specifically speaking, instructional supervision has been developing, reflecting the characteristics of the times and society. Recently due to the rapid change of the society, the school-based management and school supervision has been emphasized. Even though supervision develops unfolding the problems the society faces, general trends and development directions can be elicited. The general trends of supervision are (1) shift from individual to group focus, (2) shift from preoccupation with inspection and evaluation toward a function of facilitating growth, (3) shift from a micro to a macroconceptualization of supervisory context, (4) emphasis on creating community, both within the school and with the larger community which the school serves. The issues in supervision are (1) simplistic solution to dilemmas, (2) reintegration with curriculum, (3) recognition as a profession, (4) methodological rigor, (5) moral foundation. Traditional persistent questions such as the effect of supervision on student achievement, the factors related to supervisory efficacy, comparison of suppervision models, and innovative research questions such as the use of new inquiry methods, historical examination of issues of diversity, the effect of the knowledge, skills and attitudes of the supervisee on supervision, the effect of the managerial/organizational theories from the field of business on supervision and so forth should be explored using not only qualitative method but also qualitative method. But most of all a moral and ethical center as a foundation for assessing roles, responsibilities, programs, and achievements of school supervision is urgently needed. Without moral foundation of education, little guidance exists for determining what supervisors and supervision programs should be doing or accomplishing. And democracy as educative hope can be the moral foundation for supervision. The field of supervision must dedicate itself to the incessant struggle of making schools the center of democratic inquiry.