Determining the Current Status and Ranking of Indigenous Components of Peer Teacher–Based Educational Supervision in SAMA Schools of Hormozgan Province
Keywords:
Educational supervision, peer teacher, SAMA schoolsAbstract
This study aimed to determine the current status and rank the indigenous components of peer teacher–based educational supervision in SAMA schools of Hormozgan Province. This applied quantitative study employed a descriptive–analytical, survey–correlational design. The statistical population included all teachers of SAMA schools in Hormozgan Province during the 2023–2024 academic year (N=270), from whom 158 participants were selected using the Morgan table and convenience sampling. Data were collected through a researcher-made questionnaire comprising 8 components and 24 items on a five-point Likert scale, with confirmed validity and reliability. Data analysis was conducted using one-sample t-tests, confirmatory factor analysis, and Friedman ranking test in SPSS-V27 and SmartPLS-V3. One-sample t-test results indicated that the overall mean and all components of peer-based educational supervision were significantly higher than the criterion value of 3 (p<0.001), demonstrating a desirable current status. Friedman test results revealed a significant difference among component rankings (χ²=4.241, p=0.008), with “supportive climate and collaboration” ranked highest and “strategic skills and reflection on experiences” ranked lowest. Peer teacher–based educational supervision in SAMA schools of Hormozgan Province is in a favorable condition; however, enhancing teachers’ strategic and reflective skills may further strengthen the effectiveness of this supervision approach.
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Copyright (c) 2025 Azita Nomani (Author); Baharak Shirzadkebria; Parinaz Banisi, Yalda Delghoshaei (Author)
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