In this study the correlational relationships among supervisory styles of science department heads, selected affective components of their science programs, and other personal and institutional variables were investigated. The author developed two discriminative, reliable and valid instruments: the Science Supervisory Style Inventory (SSSI) and the Science Teacher/Science Department Head Questionnaire (ST/SDH Q). The experimental population consisted of 78 science department heads and 138 science teachers in Massachusetts high schools. Supervisory style perceptions were successfully separated into three categories: (1) emphasizing institutional expectations (nomothetic style), (2) emphasizing individual expectations (idiographic style), and (3) shifting emphases situationally back-and-forth (transactional style). The major conclusions were (1) science teachers indicate strong negative feelings toward nomothetic department heads and strong positive feelings toward idiographic department heads, and (2) nomothetic department heads tend to be satisfied and idiographic department heads tend not to be satisfied. (Author/JR)