Ⅰ. Supervision in education which is performed by interaction between supesvisors and teachers, is important more in its helping function than in its management function. The writer think, it is most important that supervisors motivate teachers to aspire to work, to endeavour for teaching, and to study for themselves. So the writer was going to study supervision in connection with motivation theory, particularly Herzberg’s Motivation - Hygiene theory. Man is motivated to work by his endless needs and Maslow has suggested need hierarchy theory based on this human needs. By his theory, when the lowest order needs in the hierarchy is satisfied, a higher-order need appears, and since it has greater potency at the time, this higher-order need causes the individual to attempt to satisfy it. Herzberg has been able to conceptualize the difference between motivational and hygienic factors based on Maslow’s pyramidal or hierarchical notions about individual needs. He observed that job factors which resulted in satisfaction were directly related to the work itself and job factors which resulted in dissatisfaction tended to be related to. the environment of work. His motivational factors were those favorable things happening in the course of work that spur men on to higher achievement. They were achievement, recognition, responsibility, growth, and advancement, His hygienic factors were unfavorable things. They were found as pay, benefits, and behavior of supervisors. Those factors all were background factors. So they were called hygienic factors compared to the principles of medical hygiene. Ⅱ. Major questions in this parper were as follows. ⑴ What are the teacher’s satisfaction, and dissatisfaction factors in supervision? ⑵ Will Herzberg’s theory be supported in supervision, too? ⑶ At which level will teachers be satisfied and dissatisfied in their needs? (4) Are there any differences between Korean teachers’ needs and American, teachers’ in supervision? The writer asked 208 practicing teachers to write open-endedtype questionaire about situation which they were satisfied or dissatisfied at the highest level in supervision through their whole teaching experiences. Ⅲ. The results from analysis data were as follows. ⑴ Satisfaction factors were ① need for teaching achievement to be recognized (17%), ② need to have personal and professioal potential recognized (16%), ③ need for sincere appraisal and help(24%), ④ and need for interpersonal warmth (22%), Dissatisfaction factors were ① need to avoid punishment(l5%), ② need for fair play(11%), ③ need for trust(6%), ④ need for support in decision about students or parents(14%) , ⑤ need for consideration (10%), ⑥ need to be appreciated(8%), ⑦ need for help(20%), ⑧ and need to be treated like an adult(15%). ⑵ Herzberg’s theory tended to, be supported. ⑶ Teachers were satisfied at 48.73% level and dissatisfied. at 45. 22 % level in their needs level, if there were 100% level satisfaction or dissatisfaction. ⑷ Korean teachers’ needs in supervision were different from American teachers. Ⅳ. This study is concluded as next four. First, to improve supervision, we must make an effort to eliminate dissatisfaction factors appeared in this study, at the same time we, must motivate teachers by satisiaction factors abstracted here. Second, we can apply Herzberg’s theory into supervision in education because his theory was tend to be supported in this paper. Third, even if when teachers were satisfied at the highest level of their needs in supervision, because they were satisfied at 48.73% level, we must satisfy their rest needs level. Fourth, because differences between Korean teachers’ needs and American teachers’ were found, we, educational administration students educational administarators and supervisors must research and develop the supervision theory based on Korean reality.