Teacher Full ID
Teacher Username
Cohort ID
Site numeric code
School ID
Test language 3-letter code-teacher
Start date (DD-MMM-YYYY)-teacher
Start time (hh:mm)-teacher
End date (DD-MMM-YYYY)-teacher
End time (hh:mm)-teacher
Total time spent (minutes) - Teacher Questionnaire
Teacher - Gender
Teacher - Age
Teach at another school
Employment Status for all teaching positions taken
Year(s) - teacher at this school
Year(s) - teacher in total
Year(s) - other education roles (do not include years working as a teacher)
Year(s) - other jobs
Highest level of formal education
Complete a teacher education or training programme
Initial teaching qualificaitons
Teacher education - manage a classroom
Teacher education - deal with difficult students
Teacher education - have students work in groups to learn
Teacher education - involve parents in the educational process
Training Opportunity - student-teacher interaction
Training Opportunity - child development
Training Opportunity - teaching methods involving group activities
Training Opportunity - classroom management
Training Opportunity - developing social and emotional skills in children
Formal training: Teacher programme/initial teacher education
Formal training: Development training taken outside of school or school district
Formal training: Training sessions provided/sponsored by school or school district
Teach 10/15-year-old - reading, writing and literature
Teach 10/15-year-old - mathematics
Teach 10/15-year-old - science
Teach 10/15-year-old - social studies
Teach 10/15-year-old - modern foreign languages
Teach 10/15-year-old - ancient Greek and/or Latin
Teach 10/15-year-old - technology
Teach 10/15-year-old - arts
Teach 10/15-year-old - physical education
Teach 10/15-year-old - religion and/or ethics
Teach 10/15-year-old - practical and vocational skills
Teach 10/15-year-old - other
How often: Students given opportunities to explain their ideas.
How often: Small group discussion between students
How often: Class discussion in which I participate
How often: Discuss student questions
How often: Students present to class
How often: Students discuss textbook materials
Doing a short task in teams
Conducting a longer project in teams
Preparing and giving a talk/presentation
Students work in groups to come up with a joint solution
Give different work to students with learning difficulties/who advance faster
Students work on projects at least one week to complete
Students work in groups based upon their abilities
Students hold a debate and argue point of view
Get students to believe they can do well
Help students to value learning
Control disruptive classroom behaviour
Motivate students with low interest school work
Make clear expectations about student behaviour
Help students think critically
Get students to follow classroom rules
Let students judge their own progress
Have student answer questions in class
Collect data from classroom assignments
Observe students and provide feedback
Consider student improvement in performance since beginning of term
Compare student performance to others in course
Recognize student effort
Consider student participation
Consider student achievement level
Request to promote the development of students’ social and emotional skills
Include the development of social and emotional skills as the objective
Separate classes specific to skill development
Special classes aimed specifically at developing skills
By implementing school's disciplinary rules
By general school practices
By organising extracurricular activities
By providing feedback and advice to parents
Evaluate students' achievement in social and emotional skills
Evaluation of student achievement - used for internal evaluation of school performance
Evaluation of student achievement - used for external evaluation of school performance
Evaluation of student achievement - used for internal evaluation of your performance
Reports/observations - to parents
Reports/observations - to your principal
Reports/observations - to higher level administrators
Student learning hindered - truancy
Student learning hindered - skipping classes
Student learning hindered - arriving late for school
Student learning hindered - lacking respect for teachers
Student learning hindered - class disruption by students
Student learning hindered - use of alcohol or illegal drugs
Student learning hindered - intimidate or bully other students
Student learning hindered - involvement with minor illegal activity
Student learning hindered - involvement with major illegal activity
Student learning hindered - lack of encouragement
Student learning hindered - poor student-teacher relations
Student learning hindered - teach students of varied ability levels within same class
Student learning hindered - teach students of diverse ethnic backgrounds within same class
Student learning hindered - teacher low expectations of students
School decisions - staff provided opportunities to participate
School decisions - parents provided opportunities to participate
School decisions - students provided opportunities to participate
School issue - culture of shared responsibility
School culture - mutual support
School leadership - teachers get along well
Teachers and students get on well
Teachers believe student well-being is important
Teachers are interested in what students have to say
School provide extra assistance to students
Student informed - another student destructive behaviours
Student informed - [bullied] by another student
Teacher informed - student [bullied] by other students
Teacher informed - student helped another [bullied] student
Student informed - was [bullied] by teacher
Parent informed - child [bullied] by other students
Teacher informed - was [bullied] by students.
Witness student [bullying] behaviours
Satisfaction with your job as a teacher
Social skills - cannot change very much
Emotional skills - cannot change very much
Intelligence - cannot change very much.
Teacher Weight
Active learning pedagogies
Teacher pedagogies
School climate - students' disruptive behaviour
School climate - quality of relations