INSTRUMENT OF RESEARCH ON TEACHERS' PROFESSIONAL WELL-BEING

Dear Teacher,

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

We hope this research makes a significant contribution and reinforces 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 other information that would allow identification of you or the institution you work for.

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

Completing the questionnaire will take 10 to 15 minutes.

INSTRUMENT OF RESEARCH ON TEACHERS' PROFESSIONAL WELL-BEING

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 understand difficult problems?

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

How certain are you that you can explain subject matter issues so that most students understand the basic principles?

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How certain are you that you can organize work in such a way as to adapt 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 instruction to the needs of low-performing students while responding to the needs of other students in the class?

How certain are you that you can organize work to implement diversified tasks according to 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 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 help students 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 control even the most aggressive students?

How certain are you that you can ensure that students with behavioral issues follow classroom rules?

How certain are you that you can make all students behave politely and respect 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 suitable solutions to manage conflicts of interest with other teachers?

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

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

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At work, I feel very energetic.

I am enthusiastic about my work.

I feel happy when I work intensely.

At 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 to go to work.

I take pride in the work I do.

I feel enthusiastic when I am working.

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Preparing lessons should be done outside of working hours.

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

Meetings, administrative work, and bureaucracy take up a lot of the time that should be used for lesson preparation.

Teachers are overloaded with work.

To provide good teaching, a teacher needs more time to be with students and to prepare lessons.

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

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

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

The school's management bodies clearly indicate the direction and purpose of the school's development.

When a decision is made in the school, it is followed by the school's management bodies.

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I can always get help from my colleagues.

The relationships among colleagues in this school are characterized by friendship and concern for one another.

Teachers in this school help and support each other.

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I am overwhelmed with work (EXA).

I feel like I have no spirit to work and want to leave my job (CET).

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

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

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

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

I constantly feel guilty because my work forces me to neglect my friends and family (EXA).

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

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

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

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

Do the school's 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 that you couldn't 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 as you wanted?

In the last month, how often did you feel that you couldn't manage 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 that you had everything under control?

In the last month, how often did you feel irritated by something beyond your control?

In the last month, how often did you feel that difficulties were accumulating to the point where you couldn't overcome them?

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I tend to recover quickly after difficult times.

I have difficulty getting over complicated events.

I don't take long to recover from a complicated event.

I have difficulty returning to normal when something goes wrong.

I get through difficult times without problem.

I take time to overcome setbacks in my life.

INSTRUMENT OF RESEARCH ON TEACHERS' PROFESSIONAL WELL-BEING

TEACHER'S PROFESSIONAL SELF-EFFICACY Instruction/teaching ✪

TEACHER'S PROFESSIONAL SELF-EFFICACY Adapting instruction/teaching to individual needs ✪

TEACHER'S PROFESSIONAL SELF-EFFICACY Motivating students ✪

TEACHER'S PROFESSIONAL SELF-EFFICACY Maintaining discipline ✪

TEACHER'S PROFESSIONAL SELF-EFFICACY Cooperating with colleagues and parents ✪

TEACHER'S PROFESSIONAL ENGAGEMENT ✪

INTENTIONS TO LEAVE THE TEACHING PROFESSION ✪

TIME PRESSURE AND WORKLOAD OF TEACHERS ✪

SUPPORT FROM SCHOOL MANAGEMENT BODIES ✪

TEACHER'S RELATIONSHIP WITH COLLEAGUES ✪

TEACHER BURNOUT ✪

TEACHER WORK AUTONOMY ✪

EMPOWERING TEACHERS BY SCHOOL MANAGEMENT BODIES ✪

PERCEIVED STRESS BY THE TEACHER ✪

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 the current school

DEMOGRAPHY What religion do you most identify with?

Specify your ethnicity

Are you married?

What is your current position/status?

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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 have a significant influence on my work.

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

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