TOO LITTLE, TOO LATE - THE SUPERVISION OF MAINE RESOURCE ROOM TEACHERS

This study surveyed Maine resource room teachers about the supervision they receive and its perceived relationship to beneficial outcomes. Most resource room teachers receive very little or no supervision, and the supervision they do receive often does not address their teaching practices. These teachers, however, regard their supervisory contacts as beneficial. Findings strengthen the belief that more supervisory interventions of certain kinds might enhance resource room teachers’ sense of efficacy, their work satisfaction, and their longevity as teachers. © 1991, SAGE Publications. All rights reserved.