This study is to analyze elementary school teachers\' recognition and demands on instructional supervision in order to investigate more efficient program of instructional supervision which is ultimately aimed for improving teachers\' teaching skills. To answer such questions, 360 teachers in 20 school, were selected-evenly distributed by gender, career, position, school establishment and questionnaired. The conclusions from the above results were as follows：First, person in charge of instructional supervision should draw up an institutional plan which can reflect teachers desire and opinion when planning instructional supervision. Second, person in charge of instructional supervision should foster permissive atmosphere with female teachers to be in rapport with, and should raise professional quality to make it possible to trust the process of instructional supervision. Third, it is necessary to take into consideration of opinions and features of newly appointed teachers with less than 5～15 year career for activating effects of instructional supervision. Fourth, in order to maximize efficacy of clinical supervision and to activate it, it is required to be performed going through discussions with the subject teacher. Fifth, it is required to consider the subject teacher\'s depositions and then suitable form of instructional supervision be applied. Sixth, appropriate assessment device should be developed so that continuous feedback can be possible.