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. |
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| 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] |
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| Database: | Psychology and Behavioral Sciences Collection |
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