TOOL FOR RESEARCHING THE PROFESSIONAL PSYCHOPHYSICAL WELL-BEING OF TEACHERS (post-test)

Dear teachers,

We invite you to fill out a questionnaire about the professional psychophysical well-being of teachers. This is a study on 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 realistic recommendations based on evidence from research. We hope this study will significantly contribute to the enhancement of the professional reputation of teachers at the international level.

The research is based on ethical principles of strict confidentiality and anonymity; therefore, it is not necessary to mention names (both of 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 make a summary.

Completing the questionnaire will take you 10-15 minutes.

TOOL FOR RESEARCHING THE PROFESSIONAL PSYCHOPHYSICAL WELL-BEING OF TEACHERS (post-test)

Questionnaire results are available only to the author

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... explain the central themes of the subject in a way that can be understood by lower-achieving students.

... answer students' questions so that they understand more difficult problems.

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

... explain the material in a way that most students understand the basic principles.

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... organize school work so that lessons and assignments are adapted to the individual needs of students.

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

... adapt teaching to the needs of lower-ability students while being attentive 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 abilities.

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... prepare all students for hard work in class.

... spark the desire to learn even among lower-achieving students.

... get students to give their best even when facing bigger problems.

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

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... maintain discipline in any class or group of students.

... control even the most aggressive students.

... get students with behavioral problems to follow classroom rules.

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

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... collaborate with most parents.

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

... constructively collaborate with parents of students who have behavioral problems.

... effectively and constructively collaborate with other teachers, for example in teaching teams.

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I feel like I'm "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'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).

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I often do lesson preparations outside of working hours.

Life at school is hectic, and there is no time for rest and recovery.

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

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Collaboration with the school administration/leadership is characterized by mutual respect and trust.

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

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

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I can always count on the help of colleagues.

Relationships among colleagues at this school are characterized by friendship and care for each other.

Teachers at this school help and support each other.

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I feel overwhelmed with work (EXH).

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

Due to 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 decreased (INAD).

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

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

Honestly, I felt more valued in my job before (INAD).

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I have a significant influence on my position at work.

In my daily teaching, I am free regarding implementation and choice of methods and strategies.

I am completely free in exercising the teaching style that I consider appropriate.

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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?

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How often were you upset in the past month over something that happened unexpectedly?

How often did you feel in the past month that you couldn't control important things in your life?

How often did you feel in the past month that you were nervous and "under stress"?

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

How often did you feel in the past month that things were going as you planned?

How often did you find yourself in the past month unable to cope with everything you had to do?

How often did you manage in the past month to handle irritability?

How often did you feel in the past month that you were at your best?

How often were you angry in the past month about things that you had no control over?

How often did you feel in the past month that problems were piling up so intensely that you couldn't solve them?

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I usually recover quickly after tough times.

I struggle to cope 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 setbacks in life.

TOOL FOR RESEARCHING THE PROFESSIONAL PSYCHOPHYSICAL WELL-BEING OF TEACHERS (post-test)

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

Instructions / teaching ✪

Adapting teaching to individual student needs ✪

Motivating students ✪

Maintaining discipline ✪

Collaboration with colleagues and parents ✪

TEACHER ENGAGEMENT IN WORK ✪

TEACHERS' THOUGHTS ABOUT CHANGING JOBS ✪

TIME PRESSURE ON TEACHERS - BURDEN ✪

SUPPORT FROM SCHOOL ADMINISTRATION ✪

TEACHERS' RELATIONSHIPS WITH COLLEAGUES ✪

TEACHER BURNOUT ✪

TEACHER WORK – AUTONOMY ✪

EMPOWERMENT OF TEACHERS BY SCHOOL ADMINISTRATION ✪

PERCEIVED STRESS BY TEACHERS ✪

TEACHERS' RESILIENCE ✪

TEACHER JOB SATISFACTION ✪

HOW TEACHERS PERCEIVE THEIR HEALTH ✪

Gender (select one)

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

Your age (select one)

Your highest level of education achieved (select one)

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

General teaching experience as a teacher (select one)

Teaching experience at a specific school (select one)

What is your religious belief? (select one)

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

Please state your nationality

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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.