Examining the Dimensions and Indigenous Components of Peer-Based Educational Supervision
Keywords:
Peer teacher, Educational supervision, Indigenous componentsAbstract
This study aimed to identify and explain the dimensions and indigenous components of peer-based educational supervision within the Iranian educational system. The research employed an exploratory mixed-method design with an applied purpose. The qualitative phase involved 22 educational supervision experts selected purposively using the snowball technique. The quantitative phase included 183 teachers from Sama schools in Hormozgan Province, surveyed through a census method. Data were collected via semi-structured interviews and a researcher-made questionnaire. Qualitative data were analyzed using Braun and Clarke’s thematic analysis approach in MAXQDA2024, while quantitative data were examined using a one-sample t-test and Friedman ranking test in SPSS. The findings revealed eight core components of peer-based educational supervision in the indigenous model: experience sharing, voluntary participation, supportive and collaborative climate, mutual learning and problem-solving, strategic skills and reflective practice, continuous and rotational feedback, professional development, and fairness and balance. One-sample t-test results showed that all components scored significantly higher than the benchmark value of 3, indicating a desirable condition. According to Friedman’s test, the “supportive and collaborative climate” ranked first (M=4.75), and “strategic skills and reflective practice” ranked last (M=4.34). The results indicate that the indigenous model of peer-based educational supervision possesses strong theoretical and empirical grounding and can be effectively implemented at various levels of the education system to enhance teachers’ professional development and instructional quality
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Copyright (c) 2025 Azita Nomani (Author); Baharak Shirzadkebria; Parinaz Banisi, Yalda Delghoshaei (Author)
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