Peer Supervision

Abstract

The purpose of this study was to investigate perceptions of school-based managers and educators regarding the link between of peer supervision model teacher development and quality of teaching through teamwork. A mixed method approach characterised by the explanatory sequential design addressed the research questions. Three hundred and one randomly selected participants in 15 districts of the Gauteng province responded to the quantitative phase in form of questionnaires. Three conveniently selected focus group interviews each comprising of 10 purposefully selected school-based managers and educators represented the quantitative results. The findings indicated that school-management team strongly believe that the peer supervision model is a possible tool for improving quality of teaching. In contrast, the South African peer evaluation approach was found to lack teamwork during the evaluation process. It is therefore recommended that peer supervision should be introduced in South African schools to enhance the implementation of the current performance supervision system.