty teachers in the first study and 133 supervisors in the second study were randomly assigned to three experimental groups according to the Latin Squares design. Each experimental group viewed videotapes that simulated supervisory conferences. Each conference differed according to degree of informational versus controlling language. Subjects' perceptions of supportiveness, authenticity, loyalty, trust, and productivity were measured after each conference. Data were analyzed using a repeated measures analysis of covariance with a priori orthogonal comparisons. Differences in perceptions toward the three conferences were found for every measure among both teachers and supervisors. The order of preference for both groups was as follows: the conference offering information with suggestions was rated highest, information only was favored next, and information with directives was favored least. Findings are discussed in terms of communication theory along with implications for supervision and future research.

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