Iranian Journal of Educational Sociology 2645-3460 8 Serial Number 8-4 2025 12 05 Peer-Teacher-Based Educational Supervision (A Local Model for Sama Schools in Hormozgan Province) Peer-Teacher-Based Educational Supervision (A Local Model for Sama Schools in Hormozgan Province) 1 13 10.61838/cg2dxe05 EN Journal Article 2025 06 04 <p><strong>Purpose: </strong>The objective of this study was to design and validate a localized peer-based educational supervision model that enhances teacher professional development and instructional quality through collaborative, reflective, and voluntary processes.</p> <p><strong>Methods and Materials: </strong>This research employed a qualitative, applied design conducted in the field. The statistical population consisted of 22 experts specializing in educational supervision and teacher professional development. Participants were selected through purposive and snowball sampling to ensure relevant expertise. Data were collected using semi-structured interviews, which allowed participants to share experiences and perspectives on peer-based supervision. The interviews continued until theoretical saturation was achieved. Data analysis followed Braun and Clarke’s thematic analysis approach, supported by the use of MaxQDA 2024 software, enabling the identification of primary codes, secondary concepts, and overarching themes. Rigor and trustworthiness were maintained through iterative coding, peer review, and validation of themes against the dataset.</p> <p><strong>Findings: </strong>The analysis revealed eight interrelated dimensions as the foundation of the localized model: experience sharing, voluntary participation, supportive climate and collaboration, mutual learning and problem-solving, strategic skill and reflection on experiences, continuous and rotational feedback, professional development, and justice and balance. Voluntary participation (16.79%) and continuous and rotational feedback (16.03%) were identified as the most prominent components, followed by strategic skill and reflection (12.98%) and mutual learning and collaboration (11.45%). These findings emphasize that peer supervision is effective when embedded in reciprocal, voluntary, and equitable professional communities that encourage iterative feedback and reflective practice.</p> <p><strong>Conclusion: </strong>Peer-based educational supervision represents a transformative approach to teacher development, balancing accountability with empowerment and fostering collaborative professional learning. The identified model offers a comprehensive framework adaptable to local educational contexts, contributing to sustainable professional growth and enhanced instructional quality.</p> https://qijes.com/index.php/ijes/article/download/1401/1420