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

This study investigates classroom teachers' understanding, use, and experiences of peer supervision within schools in England, focusing on its role in professional development and psychological wellbeing. Peer supervision, defined as a collaborative process where teachers of similar experience reflect on teaching practice and systemic contexts without a senior supervisor, was found to be infrequently practiced, with only 3.4% of surveyed teachers reporting engagement. Teachers who participated in peer supervision reported statistically higher wellbeing scores and valued it as a flexible, supportive space for problem-solving, reflection, and emotional validation, though preferences varied regarding structure, group composition, and leadership presence. The study highlights challenges such as stigma linked to supervision, power dynamics, and logistical barriers, and proposes a flexible Peer Supervision Framework for Teachers to guide implementation without requiring external facilitators. These findings provide a foundation for further research and practical development aimed at embedding peer supervision to support teacher wellbeing and professional growth in England.