Teacher Wellbeing Questionnaire – Teaching to Be Project - post A and B

INFORMED CONSENT FOR RESEARCH AND AUTHORIZATION FOR THE PROCESSING OF

PERSONAL DATA

Dear teacher,

We ask you to complete the following questionnaire, proposed within the European Erasmus+ project "Teaching to Be: Supporting Teacher’s Professional Growth and Wellbeing in the Field of Social and Emotional Learning", co-financed by the European Commission. The central theme of the project is the professional wellbeing of teachers. In addition to the University of Milan-Bicocca (Italy), the project involves Lithuania, Latvia, Norway, Portugal, Spain, Austria, and Slovenia.

We invite you to answer the questions in the questionnaire as sincerely as possible. Data will be collected and analyzed in an anonymous and aggregated form to protect the privacy of participants. The processing of personal data, sensitive data, and information collected during the study will be guided by the principles of fairness, lawfulness, transparency, and confidentiality (pursuant to Legislative Decree No. 196 of June 30, 2003, Article 13, as well as the Authorizations of the Guarantor for the protection of personal data, respectively, No. 2/2014 regarding the processing of data suitable to reveal health status, in particular, art. 1, paragraph 1.2 letter a) and No. 9/2014 regarding the processing of personal data carried out for scientific research purposes, in particular, arts. 5, 6, 7, 8; art. 7 of Legislative Decree No. 196 of June 30, 2003, and the European Regulation on Privacy 679/2016).

Participation in filling out the questionnaires is voluntary; moreover, if you change your mind at any time, you can withdraw your consent to participate without needing to provide any explanation.

Thank you for your cooperation.

Scientific Responsible and Data Processing Officer of the project for Italy

Prof. Veronica Ornaghi - University of Milan-Bicocca, Milan, Italy

Email: [email protected]

Teacher Wellbeing Questionnaire – Teaching to Be Project - post A and B

Results are available only to the author

I CONSENTI DO NOT CONSENT

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1. Being able to engage all students even in classes composed of students with different abilities

2. Explaining the main topics of your subject so that even students who perform poorly in school can understand them

3. Working well with most parents

4. Organizing schoolwork in a way that adapts teaching to individual needs

5. Ensuring that all students work hard in class

6. Finding appropriate solutions to resolve any conflicts with other teachers

7. Providing good training and good teaching for all students, regardless of their abilities

8. Collaborating constructively with the families of students with behavioral problems

9. Adapting teaching to the needs of students with low abilities while also taking care of the needs of other students in the class

10. Maintaining discipline in every class or group of students

11. Answering students' questions so that they understand difficult problems

12. Being able to have students follow the class rules even those with behavioral issues

13. Being able to get students to perform to the best of their ability even when working on difficult problems

14. Explaining topics in such a way that most students understand the basic principles

15. Managing even the most aggressive students

16. Awakening the desire to learn even in students with the lowest performance

17. Being able to make all students behave politely and respect their teacher

18. Motivating students who show low interest in school activities

19. Cooperating effectively and constructively with other teachers (e.g., in teacher teams)

20. Organizing teaching so that both students with low abilities and those with high abilities work on appropriate tasks in class

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1. In my work, I feel full of energy

2. In my work, I feel strong and vigorous

3. I am enthusiastic about my work

4. My work inspires me

5. In the morning, when I wake up, I want to go to work

6. I feel happy when I work intensely

7. I am proud of the work I do

8. I am immersed in my work

9. I get completely absorbed when I work

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1. Often lessons must be prepared after working hours

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

3. Meetings, administrative work, and bureaucracy take up most of the time that should instead be dedicated to lesson preparation

4. Teachers are overloaded with work

5. To provide quality teaching, teachers should have more time to dedicate to students and lesson preparation

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1. Collaboration with the school principal is characterized by mutual respect and trust

2. In educational matters, I can always ask for help and support from the school principal

3. If problems arise with students or parents, I receive support and understanding from the school principal

4. The school principal gives me clear and specific messages regarding the direction in which the school is moving

5. When a decision is made at school, the school principal adheres to it accordingly

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1. I can always get valid help from my colleagues

2. Relationships among colleagues at this school are characterized by friendliness and mutual consideration

3. Teachers at this school help and support each other

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1. I feel overloaded with work

2. I feel discouraged at work and think I want to leave it

3. I often sleep poorly due to work-related worries

4. I frequently ask myself what value my work has

5. I feel I have less and less to give

6. My expectations regarding my work and performance have decreased over time

7. I constantly feel inadequate with my conscience because my work forces me to neglect friends and family

8. I feel I am gradually losing interest in my students and colleagues

9. Honestly, at the beginning of my career, I felt more valued

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1. I have a good degree of autonomy in my work

2. In my work, I am free to choose which methods and teaching strategies to adopt

3. I have a lot of freedom to conduct the teaching activities in the way I consider most appropriate

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1. Does the principal encourage you to participate in important decision-making?

2. Does the principal encourage you to express your opinion when it differs from others?

3. Does the principal help you develop your skills?

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1. In the last month, how often have you felt overwhelmed due to something unexpected happening?

2. In the last month, how often have you felt unable to have control over the important things in your life?

3. In the last month, how often have you felt nervous or "stressed"?

4. In the last month, how often have you felt confident in your ability to manage your personal problems?

5. In the last month, how often have you felt that things were going as you said they would?

6. In the last month, how often have you felt unable to keep up with everything you needed to do?

7. In the last month, how often have you felt able to control what irritates you in your life?

8. In the last month, how often have you felt you were mastering the situation?

9. In the last month, how often have you been angry about things that were beyond your control?

10. In the last month, how often have you felt that difficulties were accumulating to a point that you could not overcome them?

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1. I tend to bounce back quickly after a difficult period

2. I have difficulty overcoming stressful events

3. It does not take me long to recover from a stressful event

4. It is difficult for me to recover when something bad happens

5. I usually face difficult times easily

6. I tend to take a long time to overcome setbacks in my life

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1. I often get angry in class and don’t understand why

2. It’s easy for me to tell people how I feel

3. I appreciate individual and group differences (e.g., cultural, linguistic, socioeconomic, etc.)

4. I know how my emotional expressions influence my interactions with students

5. I pay attention to the emotions of the school staff at my school

6. I strive to ensure that my teachings are culturally sensitive

7. I feel comfortable talking to parents

8. In conflict situations with school staff, I can effectively negotiate solutions

9. I am aware of how all my students feel

10. I think before I act

11. I almost always consider ethical and legal factors before making a decision

12. I consider my students' well-being when making decisions

13. My students' safety is an important factor in the decisions I make

14. Staff members seek my advice when they need to solve a problem

15. I almost always remain calm when a student makes me angry

16. I know how to manage my emotions and feelings in a healthy way

17. I stay calm when I face a student's misbehavior

18. I often get angry when students provoke me

19. I create a sense of community in my class

20. I have a close relationship with my students

21. I build positive relationships with my students' families

22. Staff members at my school respect me

23. I am good at understanding how my students feel

24. It is very difficult for me to build relationships with students

25. Students come to me if they have problems

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1. I have completed the video game

2. I found all the content of the video game helpful for my professional wellbeing

3. I discussed my thoughts and reflections on the video game's content with colleagues at school

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1. I read and completed all the activities in the Workbook while playing the video game

2. I found all the activities in the Workbook useful for my professional wellbeing

3. I discussed my thoughts and reflections on the Workbook activities with colleagues at school

NoYes

Teacher Wellbeing Questionnaire – Teaching to Be Project - post A and B

INFORMED CONSENT EXPRESSION AND AUTHORIZATION FOR THE PROCESSING OF PERSONAL DATA ✪

To protect your privacy, we ask you to enter the code assigned to you. Please enter the code. ✪

Please enter the code again. ✪

1. PROFESSIONAL SELF-EFFICACY ✪

2. WORK ENGAGEMENT ✪

3. INTENTION TO CHANGE JOB ✪

4. PRESSURE AND WORKLOAD ✪

5. SUPPORT FROM THE SCHOOL PRINCIPAL ✪

6. RELATIONSHIP WITH COLLEAGUES ✪

7. BURNOUT ✪

8. WORK AUTONOMY ✪

9. ENCOURAGEMENT FROM THE SCHOOL PRINCIPAL ✪

10. PERCEIVED STRESS ✪

11. RESILIENCE ✪

12. JOB SATISFACTION: I am satisfied with my job ✪

13. PERCEIVED HEALTH: Generally, I would describe my health as … ✪

14 SOCIO-EMOTIONAL COMPETENCIES ✪

15 ONLINE WELLBEING COURSE - VIDEO GAME ✪

2. What positive aspects or benefits have you gained from playing the video game? (up to a maximum of 3)

3. What negative aspects or disadvantages have you identified in the video game? (up to a maximum of 3)

16 ONLINE WELLBEING COURSE - WORKBOOK ✪

2. What positive aspects or benefits have you gained from completing the Workbook activities? (up to a maximum of 3)

3. What negative aspects or disadvantages have you identified in the Workbook? (up to a maximum of 3)

LIFE EVENTS. 1. In the last month, have you faced difficult life events (e.g., covid-19, divorce, loss of a loved one, serious illness)? ✪

If yes, please specify

LIFE EVENTS 2. In the last month, have you adopted particular strategies to improve your wellbeing or reduce stress (yoga, meditation, etc.) ✪

If yes, specify

IDENTIFICATION CARD: Gender (select an option) ✪

IDENTIFICATION CARD: Age ✪

IDENTIFICATION CARD: Degree (select an option) ✪

Specify: Other

IDENTIFICATION SHEET: Years of experience as a teacher ✪

IDENTIFICATION CARD: Years of experience as a teacher in the institution where he/she currently works ✪

IDENTIFICATION CARD: Current job position (select an option) ✪

Thank you for completing the questionnaire. If you would like to leave comments, you can do so in the box below.

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1. I often think about leaving this Institution

2. I intend to look for a new job in the next year