Reconceptualising Collegial Supervision as a Mechanism for Teacher Professional Learning: A Systematic Review

This systematic review examines how collegial supervision is conceptualised and operationalised in schools, its reported relationship with teacher professional learning (TPL), the conditions shaping that relationship, and the limitations of the existing evidence. Following PRISMA 2020 guidelines, eight databases were searched for English-language scholarly publications published between 2010 and July 2026. Thirty-three sources met the eligibility criteria and were included following methodological appraisal. Practices were identified in the studies as coaching, mentoring, professional discussion, feedback, observation, and supervision. Professional development processes included professional identity, agency, teaching, learning, and reflection. Relationships and organisational factors were seen as potentially affecting the implementation of supervision. There was no evidence of an effect of peer supervision on TPL, nor of a distinct causal pathway. This review identified three characteristics of effective collegial supervision: attention to teaching practice, structured analysis of evidence within practice, and evidence-informed reflection and feedback. These characteristics set collegial supervision apart from broader forms of professional collaboration. This review also suggests a school leader-influenced framework that defines the organisational contexts in which collegial supervision can contribute to TPL.