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

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.