Supervision as a mechanism in teacher wellbeing: A Q-methodological study of school staff viewpoints

Abstract

AimsThe study aimed to explore the viewpoints held by school staff regarding the topic of supervision.RationaleDespite recognition of the potential benefits of supervision for school staff, supervision remains largely uncommon within schools. Barriers relating to terminology and potential connotations, suggest low uptake may in part relate to perceptions of supervision. Thus, it seems important to further understand how the topic of supervision is construed by school staff.MethodOnline Q-methodology was utilised. Twenty-one school staff members, working in a range of roles and settings, with varying experiences of supervision, completed a Q-sort activity and a post-sort questionnaire.FindingsTwo viewpoints were identified. Viewpoint 1 perceived supervision to be necessary, achievable within school resources, and of benefit to the whole-school system. Viewpoint 2 was more cautiously optimistic, perceiving barriers to implementation but highlighting the importance of embedding supervision within school systems.LimitationsThe viewpoints cannot be generalised, and the viewpoints identified in the current study are not exhaustive. Adaptations to the design, particularly relating to online Q-methodology, are suggested.ConclusionsThe findings reiterate the need to avoid a ‘one-size-fits-all’ approach to supervision and to develop a shared understanding and a culture of supervision in schools. To support Educational Psychologists developing, implementing, and evaluating supervision structures in schools, a Staff Supervision Development Protocol was developed.