INSTRUMENT FOR RESEARCH ON TEACHERS' PROFESSIONAL WELL-BEING (EN/US)

Dear Teacher,

We invite you to participate in a survey on the Professional Well-Being of teachers. This questionnaire is part of the project Teaching To Be which includes eight European countries. The data analysis will be conducted with all participating countries and aims to suggest some recommendations based on the evidence from this research.

We hope this research will make a significant contribution and enhance the dignity and credibility of teachers at an international level.

This research respects and guarantees ethical principles of anonymity and confidentiality. You should not indicate your name, school, or any other information that would allow identification of yourself or the institution you work for.

This research is quantitative in nature and the data will be statistically analyzed.

Completing the questionnaire will take approximately 10 to 15 minutes.

INSTRUMENT FOR RESEARCH ON TEACHERS' PROFESSIONAL WELL-BEING (EN/US)

Questionnaire results are available only to the author

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How certain are you that you can explain key topics in your subjects so that even low-performing students understand the content?

How certain are you that you can answer students' questions so they comprehend difficult issues?

How certain are you that you can provide guidance and instructions that are understood by all students regardless of their abilities?

How certain are you that you can explain subject matters so that the majority of students grasp the basic principles?

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How certain are you that you can organize the lessons to adapt the instruction and tasks to the individual needs of students?

How certain are you that you can provide realistic challenges to all students, even in a class with mixed abilities?

How certain are you that you can adapt the instructions to the needs of low-performing students while still addressing the needs of other students in the class?

How certain are you that you can organize the work to implement diversified tasks based on the different performance levels of students?

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How certain are you that you can make all students in the class diligently complete their school tasks?

How certain are you that you can spark the desire to learn even in low-performing students?

How certain are you that you can encourage students to do their best, even when solving difficult problems?

How certain are you that you can motivate students who show less interest in school tasks?

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How certain are you that you can maintain discipline in any class or group of students?

How certain are you that you can manage even the most aggressive students?

How certain are you that you can get students with behavioral problems to comply with classroom rules?

How certain are you that you can ensure that all students behave politely and respect the teachers?

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How certain are you that you can cooperate well with most parents?

How certain are you that you can find appropriate solutions to manage conflicts of interest with other teachers?

How certain are you that you can constructively collaborate with parents of students with behavioral issues?

How certain are you that you can effectively and constructively cooperate with other teachers, for example, in multidisciplinary teams?

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In my work, I feel very energetic.

I am enthusiastic about my work.

I feel happy when I work intensely.

In my work, I feel strong and energetic.

My work inspires me.

I feel immersed in my work.

When I wake up in the morning, I like going to work.

I take pride in the work I do.

I feel excited when I am working.

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Lesson preparation must be done outside of working hours.

Life at school is hectic, and there is no time to rest and recover.

Meetings, administrative, and bureaucratic work take up much of the time that should be used for preparing lessons.

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Cooperation with the school management bodies is characterized by trust and mutual respect.

In educational matters, I can always seek help and advice from the school management bodies.

If problems arise with students or parents, I find support and understanding from the school management bodies.

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I am overwhelmed with work (EXA).

I feel unmotivated to work and feel like I want to quit my job (CET).

I usually sleep poorly due to work circumstances (EXA).

I often question the value of my work (INA).

I feel I have less and less to give (CET).

Expectations for my work and performance have diminished (INA).

I feel a constant weight of guilt because my work forces me to neglect my friends and relatives (EXA).

I feel I am losing interest in my students and colleagues (CET).

I used to feel more valued at work (INA).

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I have significant influence over my work.

In my daily practice, I feel free to choose the teaching methods and strategies.

I have a high degree of freedom to conduct teaching in the way I see fit.

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Do you feel encouraged by the school management bodies to participate in important decisions?

Do you feel encouraged by the school management bodies to express yourself when you have a differing opinion?

Do the school management bodies support the development of your skills?

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In the last month, how often did you feel upset due to something that happened unexpectedly?

In the last month, how often did you feel you could not control important things in your life?

In the last month, how often did you feel nervous and "stressed"?

In the last month, how often did you feel confident in your ability to handle personal problems?

In the last month, how often did you feel that things were going the way you wanted?

In the last month, how often did you feel you could not handle everything you had to do?

In the last month, how often did you manage to control irritations in your life?

In the last month, how often did you feel you had everything under control?

In the last month, how often did you get upset over something outside your control?

In the last month, how often did you feel like difficulties were piling up to the point that you could not overcome them?

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I tend to recover quickly after tough times.

I have difficulty overcoming complicated events.

I do not take long to recover from a complicated event.

I have difficulty returning to normal when something goes wrong.

I get through tough times without any problem.

I take time to overcome setbacks in my life.

INSTRUMENT FOR RESEARCH ON TEACHERS' PROFESSIONAL WELL-BEING (EN/US)

Enter your code here ✪

TEACHER PROFESSIONAL SELF-EFFICACY Instruction/Teaching ✪

TEACHER PROFESSIONAL SELF-EFFICACY Adapting Instructions/Teaching to Individual Needs ✪

TEACHER PROFESSIONAL SELF-EFFICACY Motivating Students ✪

TEACHER PROFESSIONAL SELF-EFFICACY Maintaining Discipline ✪

TEACHER PROFESSIONAL SELF-EFFICACY Cooperating with Colleagues and Parents ✪

TEACHER PROFESSIONAL ENGAGEMENT ✪

INTENTIONS TO LEAVE THE TEACHING PROFESSION ✪

TEACHER TIME PRESSURE AND WORKLOAD ✪

SUPPORT FROM SCHOOL MANAGEMENT BODIES ✪

TEACHER RELATIONSHIPS WITH COLLEAGUES ✪

TEACHER BURNOUT ✪

TEACHER WORK AUTONOMY ✪

EMPOWERMENT OF TEACHER BY SCHOOL MANAGEMENT BODIES ✪

PERCEIVED STRESS BY TEACHERS ✪

TEACHER RESILIENCE ✪

TEACHER JOB SATISFACTION ✪

TEACHER SELF-PERCEPTION OF HEALTH ✪

Gender

Other

Age Group

Academic Qualifications

Other

Years of service as a teacher

Years of service in current school

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I often think about leaving teaching.

My goal is to look for another job next year.

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I can always get help from my colleagues.

The relationships among colleagues in this school are characterized by friendship and mutual care.

Teachers in this school help and support each other.