The purpose of this work is to understand the relationship between educational supervision practices (PEP) and teachers' attitudes towards the class visit (VC). The study showed that, firstly, PEPs favorable to the resolution of the object of VC such as the use of an observation grid known to teachers and the provision of relevant advice contribute to explaining the positive attitude teachers with regard to VC. Secondly, it showed that PEPs favorable to the satisfaction of the interpersonal relationship such as the involvement of teachers in the organization of VC, exchanges between supervisors and teachers before the activity and respect for practices in terms of interpersonal relationships contribute to explain the positive attitude of teachers towards VC. Third, research has shown that motivating PEPs such as respecting deadlines in information and transmission of VC reports, valuing teachers' successes, taking into account the context in criticism contribute to explaining the positive attitude teachers with regard to VC.