TOOL FOR RESEARCH ON TEACHERS' PROFESSIONAL PSYCHOPHYSICAL WELL-BEING

Dear teachers,

We invite you to fill out a questionnaire about teachers' professional psychophysical well-being. This is a study about the everyday experiences in your professional life that you know and experience best. Your participation is essential for understanding why the situation in this area is as it is.

The questionnaire is part of the "Teaching to Be" project, which is taking place in eight European countries, making this study all the more important – we will be able to compare results and ultimately provide real recommendations based on evidence from research. We hope that this study will significantly contribute to strengthening the professional reputation of teachers at the international level.

The research is based on ethical principles of strict confidentiality and anonymity, so it is not necessary to provide names (of both teachers and schools) or other specific data that could reveal the identities of participating teachers and schools.

The research is quantitative: we will statistically analyze the data and summarize it.

Filling out the questionnaire will take you 10-15 minutes.

TOOL FOR RESEARCH ON TEACHERS' PROFESSIONAL PSYCHOPHYSICAL WELL-BEING

Questionnaire results are available only to the author

1	2	3	4	5	6	7
... explain the core topics of the subject in a way that even low-achieving students understand.

... answer students' questions in a way that they understand more difficult problems.

... provide good guidance and instructions for all students, regardless of their abilities.

... explain the content in a way that most students grasp the basic principles.

1	2	3	4	5	6	7
... organize schoolwork so that lessons and tasks are adapted to the individual needs of students.

... provide achievable challenges for all students, even in classes where students have different abilities.

... adjust teaching to the needs of students with lower abilities while also being attentive to the needs of other students in the class.

... organize classroom work so that students with lower and higher abilities tackle tasks adapted to their capabilities.

1	2	3	4	5	6	7
... prepare all students for hard work in class.

... ignite the desire to learn even among low-achieving students.

... prepare students to give their all even when facing bigger problems.

... motivate students who show less interest in schoolwork.

1	2	3	4	5	6	7
... maintain discipline in any class or group of students.

... supervise even the most aggressive students.

... prepare students with behavioral issues to follow class rules.

... get all students to behave politely and respectfully towards teachers.

1	2	3	4	5	6	7
... collaborate with most parents.

... find suitable solutions for conflicts with other teachers.

... work constructively with the parents of students who have behavioral issues.

... collaborate effectively and constructively with other teachers, such as in teaching teams.

0	1	2	3	4	5	6
I feel like I am "bursting" with energy at work.

I am enthusiastic about my work (job).

When I work intensely, I feel happy.

I feel strong and lively in my job.

My work (job) excites me.

I am immersed in my work (job).

When I wake up in the morning, I can hardly wait to go to work.

I am proud of the work I do.

When I work, I get "lost" (e.g., I forget about time).

1	2	3	4	5
I often prepare lessons outside of working hours.

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

Meetings, administrative work, and documentation take up a lot of time that should be dedicated to teacher preparations.

Teachers are overloaded with work.

To provide a good education, teachers should have more time for students and preparation.

1	2	3	4	5
Collaboration with the school administration/leadership is characterized by mutual respect and trust.

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

If problems arise with students or parents, I can count on support and understanding from the school administration.

The school administration/leadership gives clear signals regarding the direction of the school's development.

When we make decisions at school, the school administration follows suit.

1	2	3	4	5
I can always count on help from my colleagues.

The relationships among colleagues at this school are marked by friendship and care for each other.

Teachers at this school help and support each other.

1	2	3	4	5
I am overwhelmed with work (EXH).

I feel irritated at work, thinking about leaving my job (CYN).

Because of circumstances at work, I often sleep poorly (EXH).

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

I often feel that I can give less and less (CYN).

My expectations and performance at work have diminished (INAD).

I constantly feel guilty for neglecting close friends and relatives because of work (EXH).

I feel that I am gradually losing interest in my students and colleagues (CYN).

Honestly, I felt more valued at work before (INAD).

1	2	3	4	5
I have a significant influence on my position at work.

In everyday teaching, I am free regarding the implementation and choice of methods and strategies.

I am completely free to implement the teaching style that I see fit.

1	2	3	4	5
Does the school administration encourage you to participate in important decisions?

Does the school administration encourage you to speak up when you have a different opinion?

Does the school administration help you develop your skills?

0	1	2	3	4
How often have you been upset in the past month due to something unexpected?

How often have you felt that you can't control important things in your life in the past month?

How often have you felt nervous and "stressed out" in the past month?

How often have you been confident in your ability to solve your personal problems in the past month?

How often have you felt that things were going as you planned in the past month?

How often have you found it hard to cope with everything you had to do in the past month?

How often have you managed to control your irritation in the past month?

How often have you felt on top of things in the past month?

How often have you been angry about things you had no control over in the past month?

How often have you felt that problems piled up so intensely that you couldn't solve them in the past month?

1	2	3	4	5
I usually recover quickly after tough times.

I have difficulty coping with stressful events.

It doesn't take long for me to recover after a stressful event.

I find it hard to recover when something bad happens.

I usually get through tough times with fewer problems.

I usually take a long time to recover from life's failures.

TOOL FOR RESEARCH ON TEACHERS' PROFESSIONAL PSYCHOPHYSICAL WELL-BEING

Instructions / teaching ✪

Adapting teaching to the individual needs of students ✪

Motivating students ✪

Maintaining discipline ✪

Collaboration with colleagues and parents ✪

TEACHER ENGAGEMENT IN WORK ✪

TEACHERS' THOUGHTS ABOUT CHANGING JOBS ✪

TIME PRESSURE ON TEACHERS - WORKLOAD ✪

SUPPORT FROM SCHOOL ADMINISTRATION ✪

TEACHERS' RELATIONSHIPS WITH COLLEAGUES ✪

TEACHER BURNOUT ✪

TEACHER WORK - AUTONOMY ✪

TEACHER EMPOWERMENT BY SCHOOL ADMINISTRATION ✪

PERCEIVED STRESS BY TEACHERS ✪

TEACHERS' RESILIENCE ✪

TEACHER JOB SATISFACTION ✪

HOW TEACHERS PERCEIVE THEIR HEALTH ✪

Gender (select one)

Gender (select): Other (short answer space)

Your age (select one)

Your highest completed education (select one)

Your highest completed education: Other (short answer space)

Overall teaching experience as a teacher (select one)

Teaching experience working at a specific school (select one)

What is your religious belief? (select one)

What is your religious belief?: Other (please specify)

Please specify your nationality

Are you married? (select one)

What is your current employment status? (select one)

1	2	3	4	5
I often think about leaving this institution (school).

Next year, I plan to seek a job with another employer.