National Center for Education Statistics (NCES) Confidentiality Pledges Mail Experiment

14218010
Conducted by:

U.S. DEPARTMENT OF EDUCATION
NATIONAL CENTER FOR EDUCATION STATISTICS

OMB No.1850-0803 Approval Expires 7/31/2019
Collected by:

U.S. DEPARTMENT OF COMMERCE
Economics and Statistics Administration

U.S. CENSUS BUREAU

PRINCIPAL QUESTIONNAIRE
NATIONAL TEACHER AND PRINCIPAL SURVEY
2017-18 SCHOOL YEAR

(Please correct any errors in name, address, and ZIP Code.)

THIS SURVEY HAS BEEN ENDORSED BY:

Please return your completed questionnaire in the pre-addressed,
postage-paid envelope or mail it to:
U.S. CENSUS BUREAU
ATTN: DCB/PCSPU, BUILDING 60A
1201 E. 10TH STREET
JEFFERSONVILLE, IN 47132-0001

NOTICE:
The National Center for Education Statistics (NCES), within the U.S.
Department of Education, is authorized to conduct this survey by the
Education Sciences Reform Act of 2002 (ESRA 2002, 20 U.S.C. §9543).
FORM NTPS-2A
(03-15-2017) Draft 5

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•
•
•
•

What is the average student-teacher ratio in the United States?
What is the average salary of a beginning principal?
Have teachers’ views of their autonomy in the classroom changed
over time?
Have the characteristics of the principal and teacher workforces in
the United States changed over time?

The answers to these questions help school districts and policy makers at the
state, federal, and local levels set education policy and improve teacher and
principal working conditions.
Since 1988, the National Teacher and Principal Survey and its precursor, the
Schools and Staffing Survey, have provided the answers to these and other
important education questions from the perspective of Principals and Teachers.
By selecting a statistically representative sample of schools, and teachers in those
schools, we are able to provide representative data for the United States without
going to every school.
Your school has been selected to participate in the 2017-18 National Teacher and
Principal Survey. You will represent thousands of other principals, so it is important
that you respond to this survey.
.

More information can be found on our website: http://nces.ed.gov/surveys/ntps

Paperwork Burden Statement
According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless it displays
a valid OMB control number. The valid OMB control number for this voluntary information collection is 1850-0803. The time required
to complete this information collection is estimated to average 25 minutes per response, including the time to review instructions,
search existing data resources, gather the data needed, and complete and review the information collection. If you have any comments
concerning the accuracy of the time estimate, suggestions for improving this collection, or comments or concerns about the contents
or the status of your individual submission of this questionnaire, please e-mail: [email protected], or write directly to: National Teacher
and Principal Survey (NTPS), National Center for Education Statistics, Potomac Center Plaza, 550 12th Street, SW, Room 4014,
Washington, DC 20202.

2

FORM NTPS-2A

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INSTRUCTIONS
The data you enter on this form will be captured through the use of imaging technology. Please print all
information clearly in ordinary characters, using a blue or black ballpoint pen.

CORRECT marking example –
(Use care to keep characters
in their designated spaces.)

35

x

Yes
No

INCORRECT marking example –

35
X

3 5

Yes
No

Yes
OR
No

a. It is important that this questionnaire be completed by the school PRINCIPAL, not by anyone else.
b. Please do not write any comments by the answer boxes.
c. If you are unsure about how to answer a question, please give the best answer you can rather than
leaving it blank.

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1. PRINCIPAL EXPERIENCE AND TRAINING
1-1.

BEFORE you became a principal, how many years of elementary, middle, or secondary
teaching experience did you have?
Count part of a year as 1 year.
If none, please mark (X) the box.
None

1-2.

or

Year(s) of teaching before becoming a principal

BEFORE you became a principal, did you hold the position of an assistant principal or
program director?
Include temporary positions.
Yes
No

1-3.

BEFORE you became a principal, did you have any management experience outside of the
field of education?
Yes
No

1-4.

BEFORE you became a principal, did you participate in any district or school training or
development program for ASPIRING school principals?
Yes
No

1-5.

PRIOR to this school year, how many years did you serve as the principal of THIS OR ANY
OTHER school?
Do NOT include any years you served as ASSISTANT principal.
Count part of a year as 1 year.
If none, please mark (X) the box.
None

1-6.

Year(s) as principal of this or any other school

PRIOR to this school year, how many years did you serve as the principal of THIS school?
Do NOT include any years you served as ASSISTANT principal.
Count part of a year as 1 year.
If none, please mark (X) the box.
None

4

or

or

Year(s) as principal of this school

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1-7.

What is the highest degree you have earned?
Mark (X) only one box.
Associate’s degree
Bachelor’s degree (B.A., B.S., etc.)
Master’s degree (M.A., M.A.T., M.B.A., M.Ed., M.S., etc.)
Educational specialist or professional diploma (at least one year beyond master’s level)
Doctorate or first professional degree (Ph.D., Ed.D., M.D., L.L.B., J.D., D.D.S.)
Do not have a degree ➔

1-8.

GO TO item 1-9 below.

Which of the following best describes the highest degree you have earned?
Mark (X) only one box.
It was awarded by your school’s college of Education, school of Education, or department
of Education
It was awarded by another college, school, or department, not in Education

1-9.

Do you currently hold a license or certification in “school administration”?
Yes
No

1-10.

WHILE serving as a principal, have you also regularly taught one or more classes at the
elementary, middle, or secondary level?
Do not include time spent as a short-term substitute teacher.

Yes
No ➔ GO TO Section 2 on page 6.

1-11.

While serving as a principal, how many YEARS did you regularly teach at the elementary,
middle, or secondary level?
Count part of a year as 1 year.
Include the 2017-18 school year in this count, if applicable.
If none, please mark (X) the box.
None ➔ GO TO Section 2 on page 6.

YEAR(S) of teaching since becoming a principal

1-12.

In addition to serving as principal, are you CURRENTLY teaching in THIS school?
Do not include time spent as a short-term substitute teacher.
Yes
No

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2. GOALS AND DECISION MAKING
2-1.

We are interested in the importance you place on various educational goals. From the
following ten goals, which do you consider the most important, the second most important,
and the third most important?
12345678910 -

Building basic literacy skills (reading, math, writing, speaking)
Encouraging academic excellence
Preparing students for postsecondary education
Promoting occupational or vocational skills
Promoting good work habits and self-discipline
Promoting personal growth (self-esteem, self-knowledge, etc.)
Promoting human relations skills
Promoting specific moral values
Promoting multicultural awareness or understanding
Fostering religious or spiritual development
Most important
Second most important
Third most important

2-2.

How much ACTUAL influence do you think you have as a principal on decisions concerning
the following activities?
Mark (X) one box on each line.
No
influence

Minor
Moderate
Major
Not
influence influence influence applicable

a. Setting performance standards
for students of this school
b. Establishing curriculum at this
school
c. Determining the content of
in-service professional
development programs for
teachers of this school
d. Evaluating teachers of this
school
e. Hiring new full-time teachers of
this school
f.

Setting discipline policy at this
school

g. Deciding how your school
budget will be spent

6

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3. SCHOOL CLIMATE AND SAFETY
3-1.

To the best of your knowledge, how often do the following types of problems occur at
this school?
Mark (X) one box on each line.
Happens Happens Happens
Happens
at
at
on
daily
least once least once occasion
a week a month

Never
happens

a. Physical conflicts among students
b. Robbery or theft
c. Vandalism
d. Student use of alcohol
e. Student use of illegal drugs
f. Student possession of weapons
g. Physical abuse of teachers
h. Student racial tensions
i.

Student bullying

j.

Student verbal abuse of teachers

k. Widespread disorder in classrooms
l. Student acts of disrespect toward
teachers
m. Gang activities

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3-2.

LAST school year (2016-17), what percentage of students had at least one parent or
guardian participating in the following events?
Mark (X) one box on each line.
0-25%

26-50%

51-75%

Not
76-100% applicable

a. Open house or back-to-school night
b. All regularly scheduled schoolwide
parent-teacher conferences
c. Special subject-area events (e.g.,
science fair, concerts)
d. Parent education workshops or
courses
e. Signing of a school-parent compact
(A school-parent compact is an agreement
between school community members
[e.g., parents, principals, teachers, and
students] that acknowledges the shared
responsibility for student learning and/or
the school’s policies.)
f. Volunteer in the school as needed
or on a regular basis
g. Involvement in school instructional
issues (e.g., planning classroom
learning activities, providing
feedback on curriculum)
h. Involvement in governance (e.g., PTA
or PTO meetings, school board, parent
booster clubs)
i.

3-3.

Involvement in budget decisions

Are teachers at this school REQUIRED to do the following?
a. Help students with academic needs OUTSIDE of regular school hours
Yes
No
b. Help students with social and emotional needs OUTSIDE of regular school hours
Yes
No

3-4.

Are BEGINNING teachers at this school enrolled in a formal schoolwide or districtwide
program aimed to enhance teachers’ effectiveness by providing systematic support
(sometimes called a teacher induction program)?
(A beginning teacher refers to a teacher who is in the first or second year of teaching.)
Yes
No

8

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4. TEACHER EVALUATION
4-1.

During the LAST school year (2016-17), which of the following sources of information on
teacher performance did THIS school use in teacher evaluations?
a. Classroom observations using a teacher professional practice rubric, conducted by the
principal or other school administrator
Yes
No
b. Assessments by the principal or other school administrator that are NOT based on a
teacher professional practice rubric
Yes
No
c. Videotaped classroom observation
Yes
No
d. Assessments by a peer or mentor teacher that are NOT based on a teacher professional
practice rubric
Yes
No
e. Teacher self-assessment
Yes
No
f.

Amount or content of professional development completed by the teacher
Yes
No

g. Artifacts of teacher professional practice or portfolios
Yes
No
h. Student surveys or other student feedback
Yes
No

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4-1.

Continued – During the LAST school year (2016-17), which of the following sources of
information on teacher performance did THIS school use in teacher evaluations?
i. Parent surveys or other parent feedback
Yes
No
j.

Teacher professional credentials including experience, education, and certification
Yes
No

4-2.

a. For a TENURED or EXPERIENCED teacher, on average, how many FORMAL observations
were conducted during the LAST school year (2016-17) to evaluate performance?
(A formal observation is one that is required by the school, district, or state in order to collect
information for a performance evaluation.)
None

or

Number of observations

GO TO item 4-2c below.

b. For a TENURED or EXPERIENCED teacher, on average, how long is the typical FORMAL
observation?
Average number of minutes
c. For a TENURED or EXPERIENCED teacher, on average, how many INFORMAL
observations were conducted during the LAST school year (2016-17)?
None

or

Number of observations

GO TO item 4-2e on page 11.

d. For a TENURED or EXPERIENCED teacher, on average, how long is the typical
INFORMAL observation?
Average number of minutes

10

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4-2.

Continued –
e. On average, how often do TENURED or EXPERIENCED teachers receive a summative
evaluation?
(A summative evaluation is a SUMMATIVE judgment about performance that is used for some
administrative purposes and becomes a part of the record of a teacher’s performance.)
Mark (X) only one box.
Two or more times a year
Once a year
Once every 2 years
Once every 3 or more years
No evaluations are conducted

4-3.

a. For a NON-TENURED or INEXPERIENCED teacher, on average, how many FORMAL
observations were conducted during the LAST school year (2016-17) to evaluate
performance?
(A formal observation is one that is required by the school, district, or state in order to collect
information for a performance evaluation.)
None

or

Number of observations

GO TO item 4-3c below.

b. For a NON-TENURED or INEXPERIENCED teacher, on average, how long is the typical
FORMAL observation?
Average number of minutes
c. For a NON-TENURED or INEXPERIENCED teacher, on average, how many INFORMAL
observations were conducted during the LAST school year (2016-17)?
None

or

Number of observations

GO TO item 4-3e on page 12.

d. For a NON-TENURED or INEXPERIENCED teacher, on average, how long is the typical
INFORMAL observation?
Average number of minutes

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4-3.

Continued –
e. On average, how often do NON-TENURED or INEXPERIENCED teachers receive a
summative evaluation?

___________

(A summative evaluation is a SUMMATIVE judgment about performance that is used for
some administrative purposes and becomes a part of the record of a teacher’s performance.)

Mark (X) only one box.
Two or more times a year
Once a year
Once every 2 years
Once every 3 or more years
No evaluations are conducted

4-4.

During THIS school year (2017-18), is student achievement growth on standardized
assessments or student learning objectives used in the performance evaluation of teachers
in this school, whether it be within a classroom, teamwide, gradewide, or schoolwide?

______________

(Student achievement growth is the change in individual student achievement between two or more
points in time.)

_______________

(Standardized assessments are assessments consistently administered and scored districtwide
or statewide for all students in the same grades and subjects.)

____________________
(Student
learning objectives (SLOs) are measurable learning goals or objectives established
for students, which can be used to measure student growth over a set period of time.)
Mark (X) only one box.
Student achievement growth on standardized assessments or student learning objectives
is used in the evaluation of:
ALL teachers in this school, including all grades, all subjects, special education, and special
populations
MOST teachers in this school
SOME teachers in this school
NO teachers in this school ➔

4-5.

GO TO item 4-6 on page 13.

The teachers in this school are evaluated on the achievement growth of:
Mark (X) all that apply.
Students they teach DIRECTLY
Students GRADEWIDE
Students TEAMWIDE
Students SCHOOLWIDE
Students DISTRICTWIDE

12

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4-6.

During THIS school year (2017-18), to what extent will teachers’ performance evaluation
results be used to inform the following decisions about teacher professional development?
Mark (X) one box on each line.

Not at all

Somewhat

A lot

a. Plan professional development for individual teachers
b. Identify low-performing teachers for coaching,
mentoring, or peer assistance
c. Develop performance improvement plans for
low-performing teachers
d. Set goals with teachers for student achievement
growth for the next school year

4-7.

During THIS school year (2017-18), will teacher performance evaluation results be used to
inform any of the following decisions about teachers in THIS school?
a. Formally recognizing high-performing teachers
Yes
No
b. Determining annual salary increases
Yes
No
c. Determining bonuses or performance-based compensation other than salary increases
Yes
No
d. Determining teaching assignments
Yes
No
e. Offering career advancement opportunities, such as teacher leadership roles
Yes
No
f.

Granting job protection or tenure
Yes
No

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4-8.

During THIS school year (2017-18), will teacher performance evaluation results be used to
inform any of the following decisions about LOW-PERFORMING teachers in THIS school?
a. Losing job protection or tenure
Yes
No
b. Prioritizing teachers for layoffs
Yes
No
c. Determining teacher reassignment
Yes
No
d. Counseling a teacher out of the school, district, or profession due to poor performance
Yes
No
e. Not renewing teacher contract or terminating employment for cause
Yes
No

14

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5. TEACHER PROFESSIONAL DEVELOPMENT
5-1.

To what extent do you agree or disagree with the following statements about professional
development for TEACHERS in this school?
Strongly
Disagree

Mark (X) one box on each line.
Somewhat Somewhat
Strongly
Disagree
Agree
Agree

a. An appropriate amount of time is provided
for professional development
b. Sufficient resources are available for
professional development in this school
c. Professional development offerings are
based on best practices
d. Professional development opportunities are
aligned with the school’s improvement plan
e. Professional development is directly
applicable to the content or curriculum
being taught
f. Professional development provides ongoing
opportunities for teachers to refine
instructional strategies
g. Professional development enhances
teachers’ abilities to improve student
learning

5-2.

In the past 12 months, professional development was available to TEACHERS at THIS
school:
Mark (X) all that apply.
Before or after school days
During in-service days (teacher planning or work days) when students are NOT in school
During regular school days when students are in school
During summer and other extended school breaks

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5-3.

a. How often is teachers’ input taken into consideration when planning professional
development at THIS school?
Mark (X) only one box.
Never
Sometimes
Always
b. How often is professional development for teachers at THIS school led by teachers in
this SCHOOL or DISTRICT?
Mark (X) only one box.
Never
Sometimes
Always
c. How often is professional development for teachers at THIS school evaluated for evidence
of improvement in SCHOOLWIDE or DISTRICTWIDE achievement?
Mark (X) only one box.
Never
Sometimes
Always

16

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6. PRINCIPAL EVALUATIONS
6-1a.

During the LAST school year (2016-17), were you evaluated as a principal at THIS school?
Yes
No ➔

b. During the LAST school year, why were you not evaluated at THIS school?
Mark (X) only one box.
I was not a principal at this school last year.
This district does not conduct principal evaluations.
This district does not conduct principal evaluations on a yearly basis.
I was not evaluated because I am a tenured or experienced principal.
I was not evaluated for another reason.
GO TO item 6-4 on page 18.

6-2.

To what extent do you agree or disagree with the following statements about THIS school’s
evaluation process LAST school year (2016-17)?
Mark (X) one box on each line.

Strongly
Disagree

Somewhat
Disagree

Somewhat
Agree

Strongly
Agree

a. The evaluator(s) accurately evaluated my
strengths and weaknesses as a principal
or school head
b. My evaluator(s) was fair and unbiased.
c. Overall, the evaluation process was fair.
d. I had a strong understanding of how I would
be evaluated at this school.
e. I had a clearer idea of what was expected
of me because of the evaluation process.
f. The evaluation rubric accurately represents
the scope of my responsibilities as a
principal or school head.

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6-3.

a. Thinking about your evaluation LAST school year (2016-17), did you receive any feedback
on your work as a principal?
Yes
No ➔

GO TO item 6-4 below.

b. Thinking about your evaluation LAST school year (2016-17), have you used the feedback
you received to try to improve YOUR performance?
Yes
No
c. Thinking about your evaluation LAST school year (2016-17), did you receive feedback on
the processes or procedures you used to achieve THIS SCHOOL’S performance goals?
Yes
No

6-4.

During THIS school year (2017-18), is student achievement growth on standardized
assessments used in your performance evaluation?

______________

(Student achievement growth is the change in individual student achievement between two or more
points in time.)

_______________

(Standardized assessments are assessments consistently administered and scored districtwide
or statewide for all students in the same grades and subjects.)

Yes
No

18

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7. PRINCIPAL PROFESSIONAL DEVELOPMENT
7-1.

During the LAST school year (2016-17), did you participate in any professional development
activities as a principal at this school?
Yes
No ➔ GO TO Section 8 on page 22.

7-2.

During the LAST school year (2016-17), how often were the professional development
activities in which you participated:
Mark (X) one box on each line.

Never

Sometimes

Always

a. Designed to support state or district standards
and/or assessments?
b. Designed as part of a school improvement plan to
meet state, district, or school goals?

7-3.

During the LAST school year (2016-17), was participation in professional development
considered as part of your evaluation?
Yes
No

7-4.

During the LAST school year (2016-17), have you participated in the following kinds of
professional development?
a. University course(s) related to your role as principal
Yes
No
b. Visits to other schools designed to improve your own work as principal
Yes
No
c. Mentoring and/or peer observation and coaching of principals
Yes
No
d. Participating in a principal network (e.g, a group of principals organized within school
systems, by an outside agency, or through the Internet)
Yes
No

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7-4.

Continued – During the LAST school year (2016-17), have you participated in the following
kinds of professional development?
e. Workshops, conferences, or training in which you were a presenter
Yes
No
f.

Other workshops or conferences in which you were not a presenter
Yes
No

7-5.

During the LAST school year (2016-17), did you participate in professional development on
any of the following topics?
a. Analyzing and interpreting student achievement data
Yes
No
b. Human resource management
Yes
No
c. Student motivation and engagement
Yes
No
d. Use of technology to support instruction
Yes
No
e. School management and policy
Yes
No
f.

School improvement planning
Yes
No

20

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7-5.

Continued – During the LAST school year (2016-17), did you participate in professional
development on any of the following topics?
g. Social services for students
Yes
No
h. Safety or school climate
Yes
No
i.

Supporting effective instruction
Yes
No

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8. PRINCIPAL ENGAGEMENT
8-1.

To what extent do you agree or disagree with the following statements?
Mark (X) one box on each line.

Strongly
Disagree

Somewhat
Disagree

Somewhat
Agree

Strongly
Agree

a. The stress and disappointments
involved with being a principal at this
school aren’t really worth it.
b. I am generally satisfied with being principal
at this school.
c. If I could get a higher paying job I’d leave
this job as soon as possible.
d. I think about transferring to another
school.
e. I don’t seem to have as much enthusiasm
now as I did when I began this job.
f. I think about staying home from school
because I’m just too tired to go.

22

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9. PRINCIPAL DEMOGRAPHIC INFORMATION
9-1.

Are you male or female?
Male
Female

9-2.

Are you of Hispanic or Latino origin?
Yes
No

9-3.

What is your race?
Mark (X) one or more races to indicate what you consider yourself to be.
White
Black or African-American
Asian
Native Hawaiian or Other Pacific Islander
American Indian or Alaska Native

9-4.

What is your year of birth?

9-5.

What is your current ANNUAL salary for your position in this school before taxes and
deductions?
If your position includes multiple duties (e.g., you teach a class and serve as principal at this
school), please include your entire salary before taxes and deductions.
Please report in whole dollars.

$

,

.00

per year

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10. SCHOOL LEADERSHIP AND RESOURCES
Your responses to this section of questions will help researchers and policymakers make
international comparisons to principals in other countries.

10-1.

Please indicate how frequently you engaged in the following activities in this school during
the last 12 months.
Mark (X) one box on each line.
Never or
Rarely

Sometimes

Often

Very
Often

a. I collaborated with teachers to solve
classroom discipline problems.
b. I observed instruction in the classroom.
c. I provided feedback to teachers based on
my observations.
d. I took actions to support cooperation among
teachers to develop new teaching practices.
e. I took actions to ensure that teachers take
responsibility for improving their teaching
skills.
f. I took action to ensure that teachers feel
responsible for their students’ learning
outcomes.
g. I provided parents or guardians with
information on the school and student
performance.
h. I reviewed school administrative procedures
and reports.
i. I resolved problems with the lesson
timetable in this school.
j. I collaborated with principals from other
schools on challenging work tasks.
k. I worked on a professional development
plan for this school.
l. I used student results to develop the
school’s education goals.

24

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10-2.

To what extent do the following limit your effectiveness as a principal in this school?
Mark (X) one box on each line.

Never or
Rarely

Sometimes

Often

Very
Often

a. Inadequate school budget and resources

b. Government regulation and policy

c. Teachers’ absences
d. Lack of parent or guardian involvement and
support
e. Teachers’ career-based wage system
(A career-based wage system is used when an
employee’s salary is determined mainly by his
or her educational level and age or seniority
rather than by his or her performance on the
job.)
f. Lack of opportunities and support for
my own professional development
g. Lack of opportunities and support for
teachers’ professional development
h. High workload and level of responsibilities
in my job
i. Lack of shared leadership with other school
staff members
j. Difficulty to recruit qualified teachers in
some subject areas
k. Other, please specify

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10-3.

To what extent is this school’s capacity to provide quality instruction currently hindered by
any of the following issues?
Mark (X) one box on each line.

Not at
all

Very
little

To some
extent

A lot

a. Shortage of qualified teachers
b. Shortage of teachers with competence in
teaching students with special needs
c. Shortage of vocational teachers
d. Shortage or inadequacy of instructional
materials (e.g., textbooks)
e. Shortage or inadequacy of digital technology
for instruction (e.g., computers, tablets,
iPads)
f. Insufficient Internet access
g. Shortage or inadequacy of digital software
for instruction
h. Shortage or inadequacy of library materials

i. Shortage of support personnel
j. Shortage or inadequacy of instructional
space (e.g., classrooms)
k. Shortage or inadequacy of classroom
furniture for students (e.g., desks, chairs,
materials storage)
l. Shortage or inadequacy of physical
infrastructure (e.g., school buildings,
heating/cooling, and lighting)

26

FORM NTPS-2A

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10-4.

For how many years do you want to continue to be a principal?
Count part of a year as 1 year.
If none, please mark (X) the box.
None

or

Years

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27

14218283

11. CONTACT INFORMATION
11-1.

Please PRINT your name, your home address, your work, cell, and home telephone
numbers, and your work and home e-mail addresses. This information would only be used
in the event that we need to contact you for follow-up.

a. First name

Middle name

Last name

Suffix

b. Street address

c. City

d. State

e. ZIP Code

f.

Work phone number
Area code

Number
–

–

g. Cell phone number
Area code

Number
–

–

h. Home phone number
Area code

Number
–

28

–

i.

Work e-mail address

j.

Home e-mail address

FORM NTPS-2A

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14218291

11-2.

Please enter the date you completed this questionnaire.
Report month as a number, that is, 01 for January, 02 for February, etc.
Month
Day
Year
2 0 1

11-3.

Please indicate how much time it took you to complete this form, not counting interruptions.
Please record the time in minutes, e.g., 50 minutes, 65 minutes, etc.
Minutes

Thank you very much for your participation
in this survey.

Please return your completed questionnaire
in the enclosed pre-addressed, postage-paid
envelope or mail it to:

U.S. CENSUS BUREAU
ATTN: DCB/PCSPU, BUILDING 60A
1201 E. 10TH STREET
JEFFERSONVILLE, IN 47132-0001

FORM NTPS-2A

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29

14218309

30

FORM NTPS-2A

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14218317

FORM NTPS-2A

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31

14218325

To learn more about this survey and to
access reports from earlier collections, see the
National Teacher and Principal Survey (NTPS) website at:
http://nces.ed.gov/surveys/ntps
Additional data collected by the National
Center for Education Statistics (NCES) on
a variety of topics in elementary,
secondary, postsecondary, and
international education are available
from NCES’ website at:
http://nces.ed.gov
For additional data collected by various
Federal agencies, including the
Department of Education, visit the
Federal Statistics clearinghouse at:
http://fedstats.sites.usa.gov

32

FORM NTPS-2A

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