Dual Perspectives: How English Lecturers Perceive Peer and Supervisor Observations

This study aimed to elicit working English language lecturers’ perceptions of their peer and supervisor observations. Since a new researchers-made questionnaire was developed for this study, the reliability of the survey was measured through a pilot study with 20 lecturers before distributing the final version. Two Applied Linguists specialists worked on the statements to ensure validity. A comprehensive perception questionnaire was used and answered by 40 English language teachers from the Preparatory Studies Center. Moreover, all 21 items in a 5-point Likert scale in the questionnaire were analyzed individually to ensure the homogeneity of statements based on the reliability index through factor analysis. The results showed a high reliability index equal to Cronbach’s alpha 0.995. In addition, the study’s findings revealed that lecturers preferred peer observation more than supervisor observation, as it fosters professional development, increases the functionality of instructional techniques, and reduces observation anxiety. However, the results also showed that the supervisor’s observation process was more precise and transparent. The findings of this study are helpful for teachers, supervisors and organizations. For teachers, the preference for peer observation suggests that it can be an effective tool for professional development, enhancing instructional techniques, and reducing anxiety associated with evaluations. For supervisors, the study underscores the importance of maintaining clarity and transparency in the observation process, which can build trust and improve the overall effectiveness of evaluations. For organizations, these insights can inform the design and implementation of observation and evaluation systems, balancing the benefits of both peer and supervisor observations to create a more supportive and constructive environment for professional growth.