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A mixed methods exploration of teachers' experiences of peer supervision within schools in England.

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Title: A mixed methods exploration of teachers' experiences of peer supervision within schools in England.
Authors: Doyle, Mick (AUTHOR), Browne, Browne (AUTHOR)
Source: Educational & Child Psychology. Sep2025, Vol. 42 Issue 3, p143-162. 20p.
Subjects: Teacher collaboration, Well-being, Teaching methods, Mixed methods research, School environment, Qualitative research, Career development
Geographic Terms: England
Abstract: Aims: This study aimed to explore teachers' views on the definition and use of peer supervision, its role in supporting professional development, and its impact on psychological wellbeing. Method: An explanatory, sequential mixed-methods design (quan → QUAL) was adopted. Data were collected through a small-scale scoping questionnaire (N=68) and semi-structured interviews (N=6) to understand teachers' experiences. Descriptive statistics, inferential statistical tests, and thematic analysis were used to analyse the data. Findings: Most teachers lacked access to peer supervision. Where it was adopted, peer supervision was found to support continuous professional development, problem-solving, and showed statistically significant differences in psychological wellbeing between teachers who had received supervision and those who had not. Confidence in self-reflection varied, with some preferring direct observation before peer supervision. Teachers appreciated the opportunity to share and validate difficult experiences in a safe, supportive environment, especially in unstructured, voluntary models without senior staff or external leaders. Limitations: The voluntary sample may have reflected a possible knowledge bias in favour of teachers who have a greater familiarity with peer supervision. Furthermore, the cross-sectional approach adopted in the quantitative phase should be interpreted with limited explanatory power beyond the study period. Although these results provide a valuable snapshot of teachers' experiences, caution should be exercised when attempting to generalise the results further. Conclusion: The findings of this study lay the foundations for further research driven by teachers in schools and calls for the development of a practice framework for peer supervision that could benefit a wider group of teachers within England. [ABSTRACT FROM AUTHOR]
Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: A mixed methods exploration of teachers' experiences of peer supervision within schools in England.
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  Data: <searchLink fieldCode="AR" term="%22Doyle%2C+Mick%22">Doyle, Mick</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Browne%2C+Browne%22">Browne, Browne</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Educational+%26+Child+Psychology%22">Educational & Child Psychology</searchLink>. Sep2025, Vol. 42 Issue 3, p143-162. 20p.
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  Data: <searchLink fieldCode="DE" term="%22Teacher+collaboration%22">Teacher collaboration</searchLink><br /><searchLink fieldCode="DE" term="%22Well-being%22">Well-being</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Mixed+methods+research%22">Mixed methods research</searchLink><br /><searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22England%22">England</searchLink>
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  Data: Aims: This study aimed to explore teachers' views on the definition and use of peer supervision, its role in supporting professional development, and its impact on psychological wellbeing. Method: An explanatory, sequential mixed-methods design (quan → QUAL) was adopted. Data were collected through a small-scale scoping questionnaire (N=68) and semi-structured interviews (N=6) to understand teachers' experiences. Descriptive statistics, inferential statistical tests, and thematic analysis were used to analyse the data. Findings: Most teachers lacked access to peer supervision. Where it was adopted, peer supervision was found to support continuous professional development, problem-solving, and showed statistically significant differences in psychological wellbeing between teachers who had received supervision and those who had not. Confidence in self-reflection varied, with some preferring direct observation before peer supervision. Teachers appreciated the opportunity to share and validate difficult experiences in a safe, supportive environment, especially in unstructured, voluntary models without senior staff or external leaders. Limitations: The voluntary sample may have reflected a possible knowledge bias in favour of teachers who have a greater familiarity with peer supervision. Furthermore, the cross-sectional approach adopted in the quantitative phase should be interpreted with limited explanatory power beyond the study period. Although these results provide a valuable snapshot of teachers' experiences, caution should be exercised when attempting to generalise the results further. Conclusion: The findings of this study lay the foundations for further research driven by teachers in schools and calls for the development of a practice framework for peer supervision that could benefit a wider group of teachers within England. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.53841/bpsecp.2025.42.3.143
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        Text: English
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      – SubjectFull: Teaching methods
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      – SubjectFull: School environment
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              M: 09
              Text: Sep2025
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