An Exploration of Teachers’ Perceptions and Experiences of Peer Supervision

Recent increases in teacher turnover have been linked to higher levels of stress, burnout and lower levels of psychological wellbeing within the workforce. Although models of peer supervision are widely used in health professions, there is a significant research gap in relation to teachers' perceptions of and access to peer supervision in UK schools. The aim of this study was to explore teachers’ views on how peer supervision is defined and used, how it can help teachers to support their professional development and promote their psychological wellbeing. An explanatory, sequential mixed-methods design was chosen (quan → QUAL). A scoping questionnaire (n = 68) and semi-structured interviews (n = 6) were conducted to capture the current context of classroom teachers’ perceptions and experiences of peer supervision. Data were analysed using descriptive statistics, inferential statistical tests, and thematic analysis. The findings showed that most teachers do not have access to peer supervision in school and that those who use supervision have more additional responsibilities. The findings highlighted the benefits in supporting continuous professional development, problem solving and showed statistically significant differences in psychological wellbeing between teachers who had received supervision and those who had not. Teachers indicated varying levels of confidence in reflecting on their own practice; some still preferred to be observed directly prior to peer supervision. Peer supervision provided the opportunity to share, review and validate difficult experiences in a safe and supportive environment. However, this was most comfortable when the models were unstructured and voluntary, did not involve senior staff and were not led by external professionals. The findings of this study lay the foundations for further research driven by teachers in schools and call for the development of a practice framework for peer supervision that could benefit a wider group of teachers in the UK.