چکیده (انگلیسی):

This descriptive study assessed teachers' attitudes about their formative supervision and the
observational ability of principals through the constructs of teacher tenure status and gender. In
sum, 255 teachers responded to an online survey indicating teachers’ desired feedback focused
on classroom climate, student engagement, and instructional strategies. Results indicated no
discernible patterns in frequency and length to principals' formal and informal classroom
observations based on teachers' tenure status or gender. However, non-tenured teachers were
more willing to be observed and more positive about principals’ feedback than tenured teachers.
Non-tenured teachers were also significantly more positive about principals' feedback about
student engagement which led to these teachers feeling encouraged about principals'
observations. Female teachers were also more positive about principals’ observations and
feedback than male teachers; however, there were no significant differences between male and
female teachers on the constructs measured.