TOOL FOR RESEARCHING TEACHERS' PROFESSIONAL PSYCHOPHYSICAL WELL-BEING (pre-test)

Dear teachers,

 

We invite you to fill out a questionnaire about teachers' professional psychophysical well-being. This is a study on everyday experiences in your professional life, which 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 project "Teaching to Be," which is taking place in eight European countries, making this study even 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 enhancing the professional reputation of teachers at an international level.

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

The research is quantitative: we will statistically analyze the data and make a summary.

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

TOOL FOR RESEARCHING TEACHERS' PROFESSIONAL PSYCHOPHYSICAL WELL-BEING (pre-test)
Questionnaire results are available only to the author

Please enter the code assigned to you by the national coordinator ✪

Responses to this question are not publicly visible

Instructions / Teaching ✪

How confident are you that you can... (1 = completely uncertain, 2 = very uncertain, 3 = somewhat uncertain, 4 = a little uncertain, 5 = completely confident, 6 = very confident, 7 = completely confident)
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... explain the central themes of the subject in a way that even low-achieving students understand.
... answer students' questions so that they understand difficult problems.
... provide good guidance and instructions for all students, regardless of their abilities.
... explain the content in a way that most students understand the basic principles.

Adapting teaching to individual students' needs ✪

How confident are you that you can... (1 = completely uncertain, 2 = very uncertain, 3 = somewhat uncertain, 4 = a little uncertain, 5 = completely confident, 6 = very confident, 7 = completely confident)
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... organize school work so that teaching and assignments are adapted to individual students' needs.
... provide achievable challenges for all students, even in a class where students have different abilities.
... adapt teaching to the needs of students with lower abilities while also paying attention to the needs of other students in the class.
... organize classroom work so that students with lower and higher abilities perform tasks that are tailored to their skills.

Motivating students ✪

How confident are you that you can... (1 = completely uncertain, 2 = very uncertain, 3 = somewhat uncertain, 4 = a little uncertain, 5 = completely confident, 6 = very confident, 7 = completely confident)
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... prepare all students for hard work in class.
... ignite a desire to learn even among low-achieving students.
... prepare students to give their best even when facing significant problems.
... motivate students who show less interest in schoolwork.

Maintaining discipline ✪

How confident are you that you can... (1 = completely uncertain, 2 = very uncertain, 3 = somewhat uncertain, 4 = a little uncertain, 5 = completely confident, 6 = very confident, 7 = completely confident)
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... maintain discipline in any class or group of students.
... monitor even the most aggressive students.
... guide students with behavioral issues to follow classroom rules.
... prepare all students to behave politely and respectfully towards teachers.

Collaboration with colleagues and parents ✪

How confident are you that you can... (1 = completely uncertain, 2 = very uncertain, 3 = somewhat uncertain, 4 = a little uncertain, 5 = completely confident, 6 = very confident, 7 = completely confident)
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... collaborate with most parents.
... find suitable solutions for conflicts with other teachers.
... constructively collaborate with the parents of students who have behavioral issues.
... effectively and constructively collaborate with other teachers, for example in teaching teams.

TEACHER ENGAGEMENT IN WORK ✪

0 = never, 1 = almost never (a few times a year or less), 2 = rarely (once a month or less), 3 = sometimes (a few times a month), 4= often (once a week), 5= regularly (a few times a week), 6= always
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I feel that I am “bursting” with energy at work.
I am excited about my job.
When I work intensively, I feel happy.
I feel strong and lively at my job.
My job excites me.
I am immersed in my work.
When I wake up in the morning, I can’t wait to go to work.
I am proud of the work I do.
When I work, I get "carried away" (e.g. I lose track of time).

TEACHERS' THOUGHTS ABOUT CHANGING JOBS ✪

1 = completely agree, 2 = agree, 3 = neither agree nor disagree, 4 = disagree, 5 = strongly disagree.
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I often think about leaving this institution (school).
I plan to look for a job with another employer in the next year.

TIME PRESSURE ON TEACHERS - BURDEN ✪

1 = completely agree, 2 = agree, 3 = neither agree nor disagree, 4 = disagree, 5 = strongly disagree.
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I often do lesson preparations outside of working hours.
Life at school is hectic and there's no time for rest and recovery.
Meetings, administrative work, and documentation take up a lot of time we should dedicate to teachers' preparations.

SUPPORT FROM SCHOOL ADMINISTRATION ✪

1 = completely agree, 2 = agree, 3 = neither agree nor disagree, 4 = disagree, 5 = strongly disagree.
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Collaboration with school administration/management is characterized by mutual respect and trust.
I can always seek help and advice from the school administration on educational matters.
If issues arise with students or parents, I can count on support and understanding from the school administration.

TEACHERS' RELATIONSHIPS WITH COLLEAGUES ✪

1 = completely agree, 2 = agree, 3 = neither agree nor disagree, 4 = disagree, 5 = strongly disagree.
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I can always count on help from my colleagues.
Relationships among colleagues in this school are defined by friendship and care for one another.
Teachers in this school help and support each other.

TEACHER BURNOUT ✪

1 = completely agree, 2 = agree, 3 = neither agree nor disagree, 4 = disagree, 5 = strongly disagree. (EXH - exhaustion; CYN - cynicism; INAD - inadequacy)
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I am overwhelmed with work (EXH).
I feel irritable at work, thinking about leaving my job (CYN).
Due to work circumstances, 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 decreased (INAD).
I constantly feel guilty for neglecting close friends and relatives due to work (EXH).
I feel that I am gradually losing interest in my students and colleagues (CYN).
Honestly, I used to feel more valued at work (INAD).

TEACHER'S WORK - AUTONOMY ✪

1 = completely agree, 2 = agree, 3 = neither agree nor disagree, 4 = disagree, 5 = strongly disagree.
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I have a significant influence on my position at work.
In my daily teaching, I am free regarding the implementation and selection of methods and strategies.
I am completely free in applying the teaching method that I find appropriate.

EMPOWERING TEACHERS BY SCHOOL ADMINISTRATION ✪

1 = very rarely or never, 2 = fairly rarely, 3 = sometimes, 4 = often, 5 = very often or always
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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?

PERCEIVED STRESS BY TEACHERS ✪

0 = never, 1 = almost never, 2 = sometimes, 3 = often, 4 = very often
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How often have you been upset in the last month due to something unanticipated?
How often have you felt that you cannot control important things in your life in the last month?
How often have you felt nervous and "under stress" in the last month?
How often have you felt confident in your abilities to resolve your personal issues in the last month?
How often have you felt that things have gone as you planned in the last month?
How often have you found yourself unable to cope with everything you had to do in the last month?
How often have you been able to manage irritability in the last month?
How often have you felt on top of the world in the last month?
How often have you been angry in the last month about things you had no control over?
How often have you felt that problems were piling up so intensely that you could not solve them in the last month?

TEACHERS' RESILIENCE ✪

1 = strongly disagree, 2 = disagree, 3 = neither agree nor disagree 4 = agree, 5 = strongly agree
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I usually recover quickly from tough times.
I find it hard to cope with stressful events.
It doesn’t take long for me to bounce back from a stressful event.
I have a hard time recovering when something bad happens.
I usually get through tough times with fewer difficulties.
I usually take a long time to recover from failures in life.

TEACHER JOB SATISFACTION ✪

I am satisfied with my job.
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HOW TEACHERS PERCEIVE THEIR HEALTH ✪

Overall, I would say that my health is...
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Gender (select one)

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Gender (select one): Other (short answer space)

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Your age (select one)

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Your highest level of education achieved (select one)

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Your highest level of education achieved: Other (short answer space)

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General teaching experience as a teacher (select one)

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Teaching experience working at a specific school (select one)

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What is your religious belief? (select one)

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

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Please state your ethnicity

(short answer space)
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