Abstract
The value of a teacher depends, among others, on their ability to transfer information from the scientific level to that of the efficient reception and understanding of each beneficiary of education, depending on individual features and age.
The present study investigates the teachers’ and students’ beliefs and visions about student behaviour management.
Starting from the assumption that the identification of the line between formative supervision vs punitive supervision or between formative supervision vs the absence of supervision is a sensitive issue, the present study analyses these forms of supervision in order to provide support for high quality professional development and training.