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pdf2024 Teaching and Learning International Survey
(TALIS 2024) Main Study Recruitment and Field Test
OMB# 1850-0888 v.8
March 2022
APPENDIX B: QUESTIONNAIRES
TALIS 2018 Principal Questionnaire---MAIN STUDY INSTRUMENT ........................................................................ 2
TALIS 2018 Core Teacher Questionnaire---MAIN STUDY INSTRUMENT ............................................................... 31
TALIS 2018 Principal Questionnaire---U.S. ADAPTATIONS ...................................................................................... 63
TALIS 2018 Core Teacher Questionnaire---U.S. ADAPTATIONS ............................................................................... 81
The instruments included here are from TALIS 2018 and provide information for initial review, as the
TALIS 2022 instruments are expected to be very similar but have not yet been finalized by the IC and
delivered to member nations. In fall 2022, NCES will publish another package for 30D review that
will contain the final international versions of the Field Test instruments.
Please note the absence of the Teacher Knowledge Survey (TKS) instruments in this package. Because
the TKS is new and still being piloted, and because the TKS is a proprietary instrument, it is not
included for publication or available for public comment.
TALIS 2018 Principal Questionnaire---MAIN STUDY
INSTRUMENT
2
Organization for Economic Cooperation and Development (OECD)
Teaching and Learning International Survey (TALIS) 2018
Principal Questionnaire
Principals of schools including grades 7, 8, and/or 9
Main Survey version
United States
The National Center for Education Statistics (NCES), within the U.S. Department of Education, conducts the Teaching
and Learning International Survey (TALIS) in the United States as authorized by the Education Sciences Reform Act of
2002 (ESRA 2002, 20 U.S.C. §9543). All of the information you provide may be used only for statistical purposes and
may not be disclosed, or used, in identifiable form for any other purpose except as required by law (20 U.S.C. §9573
and 6 U.S.C. §151).
According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information
unless such collection displays a valid OMB control number. The valid OMB control number for this voluntary
information collection is 1850-0888. The time required to complete this information collection is estimated to average
45 minutes per school administrator, including the time to review instructions, gather the data needed, and complete
and review the information collection. If you have any comments or concerns regarding the accuracy of the time
estimate(s), suggestions for improving the form, or questions about the status of your individual submission of this
form, write directly to: Teaching and Learning International Survey (TALIS), National Center for Education Statistics
(NCES), Potomac Center Plaza, 550 12th Street, SW, 4th floor, Washington, DC 20202.
OMB No. 1850-0888, Approval Expires xx/xx/2021
National Center for Education Statistics
Potomac Center Plaza
550 12th Street, SW
Washington, DC 20202
International Consortium
International Association for the Evaluation of Educational Achievement (IEA), The Netherlands and
Germany
Australian Council for Educational Research (ACER), Australia
Statistics Canada, Canada
About TALIS 2018
The third Teaching and Learning International Survey (TALIS 2018) is an international survey that offers the opportunity
for teachers and principals to provide input into education analysis and policy development. TALIS is being coordinated
by the Organization for Economic Cooperation and Development (OECD). The United States, along with more than 40
other countries, is taking part in the survey. In the United States, TALIS is being conducted by the National Center for
Education Statistics (NCES), within the U.S. Department of Education. Cross-country analysis of this data will allow
countries to identify other countries facing similar challenges and to learn from other policy approaches. School
principals and teachers will provide information about issues such as the professional development they have received;
their teaching beliefs and practices; the review of teachers’ work and the feedback and recognition they receive about
their work; and various other school leadership, management and workplace issues. Being an international survey, it is
possible that some questions do not fit very well within your national context. In these cases, please answer as best as
you can.
Confidentiality
NCES is authorized to collect information from the questionnaire under the Education Sciences Reform Act of 2002 (ESRA
2002, 20 U.S.C. §9543). You do not have to provide the information requested. However, the information you provide
will help the U.S. Department of Education’s ongoing efforts to understand better how the educational system in the
United States compares to that in other countries. There are no penalties should you choose not to participate in this
study. All of the information you provide may be used only for statistical purposes and may not be disclosed, or used, in
identifiable form for any other purpose except as required by law (20 U.S.C. §9573 and 6 U.S.C. §151). Your responses
will be combined with those from other participants to produce summary statistics and reports.
About the Questionnaire
This questionnaire asks for information about school education and policy matters.
The person who completes this questionnaire should be the principal of this school. If you do not have the
information to answer particular questions, please consult other persons in this school.
This questionnaire should take approximately 45 minutes to complete.
When questions refer to 'this school' we mean by 'school': a division of the school system consisting of students in
one or more grades and organized to give instruction of a defined type. One school may share a building with
another school or one school may be housed in many buildings.
Guidelines for answering the questions are typed in italics. Most questions can be answered by marking the one
most appropriate answer.
The following applies only if you are responding to a paper questionnaire. When you have completed this
questionnaire, please put the questionnaire in the pre-paid, pre-addressed business reply envelope and mail to
Westat.
When in doubt about any aspect of the questionnaire, or if you would like more information about the
questionnaire or the study, you can reach us by using the following contact details:
TALIS Help Desk:
Phone: 1-855-545-1163
Email: [email protected]
Or write to us directly at the following mailing address:
Teaching and Learning International Survey
National Center for Education Statistics
Institute of Education Sciences, U.S. Department of Education
Potomac Center Plaza
550 12th Street, SW
Washington, DC 20202, USA
Thank you very much for your participation!
Page 2 – TALIS Principal Questionnaire –
Page 3 - TALIS Principal Questionnaire -
Personal Background Information
These questions are about you, your education and your position as school principal. In responding to the
questions, please mark the appropriate choice(s) or provide figures where necessary.
1.
Are you female or male?
Please mark one choice.
Female
Male
1
2
2.
How old are you?
Please write a number.
Years
3.
Are you of Hispanic or Latino origin?
Please mark one choice.
No
Yes
1
2
4.
What is your race?
Mark one or more races to indicate what you consider yourself to be
1
White ..........................................................................................................................
1
Black or African American .............................................................................................
1
Asian ...........................................................................................................................
1
Native Hawaiian or Other Pacific Islander .......................................................................
1
American Indian or Alaska Native ...................................................................................
5.
What is the highest level of formal education you have completed?
Please mark one choice.
I did not complete high school.
High school
Associate’s degree (2-year college program)
Bachelor’s degree (4-year college program)
Master’s degree or professional degree (MD, DDS, lawyer, minister)
Doctorate (Ph.D., or Ed.D)
1
2
3
4
5
6
Page 4 – TALIS Principal Questionnaire –
6.
How many years of work experience do you have, regardless of whether you worked fulltime or part-time?
Do not include any extended periods of leave such as maternity/paternity leave. Please write a
number in each row. Write 0 (zero) if none. Please round up to whole years.
Year(s) working as a principal at this school
Year(s) working as a principal in total
Year(s) working in other school management roles (do not include years working as a
a)
b)
c)
principal)
Year(s) working as a teacher in total (include any years of teaching)
Year(s) working in other jobs
d)
e)
7.
What is your current employment status as a principal, in terms of working hours?
Please mark one choice.
Full-time (more than 90% of full-time hours) without teaching obligation
Full-time (more than 90% of full-time hours) with teaching obligation
Part-time (up to 90% of full-time hours) without teaching obligation
Part-time (up to 90% of full-time hours) with teaching obligation
1
2
3
4
8.
Did the formal education or training you completed include the following and, if yes, was
this before or after you took up a position as principal?
Please mark one choice in each row.
Before
a)
b)
Before
and after
Never
School administration or principal training program or
3
1 2
course .........................................................................................................................
Teacher training/education program or course ...............................................................
3
Instructional leadership training or course .....................................................................
3
1
c)
After
1
Page 5 - TALIS Principal Questionnaire -
2
2
4
4
4
9.
During the last 12 months, did you participate in any of the following professional
development activities aimed at you as a principal?
Professional development is defined as activities that aim to develop an individual's professional skills,
knowledge and expertise. Please mark one choice in each row.
Yes
a)
Courses/seminars about subject matter, teaching methods or pedagogical
1
topics ..........................................................................................................................
b)
1
Courses/seminars about leadership ...............................................................................
c)
1
Courses/seminars attended in person .............................................................................
d)
1
Online courses/seminars ...............................................................................................
e)
Education conferences where teachers, principals and/or researchers present
1
their research or discuss educational issues ....................................................................
f)
1
Formal qualification program (e.g., a degree program) ...................................................
g)
1
Peer and/or self-observation and coaching as part of a formal arrangement ....................
h)
Participation in a network of principals formed specifically for the
1
professional development of principals ..........................................................................
i)
1
Reading professional literature ......................................................................................
j)
1
Other ...........................................................................................................................
Page 6 – TALIS Principal Questionnaire –
No
2
2
2
2
2
2
2
2
2
2
10. For each of the areas listed below, please indicate the extent to which you currently need
professional development.
Please mark one choice in each row.
No need at
present
a)
b)
Low level
of need
Moderate
level of
need
High level of
need
Knowledge and understanding of new developments in
1 2 3
leadership research and theory .....................................................................................
Knowledge and understanding of current national/local
1 2 3
policies on education ....................................................................................................
c)
1 2 3
Using data for improving the quality of the school ...........................................................
d)
1 2 3
Designing the school curriculum ....................................................................................
e)
1 2 3
Designing professional development for/with teachers ...................................................
f)
1 2 3
Observing classroom instruction ....................................................................................
g)
1 2 3
Providing effective feedback .........................................................................................
h)
1 2 3
Promoting equity and diversity ......................................................................................
i)
1 2 3
Developing collaboration among teachers ......................................................................
j)
1 2 3
Human resource management ......................................................................................
k)
1 2 3
Financial management .................................................................................................
4
4
4
4
4
4
4
4
4
4
4
11. How strongly do you agree or disagree that the following present barriers to your
participation in professional development?
Please mark one choice in each row.
Strongly
disagree
a)
Disagree
Agree
Strongly
agree
I do not have the prerequisites (e.g., qualifications,
1 2 3
experience, seniority). ..................................................................................................
b)
1 2 3
Professional development is too expensive. ...................................................................
c)
1 2 3
There is a lack of employer support. .............................................................................
d)
Professional development conflicts with my work
1 2 3
schedule. .....................................................................................................................
4
4
4
e)
1 2 3
I do not have time because of family responsibilities. .....................................................
f)
There is no relevant professional development offered.
1 2 3
...................................................................................................................................
There are no incentives for participating in
1 2 3
professional development. ............................................................................................
The professional development offered is of poor
1 2 3
quality. ........................................................................................................................
Professional development is not readily accessible to
1 2 3
me. ..............................................................................................................................
g)
h)
i)
Page 7 - TALIS Principal Questionnaire -
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4
School Background Information
12. Which best describes the community in which your school is located?
Please mark one choice.
A village, hamlet or rural area (up to 3,000 people)
Small town (3,001 to 15,000 people)
Town (15,001 to 100,000 people)
City (100,001 to 1,000,000 people)
Large city (more than 1,000,000 people)
1
2
3
4
5
13. About what percentage of this school's total funding for a typical school year comes from
the following sources?
Please enter a number in each row. Write 0 (zero) if none.
Government (including departments, municipal, local, district, state, national
and supranational levels) ..............................................................................................
a)
Student fees or school charges paid by parents or guardians ..........................................
Benefactors, donations, bequests, sponsorships, parent/guardian fundraising ..................
Other ..........................................................................................................................
b)
c)
d)
14. Is this school publicly- or privately-managed?
Please mark one choice.
Publicly-managed This is a school managed by a public education authority, government
1
agency, or governing board appointed by government or elected by public franchise.
Privately-managed This is a school managed by a non-government organization, e.g., a
2
religious institution, trade union, business or other private institution.
Page 8 – TALIS Principal Questionnaire –
15. For each type of position listed below, please indicate the number of staff (head count)
currently working in this school.
Staff may fall into multiple categories. Please write a number in each row. Write 0 (zero) if there are
none.
a)
Teachers, irrespective of the grades/ages they teach Those whose main professional
b)
Personnel for pedagogical support, irrespective of the grades/ages they support
c)
School administrative personnel Including receptionists, secretaries, and
d)
School management personnel Including principals, assistant principals, and other
e)
Other staff
activity at this school is the provision of instruction to students
Including all teacher aides or other non-teaching professionals who provide
instruction or support teachers in providing instruction, professional
curriculum/instructional specialists, educational media specialists, psychologists and
nurses
administration assistants
management staff whose main activity is management
16. Please indicate the number of staff (head count) in this school for each of the categories
below.
Include part-time staff and staff that began work during the year. Count any staff member for any
reason, including retirement, maternity/paternity leave, and temporary teaching.
0
a)
b)
c)
1-5
6-10
11-15
16 or more
Teachers who began work at this school
1 2 3 4
during the last 12 months .............................................................................................
Teachers who permanently left this school
1 2 3 4
during the last 12 months .............................................................................................
Teachers absent for the most recent Tuesday
1 2 3 4
that school was in session ............................................................................................
Page 9 - TALIS Principal Questionnaire -
5
5
5
17. Are the following education levels and/or programs taught in this school and, if yes, are
there other schools in the area that compete for students at that level and/or program?
Please indicate ‘Yes’ or ‘No’ in part (A) for each of the levels and/or programs listed below. If ‘Yes’ in
part (A), please indicate in part (B) the number of other schools in this area that compete for
students.
(A) Level/program
taught
Yes
a)
No
(B) Competition
Two or
more other
schools
One other
school
No other
schools
Pre-primary education (pre-kindergarten,
1 2 1
2
preschool, or kindergarten) ..........................................................................................
b)
1 2 1
2
Primary education (any of grades 1-6) ..........................................................................
c)
Lower secondary education (any of grades 71 2 1
2
9) ...............................................................................................................................
Upper secondary (any of grades 10-12)
1 2 1
2
general education programs .........................................................................................
Upper secondary (any of grades 10-12)
1 2 1
2
vocational or technical education programs ...................................................................
d)
e)
3
3
3
3
3
18. What is the current school enrollment (i.e., the number of students of all grades/ages in
this school)?
Please write a number.
Students
Page 10 – TALIS Principal Questionnaire –
19. Please estimate the broad percentage of students in grades 7, 8, and/or 9 in this school
who have the following characteristics.
Students with special needs are those for whom a special learning need has been formally identified
because they are mentally, physically, or emotionally disadvantaged. Often they will be those for
whom additional public or private resources (personnel, material or financial) have been provided to
support their education 'Socioeconomically disadvantaged homes’ refers to homes lacking the basic
necessities or advantages of life, such as adequate income, housing, nutrition or medical care. A
‘refugee’ is one who, regardless of legal status, fled to another country seeking refuge from war,
political oppression, religious persecution, or a natural disaster. Students may fall into multiple
categories. Please mark one choice in each row.
None
1% to
10%
11% to
30%
31% to
60%
More than
60%
a)
1 2 3 4
Students whose first language is not English .................................................................
b)
1 2 3 4
Students with special needs ..........................................................................................
c)
Students from socioeconomically
1 2 3 4
disadvantaged homes ...................................................................................................
d)
1 2 3 4
Students who are refugees ...........................................................................................
Page 11 - TALIS Principal Questionnaire -
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5
5
School Leadership
20. Does this school have a school management team?
´School management team’ refers to a group within the school that has responsibilities for leading
and managing the school in decisions such as those involving instruction, use of resources,
curriculum, assessment and evaluation, and other strategic decisions related to the appropriate
functioning of the school. Please mark one choice.
Yes
No -->You will be forwarded to the next applicable question.
1
2
21. Are the following currently represented on the school management team?
Please mark one choice in each row.
Yes
No
Not
applicable
a)
1 2
Principal ......................................................................................................................
b)
1 2
Vice/deputy principal or assistant principal ....................................................................
c)
1 2
Financial manager ........................................................................................................
d)
1 2
Department heads .......................................................................................................
e)
1 2
Teachers .....................................................................................................................
f)
1 2
School governing board ................................................................................................
g)
1 2
Parents or guardians ....................................................................................................
h)
1 2
Students ......................................................................................................................
i)
Representatives of businesses, religious institutions, or other
1 2
private institutions .......................................................................................................
j)
1 2
Other ..........................................................................................................................
Page 12 – TALIS Principal Questionnaire –
3
3
3
3
3
3
3
3
3
3
22. Regarding this school, who has a significant responsibility for the following tasks?
A 'significant responsibility' is one where an active role is played in decision making. Please mark as
many choices as appropriate in each row.
Principal
Other
members of
the school
manageme
nt team
Teachers
(not as a
part of the
school
manageme
nt team)
School
governing
board
Local school
district or
state
education
authority
a)
1 1 1 1
Appointing or hiring teachers ........................................................................................
b)
Dismissing or suspending teachers from
1 1 1 1
employment ................................................................................................................
c)
Establishing teachers' starting salaries,
1 1 1 1
including setting pay scales ..........................................................................................
1
1
d)
1 1 1 1
Determining teachers' salary increases ..........................................................................
e)
Deciding on budget allocations within the
1 1 1 1
school .........................................................................................................................
Establishing student disciplinary policies
1 1 1 1
and procedures ............................................................................................................
Establishing student assessment policies,
1 1 1 1
including state and district assessments ........................................................................
Approving students for admission to the
1 1 1 1
school .........................................................................................................................
Choosing which learning materials are
1 1 1 1
used ............................................................................................................................
f)
g)
h)
i)
j)
k)
Determining course content, including
1 1 1 1
state and district curricula ............................................................................................
1 1 1 1
Deciding which courses are offered ...............................................................................
Page 13 - TALIS Principal Questionnaire -
1
1
1
1
1
1
1
1
1
23. On average throughout the school year, what percentage of time in your role as a
principal do you spend on the following tasks in this school?
Rough estimates are sufficient. Please write a number in each row. Write 0 (zero) if none. Please
ensure that responses add up to 100%.
a)
%
Administrative tasks and meetings Including, regulations, reports, school
b)
%
Leadership tasks and meetings Including strategic planning, leadership and
c)
%
Curriculum and teaching-related tasks and meetings Including developing
d)
%
Student interactions Including counseling and conversations outside structured
e)
%
Parent or guardian interactions Including formal and informal interactions
f)
%
Interactions with local and regional community, businesses and industries
g)
%
Extra-curricular planning and supervision
h)
%
Other
100
budget, preparing timetables and class composition, responding to requests
from district, regional, state, or national education officials
management activities such as developing school improvement plans, and
human resource and personnel issues such as hiring staff
curriculum, teaching, classroom observations, student evaluation, mentoring
teachers, teacher professional development
learning activities, discipline
% Total
Page 14 – TALIS Principal Questionnaire –
24. Please indicate how frequently you engaged in the following activities in this school
during the last 12 months.
Please mark one choice in each row.
Never or
rarely
a)
Sometimes
Often
Very often
I collaborated with teachers to solve classroom
1
2
3
discipline problems. ......................................................................................................
b)
1
2
3
I observed instruction in the classroom. ........................................................................
c)
I provided feedback to teachers based on my
1
2
3
observations. ...............................................................................................................
I took actions to support cooperation among
1
2
3
teachers to develop new teaching practices. ..................................................................
I took actions to ensure that teachers take
1
2
3
responsibility for improving their teaching skills. ............................................................
I took actions to ensure that teachers feel
1
2
3
responsible for their students' learning outcomes. ..........................................................
I provided parents or guardians with information
1
2
3
on the school and student performance. ........................................................................
I reviewed school administrative procedures and
1
2
3
reports. .......................................................................................................................
I resolved problems with the lesson timetable in
1
2
3
this school. ..................................................................................................................
I collaborated with principals from other schools
1
2
3
on challenging work tasks. ...........................................................................................
I worked on a professional development plan for
1
2
3
this school. ..................................................................................................................
d)
e)
f)
g)
h)
i)
j)
k)
Page 15 - TALIS Principal Questionnaire -
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4
4
4
4
4
4
4
4
4
4
Teacher Formal Appraisal
In this section, ‘appraisal’ is defined as when a teacher’s work is reviewed by the principal, an external
inspector or by his or her colleagues. Here, it is defined as a more formal approach (e.g., as part of a formal
performance management system, involving set procedures and criteria) rather than a more informal
approach (e.g., through informal discussions).
25. On average, how often is each teacher formally appraised in this school by the following
people?
Please mark one choice in each row. If none of the response choices reflect this school's situation,
please choose the one that is closest to it.
Never
Less than
once every
two years
Once every
two years
Once per
year
Twice or
more per
year
a)
1 2 3 4
Principal ......................................................................................................................
b)
Other members of the school
1 2 3 4
management team .......................................................................................................
5
c)
1 2 3 4
Assigned mentors ........................................................................................................
d)
Teachers (who are not part of the school
1 2 3 4
management team) .....................................................................................................
External individuals or bodies (e.g.,
inspectors, local or state education
authorities, or other persons from outside
1 2 3 4
the school) ..................................................................................................................
e)
5
5
5
If you answered ‘Never’ to all of the above -->You will be forwarded to the next applicable
question.
Page 16 – TALIS Principal Questionnaire –
5
26. Who uses the following types of information as part of the formal appraisal of teachers’
work in this school?
Please mark as many choices as appropriate in each row.
External
individuals
or bodies
a)
b)
c)
d)
e)
f)
Principal
Member(s)
of the
school
manageme
nt team
Assigned
mentors
Other
teachers
(not a part
of the
school
manageme
nt team)
Not used
in this
school
Observations of classroom teaching
1 1 1 1 1
....................................................................................................................................
Student survey responses related
1 1 1 1 1
to teaching ..................................................................................................................
Assessments of teachers' content
1 1 1 1 1
knowledge ...................................................................................................................
Students’ external results (e.g.,
1 1 1 1 1
national test scores) .....................................................................................................
School-based and classroom-based
results (e.g., performance results,
1 1 1 1 1
project results, test scores) ..........................................................................................
Self-assessments of teachers’ work
(e.g., presentation of a portfolio
assessment, analysis of teaching
1 1 1 1 1
using video) .................................................................................................................
1
1
1
1
1
1
27. Please indicate the frequency that each of the following occurs in this school following a
formal teacher appraisal.
Please mark one choice in each row.
Never
a)
Sometimes
Most of the
time
Measures to remedy any weaknesses in teaching are
1 2 3
discussed with the teacher. ...........................................................................................
Always
b)
1 2 3
A development/training plan is developed. .....................................................................
c)
Material sanctions such as reduced annual increases
1 2 3
in pay are imposed. .....................................................................................................
A mentor is appointed to help the teacher improve
1 2 3
his/her teaching. ..........................................................................................................
A change in a teacher’s work responsibilities (e.g.,
increase or decrease in his/her teaching load,
administrative/managerial responsibilities or mentor
1 2 3
responsibilities) ............................................................................................................
An increase in a teacher’s salary or a payment of a
1 2 3
financial bonus .............................................................................................................
d)
e)
f)
g)
h)
A change in the likelihood of a teacher's career
1 2 3
advancement ...............................................................................................................
1 2 3
Dismissal or non-renewal of contract .............................................................................
Page 17 - TALIS Principal Questionnaire -
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4
4
4
4
4
4
4
School Climate
28. How strongly do you agree or disagree with these statements as applied to this school?
Please mark one choice in each row.
Strongly
disagree
a)
b)
c)
d)
Disagree
Agree
Strongly
agree
This school provides staff with opportunities to
1
2
3
actively participate in school decisions. ..........................................................................
This school provides parents or guardians with
opportunities to actively participate in school
1
2
3
decisions. ....................................................................................................................
This school provides students with opportunities to
1
2
3
actively participate in school decisions. ..........................................................................
This school has a culture of shared responsibility
1
2
3
for school issues. .........................................................................................................
4
4
4
e)
1
2
3
I make the important decisions on my own. ..................................................................
f)
There is a collaborative school culture which is
1
2
3
characterized by mutual support. ..................................................................................
The school staff share a common set of beliefs
1
2
3
about teaching and learning. ........................................................................................
The school staff enforces rules for student
1
2
3
behavior consistently throughout the school. .................................................................
This school encourages staff to lead new
1
2
3
initiatives. ....................................................................................................................
g)
h)
i)
j)
k)
Teachers and students usually get along well with
1
2
3
each other. ..................................................................................................................
1
2
3
Teachers can rely on each other. ...................................................................................
Page 18 – TALIS Principal Questionnaire –
4
4
4
4
4
4
4
4
29. To what extent do the following statements apply to this school?
Please mark one choice in each row.
To some
extent
Not at all
Quite a bit
A lot
a)
1 2 3
Teachers understand the school's curricular goals. .........................................................
b)
Teachers succeed in implementing the school's
1 2 3
curriculum. ..................................................................................................................
c)
Teachers hold high expectations for student
1 2 3
achievement. ...............................................................................................................
d)
1 2 3
Parents or guardians support student achievement. ........................................................
e)
1 2 3
Parents or guardians are involved in school activities. ......................................................
f)
1 2 3
Students have a desire to do well in school.....................................................................
g)
1 2 3
The school cooperates with the local community. ...........................................................
4
4
4
4
4
4
4
30. How strongly do you agree or disagree with the following statements?
Please mark one choice in each row.
Strongly
disagree
a)
b)
Disagree
Agree
Strongly
agree
This school quickly identifies the need to do things
1
2
3
differently. ...................................................................................................................
This school quickly responds to changes when
1
2
3
needed. .......................................................................................................................
4
c)
1
2
3
This school readily accepts new ideas. ...........................................................................
d)
This school makes assistance readily available for
1
2
3
the development of new ideas. .....................................................................................
Page 19 - TALIS Principal Questionnaire -
4
4
4
31. To what extent is this school's capacity to provide quality instruction currently hindered
by any of the following issues?
Please mark one choice in each row.
Not at all
To some
extent
Quite a bit
a)
1
2
3
Shortage of qualified teachers ......................................................................................
b)
Shortage of teachers with competence in teaching
1
2
3
students with special needs ..........................................................................................
A lot
4
c)
1
2
3
Shortage of vocational teachers ....................................................................................
d)
Shortage or inadequacy of instructional materials
1
2
3
(e.g., textbooks) ..........................................................................................................
e)
Shortage or inadequacy of digital technology for
instruction (e.g. software, computers, tablets,
1
2
3
smart boards) .............................................................................................................
4
4
4
f)
1
2
3
Insufficient internet access ...........................................................................................
g)
1
2
3
Shortage or inadequacy of library materials ...................................................................
h)
1
2
3
Shortage of support personnel ......................................................................................
i)
Shortage or inadequacy of instructional space
1
2
3
(e.g., classrooms) ........................................................................................................
Shortage or inadequacy of physical infrastructure
(e.g. classroom furniture, school buildings,
1
2
3
heating/cooling, and lighting) ........................................................................................
Shortage of teachers with competence in teaching
1
2
3
students in a multicultural or multilingual setting ...........................................................
Shortage of teachers with competence in teaching
students from socioeconomically disadvantaged
1
2
3
homes ..........................................................................................................................
m) Shortage or inadequacy of necessary materials to
1
2
3
train vocational skills ....................................................................................................
j)
k)
l)
n)
o)
Shortage or inadequacy of time for instructional
1
2
3
leadership ...................................................................................................................
1
2
3
Shortage or inadequacy of time with students ...............................................................
Page 20 – TALIS Principal Questionnaire –
4
4
4
4
4
4
4
4
4
4
4
32. In this school, how often do the following occur among students?
Please mark one choice in each row.
Never
Less than
monthly
Monthly
Weekly
Daily
a)
1 2 3 4
Vandalism and theft .....................................................................................................
b)
Intimidation or bullying among students
1 2 3 4
(or other forms of verbal abuse) ...................................................................................
Physical injury caused by violence among
1 2 3 4
students ......................................................................................................................
c)
d)
Intimidation or verbal abuse of teachers
1 2 3 4
or staff ........................................................................................................................
5
5
5
e)
1 2 3 4
Use/possession of drugs and/or alcohol .........................................................................
f)
A student or parent/guardian reports
postings of hurtful information on the
1 2 3 4
internet about students ................................................................................................
A student or parent/guardian reports
unwanted electronic contact among
1 2 3 4
students (e.g., via texts, emails, online). ......................................................................
g)
Page 21 - TALIS Principal Questionnaire -
5
5
5
5
Induction and Mentoring
The following section includes questions on induction and mentoring. ‘Induction activities’ are designed to
support new teachers’ introduction into the teaching profession and to support experienced teachers who
are new to a school, and they are either organized in formal structured programs or informally arranged as
separate activities. ‘Mentoring’ is defined as a support structure in schools where more experienced teachers
support less experienced teachers. This structure might involve all teachers in the school or only new
teachers.
33. Do new teachers at this school have access to induction activities?
Please mark one choice in each row.
Yes
a)
1
There is a formal induction program for new teachers. ...................................................
b)
1
There are informal induction activities for new teachers. ................................................
No
2
2
If you answered ‘No’ to a) -->You will be forwarded to the next applicable question.
If you answered ‘No’ to a) and b) -->You will be forwarded to the next applicable question.
34. Which teachers at this school are offered a formal induction program?
Please mark one choice.
All teachers who are new to this school
Only teachers new to teaching
1
2
35. Which of the following provisions are included in teacher induction at this school?
Please mark one choice in each row.
Yes
No
a)
1 2
Courses/seminars attended in person ............................................................................
b)
1 2
Online courses/seminars ..............................................................................................
c)
1 2
Online activities (e.g., virtual communities) ...................................................................
d)
1 2
Planned meetings with principal and/or experienced teachers ........................................
e)
1 2
Supervision by principal and/or experienced teachers ....................................................
f)
1 2
Networking/collaboration with other new teachers .........................................................
g)
1 2
Team teaching with experienced teachers .....................................................................
h)
1 2
Portfolios/diaries/journals .............................................................................................
i)
1 2
Reduced teaching load .................................................................................................
j)
1 2
General/administrative introduction ..............................................................................
Page 22 – TALIS Principal Questionnaire –
36. Do teachers at this school have access to a mentoring program?
Please mark one choice.
Yes, but only teachers who are new to teaching (i.e. in their first job as teachers) have access.
Yes, all teachers who are new to this school have access.
Yes, all teachers at this school have access.
No, at present there is no access to a mentoring program for teachers in this school. -->You
1
2
3
4
will be forwarded to the next applicable question.
37. Is the mentor's main subject field(s) the same as that of the teacher being mentored?
Please mark one choice.
Yes, most of the time
Yes, sometimes
No, rarely or never
1
2
3
38. How would you generally rate the importance of mentoring for teachers and schools?
Please mark one choice in each row.
Not
important at
all
Of low
importance
Of moderate
importance
Of high
importance
a)
1
2
3
To improve teachers' pedagogical competence ...............................................................
b)
1
2
3
To strengthen teachers' professional identity .................................................................
c)
1
2
3
To improve teachers' collaboration with colleagues .........................................................
d)
To support less experienced teachers in their
1
2
3
teaching ......................................................................................................................
e)
1
2
3
To expand teachers' main subject(s) knowledge ............................................................
f)
1
2
3
To improve students' general performance ....................................................................
Page 23 - TALIS Principal Questionnaire -
4
4
4
4
4
4
Schooling in Diverse Environments
The following section includes questions about school policies and practices concerned with diversity, with an
emphasis on cultural diversity. 'Diversity' refers to the recognition of and appreciation for differences in the
backgrounds of students and staff. In the case of cultural diversity it refers most notably to cultural or ethnic
backgrounds.
39. Does this school include students of more than one cultural or ethnic background?
Please mark one choice.
Yes
No -->You will be forwarded to the next applicable question.
1
2
40. In this school, are the following policies and practices in relation to diversity
implemented?
Please mark one choice in each row.
Yes
a)
Supporting activities or organizations that encourage students’ expression of
1
diverse ethnic and cultural identities (e.g., artistic groups) . .............................................
No
b)
1
Organizing multicultural events (e.g., cultural diversity day) ............................................
c)
1
Teaching students how to deal with ethnic and cultural discrimination .............................
d)
Adopting teaching and learning practices that integrate global issues
1
throughout the curriculum ............................................................................................
2
2
2
2
41. In this school, are the following policies and practices implemented?
Please mark one choice in each row.
Yes
a)
1
Teaching students to be inclusive of different socioeconomic backgrounds ......................
b)
1
Explicit policies against gender discrimination ................................................................
c)
1
Explicit policies against socioeconomic discrimination .....................................................
d)
1
Additional support for students from disadvantaged backgrounds ...................................
Page 24 – TALIS Principal Questionnaire –
No
2
2
2
2
42. In your view, approximately how many teachers in this school would agree with the
following statements?
Please mark one choice in each row.
None or
almost none
a)
b)
c)
d)
Some
Many
All or almost
all
It is important to be responsive to differences in
1
2
3
students' cultural backgrounds. .....................................................................................
It is important for students to learn that people
1
2
3
from other cultures can have different values. ...............................................................
Respecting other cultures is something that
children and young people should learn as early as
1
2
3
possible. ......................................................................................................................
Children and young people should learn that
people of different cultures have a lot in common.
1
2
3
4
4
4
4
43. In your view, approximately how many teachers in this school would agree with the
following statements?
Please mark one choice in each row.
None or
almost none
a)
b)
c)
d)
Some
Many
All or almost
all
Schools should encourage students from different
1
2
3
socioeconomic backgrounds to work together. ...............................................................
Students should learn how to avoid gender
1
2
3
discrimination. .............................................................................................................
It is important to treat female and male students
1
2
3
equally. .......................................................................................................................
It is important to treat students from all
1
2
3
socioeconomic backgrounds in the same manner. ..........................................................
Page 25 - TALIS Principal Questionnaire -
4
4
4
4
Job Satisfaction
44. For how many more years do you want to continue to be a principal?
Please write a number.
Years
45. Thinking about your job at this school, to what extent are the following sources of stress
in your work?
Please mark one choice in each row.
Not at all
a)
b)
To some
extent
Quite a bit
Having too much teacher appraisal and feedback work
1 2 3
to do ...........................................................................................................................
Having too much administrative work to do (e.g.,
1 2 3
filling out forms) ..........................................................................................................
c)
1 2 3
Having extra duties due to absent school staff ...............................................................
d)
1 2 3
Being held responsible for students' achievement ..........................................................
e)
1 2 3
Maintaining school discipline .........................................................................................
f)
1 2 3
Being intimidated or verbally abused by students ...........................................................
g)
Keeping up with changing requirements from local
1 2 3
school district or state education authorities ..................................................................
h)
1 2 3
Addressing parent or guardian concerns ........................................................................
i)
1 2 3
Accommodating students with special needs .................................................................
Page 26 – TALIS Principal Questionnaire –
A lot
4
4
4
4
4
4
4
4
4
46. We would like to know how you generally feel about your job. How strongly do you agree
or disagree with the following statements?
Please mark one choice in each row.
Strongly
disagree
a)
b)
c)
Disagree
Agree
Strongly
agree
The advantages of this profession clearly outweigh
1
2
3
the disadvantages. .......................................................................................................
If I could decide again, I would still choose this
1
2
3
job/position. ................................................................................................................
I would like to change to another school if that
1
2
3
were possible. .............................................................................................................
4
4
d)
1
2
3
I regret that I decided to become a principal. ................................................................
e)
1
2
3
I enjoy working at this school. ......................................................................................
f)
I wonder whether it would have been better to
1
2
3
choose another profession. ...........................................................................................
I would recommend this school as a good place to
1
2
3
work. ..........................................................................................................................
g)
h)
I think that the teaching profession is valued in
1
2
3
society. ........................................................................................................................
i)
1
2
3
I am satisfied with my performance in this school. .........................................................
j)
1
2
3
All in all, I am satisfied with my job. ..............................................................................
4
4
4
4
4
4
4
4
47. How strongly do you agree or disagree with the following statements?
Please mark one choice in each row.
Strongly
disagree
a)
b)
c)
d)
e)
Disagree
Agree
Strongly
agree
I am satisfied with the salary I receive from my
1
2
3
work. ..........................................................................................................................
Apart from my salary, I am satisfied with the terms
of my principal contract/employment (e.g.,
1
2
3
benefits, work schedule). .............................................................................................
I am satisfied with the support that I receive from
1
2
3
the staff in this school. .................................................................................................
I need more support from municipal, local,
1
2
3
regional, state, or national authorities. ...........................................................................
I cannot influence decisions that are important for
1
2
3
my work. .....................................................................................................................
Page 27 - TALIS Principal Questionnaire -
4
4
4
4
4
48.
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?
1
Building basic literacy skills (reading, math, writing, speaking)
2
Encouraging academic excellence
3
Preparing students for postsecondary education
4
Promoting occupational or vocational skills
5
Promoting good work habits and self-discipline
6
Promoting personal growth (self-esteem, self-knowledge, etc.)
7
Promoting human relations skills
8
Promoting specific moral values
9
Promoting multicultural awareness or understanding
10
Fostering religious or spiritual development
Most important
Second most important
Third most important
This is the end of the questionnaire. Please press the 'Finish' button to
submit your answers. Thank you very much for your participation!
Page 28 – TALIS Principal Questionnaire –
TALIS 2018 Core Teacher Questionnaire---MAIN STUDY
INSTRUMENT
31
[Placeholder for identification label]
(105 x 35 mm)
Organization for Economic Cooperation and Development (OECD)
Teaching and Learning International Survey (TALIS) 2018
Teacher Questionnaire
Teachers of Students in Grades 7, 8, and/or 9
Main Survey version
United States
The National Center for Education Statistics (NCES), within the U.S. Department of Education, conducts the Teaching
and Learning International Survey (TALIS) in the United States as authorized by the Education Sciences Reform Act of
2002 (ESRA 2002, 20 U.S.C. §9543). All of the information you provide may be used only for statistical purposes and
may not be disclosed, or used, in identifiable form for any other purpose except as required by law (20 U.S.C. §9573
and 6 U.S.C. §151).
According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information
unless such collection displays a valid OMB control number. The valid OMB control number for this voluntary
information collection is 1850-0888. The time required to complete this information collection is estimated to average
60 minutes per teacher, including the time to review instructions, gather the data needed, and complete and review
the information collection. If you have any comments or concerns regarding the accuracy of the time estimate(s),
suggestions for improving the form, or questions about the status of your individual submission of this form, write
directly to: Teaching and Learning International Survey (TALIS), National Center for Education Statistics (NCES),
Potomac Center Plaza, 550 12th Street, SW, 4th floor, Washington, DC 20202.
OMB No. 1850-0888, Approval Expires xx/xx/2021
National Center for Education Statistics
Potomac Center Plaza
550 12th Street SW
Washington, DC 20202
International Project Consortium
International Association for the Evaluation of Educational Achievement (IEA), The Netherlands and Germany
Australian Council for Educational Research (ACER), Australia
Statistics Canada, Canada
About TALIS 2018
The third Teaching and Learning International Survey (TALIS 2018) is an international survey that offers the opportunity
for teachers and principals to provide input into education analysis and policy development. TALIS is being coordinated
by the Organization for Economic Cooperation and Development (OECD). The United States, along with more than 40
other countries, is taking part in the survey. In the United States, TALIS is being conducted by the National Center for
Education Statistics (NCES), within the U.S. Department of Education. Cross-country analysis of this data will allow
countries to identify other countries facing similar challenges and to learn from other policy approaches. School
principals and teachers will provide information about issues such as the professional development they have received;
their teaching beliefs and practices; the review of teachers’ work and the feedback and recognition they receive about
their work; and various other school leadership, management and workplace issues. In the TALIS study, it is our
intention to draw a picture of the different educational practices in all the participating countries. Countries and
individuals may differ in their educational approaches. We rely on your expertise to describe your work and opinion as
accurately as possible. Being an international survey, it is possible that some questions do not fit very well within your
national context. In these cases, please answer as best as you can.
Confidentiality
NCES is authorized to collect information from the questionnaire under the Education Sciences Reform Act of 2002 (ESRA
2002, 20 U.S.C. §9543). You do not have to provide the information requested. However, the information you provide
will help the U.S. Department of Education’s ongoing efforts to understand better how the educational system in the
United States compares to that in other countries. There are no penalties should you choose not to participate in this
study. All of the information you provide may be used only for statistical purposes and may not be disclosed, or used, in
identifiable form for any other purpose except as required by law (20 U.S.C. §9573 and 6 U.S.C. §151). Your responses
will be combined with those from other participants to produce summary statistics and reports.
About the Questionnaire
·
·
·
·
·
This questionnaire should take approximately 60 minutes to complete.
When questions refer to 'this school' we mean by 'school': a division of the school system consisting of students in
one or more grades and organized to give instruction of a defined type. One school may share a building with
another school or one school may be housed in many buildings.
Guidelines for answering the questions are typed in italics. Most questions can be answered by marking the one
most appropriate answer.
The following applies only if you are responding to a paper questionnaire. When you have completed this
questionnaire, please put the questionnaire in the pre-paid, pre-addressed business reply envelope and mail to
Westat.
When in doubt about any aspect of the questionnaire, or if you would like more information about the
questionnaire or the study, you can reach us by using the following contact details:
TALIS Help Desk:
Phone: 1-855-545-1163
Email: [email protected]
Or write to us directly at the following mailing address:
Teaching and Learning International Survey
National Center for Education Statistics
Institute of Education Sciences, U.S. Department of Education
Potomac Center Plaza
550 12th Street SW
Washington, DC 20202, USA
Thank you very much for your participation!
Page 2 – TALIS Teacher Questionnaire
Background and Qualification
These questions are about you, your education and the time you have spent in teaching. In responding to
the questions, please mark the appropriate choice(s) or provide figures where necessary.
1. Are you female or male?
Please mark one choice.
o
o
1
Female
2
Male
2. How old are you?
Please write a number.
Years
3
Are you of Hispanic or Latino origin?
Please mark one choice.
o
o
1
No
2
Yes
4. What is your race?
Mark one or more races to indicate what you consider yourself to be
o
o
Black or African American ................................................................
o
Asian ................................................................
o
Native Hawaiian or Other Pacific Islander ................................
American Indian or Alaska Native ................................o
White ................................................................
1
1
1
1
1
5. What is the highest level of formal education you have completed?
Please mark one choice.
o
o
o
o
o
o
1
I did not complete high school
2
High School
3
Associate’s degree (2-year college program)
4
Bachelor’s degree (4-year college program)
5
Master’s degree or professional degree (MD, DDS, lawyer, minister)
6
Doctorate (Ph.D., or Ed.D.)
Page 3 TALIS Teacher Questionnaire
6. Were the following elements included in your formal education or training and, if yes, to
what extent did you feel prepared for each element in your teaching?
Please mark one choice in both, part (A) and part (B), in each row .
(A) Inclusion in
education or training
Yes
No
a)
o1
o2
Content of some or all subject(s) I teach ................................
b)
o1
o2
Pedagogy of some or all subject(s) I teach ................................
c)
o1
o2
General pedagogy ................................................................
d)
Classroom practice in some or all subject(s) I
o1
teach ................................................................
(B) Preparedness
Not at
all
Somew
hat
Well
Very
well
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
1
1
1
2
2
2
3
3
3
4
4
4
e)
o1
Teaching in a mixed ability setting ................................
o
o
f)
Teaching in a multicultural or multilingual
o1
setting ................................................................
o
o
o
o
o
Teaching cross-curricular skills (e.g., creativity,
o1
critical thinking, problem solving) ................................
o
o
o
o
o
o
o
o
o
o
o
................................
o
o
o
o
o
o
o
o
o
g)
h)
2
2
2
2
1
1
1
1
Use of ICT (information and communication
technology) for teaching ................................
1
2
1
i)
Student behavior and classroom management
1
2
1
j)
Monitoring students' development and
o1
learning ................................................................
o
2
Page 4 – TALIS Teacher Questionnaire
o
1
2
2
2
2
2
2
2
3
3
3
3
3
3
3
4
4
4
4
4
4
4
7. How important were the following for you to become a teacher?
Please mark one choice in each row.
Not
important
at all
Of
moderate
importance
Of high
importance
o
o
o
Teaching provided a reliable income. ................................
o
o
Teaching was a secure job. ................................................................
o
o
o
o
o
o
The teaching schedule (e.g., hours, holidays, parttime positions) fit with responsibilities in my personal
o1
o2
life. ................................................................................................
o
o
Teaching allowed me to influence the development
o1
o2
of children and young people. ................................................................
o
o
Teaching allowed me to benefit the socially
o1
disadvantaged. ................................................................
o
o
o
Teaching allowed me to provide a contribution to
society. ................................................................
o
o
o
o1
Teaching offered a steady career path. ................................
a)
b)
c)
d)
e)
f)
g)
Of low
importance
2
1
2
1
2
o
1
2
2
3
3
3
3
3
3
3
4
4
4
4
4
4
4
8. Was teaching your first choice as a career?
A 'career' is having a paid job that you regarded as likely to form your life's work. Please mark one
choice.
o
o
1
Yes
2
No
Page 5 TALIS Teacher Questionnaire
Current Work
9. What is your employment status as a teacher at this school?
Please mark one choice.
o
Permanent employment (an ongoing contract with no fixed end-point before the age of
retirement)
o
o
2
Fixed-term contract for a period of more than 1 school year
3
Fixed-term contract for a period of 1 school year or less
1
10.What is your current employment status as a teacher, in terms of working hours?
Please consider your employment status at this school and for all of your teaching employments
together. Please mark one choice in each row.
Full-time
(more than Part-time
Part-time
90% of
(71-90% of (50-70% of
full-time
full-time
full-time
hours)
hours)
hours)
a)
My employment status at this school ................................o1
b)
o1
All my teaching employments together ................................
o
o
2
2
Part-time
(less than
50% of
full-time
hours)
o
o
3
3
o
o
4
4
11.How many years of work experience do you have, regardless of whether you worked fulltime or part-time?
Do not include any extended periods of leave such as maternity/paternity leave. Please write a
number in each row. Write 0 (zero) if none. Please round up to whole years.
a)
Year(s) working as a teacher at this school
b)
Year(s) working as a teacher in total
c)
Year(s) working in other education roles, not as a teacher (e.g., as a university lecturer,
nurse)
d)
Year(s) working in other non-education roles
12.Do you currently work as a teacher of 7th, 8th, and/or 9th grade students at another
school?
Please mark one choice.
o
o
1
Yes
2
No -->You will be forwarded to the next applicable question.
13.If ‘Yes’ in the previous question, please indicate at how many other schools you currently
teach 7th, 8th, and/or 9th grade students.
Please write a number.
School(s)
Page 6 – TALIS Teacher Questionnaire
14.Across all your 7th, 8th, and/or 9th grade classes at this school, how many of your
students are students with special needs?
Students with special needs are those for whom a special learning need has been formally identified
due to mental, physical, or emotional characteristics. Often they will be those for whom additional
public or private resources (personnel, material or financial) have been provided to support their
education. Please mark one choice.
o
o
o
o
1
None
2
Some
3
Most
4
All
Page 7 TALIS Teacher Questionnaire
15.Were the following subject categories included in your formal education or training, and
do you teach them during the current school year to any 7th, 8th, and/or 9th grade
students in this school?
Please mark as many choices as appropriate in each row.
Included in my
formal education
or training
a)
b)
c)
d)
e)
f)
I teach it to 7th,
8th, and/or 9th
grade students
this year
Reading, writing and literature Includes reading and writing (and
literature) in English, language arts, public speaking, literature,
o1
composition, communications, journalism ................................................................
o
1
English as a Second Language (ESL)
Includes ESL or bilingual education in support of students’ subject
o1
matter learning ................................................................................................
o
Mathematics Includes basic and general mathematics, geometry,
pre-algebra, algebra, business and applied mathematics, statistics
o1
and probability, trigonometry, calculus, and pre-calculus ................................
o
Science Includes general or integrated science, physics, physical
science, chemistry, biology or life science, human biology,
o1
environmental science, Earth science ................................................................
o
Social studies/Social science Includes general social studies,
anthropology, economics, geography, government or civics, history,
humanities, philosophy, psychology, sociology ................................
o
o
1
Modern foreign languages Includes languages other than English
o1
(e.g., French, German, Spanish, ASL) ................................................................
1
1
1
1
g)
Classical Greek and/or Latin ................................................................o1
o
o
h)
Technology Includes orientation in technology, including
information technology, computer studies, construction/surveying,
electronics, graphics and design, keyboard skills, word processing,
o1
workshop technology/design technology ................................................................
o
1
1
1
i)
Arts Includes arts, music, visual arts, practical art, drama,
performance music, photography, drawing, creative handicraft,
o1
o1
creative needlework ................................................................................................
j)
Physical and health education Includes physical education,
gymnastics, dance, health ................................................................
k)
l)
o
1
o
Business studies Includes accounting, business management,
business principles and ethics, marketing and distribution
o
o
1
1
1
o
1
Special Education
o
Other ................................................................................................o
Includes education of students with special needs
o)
1
Religion and/or ethics Includes religion, history of religions, religion
o1
culture, ethics ................................................................................................
m) Practical and vocational skills Includes vocational skills (preparation
for a specific occupation), agriculture and natural resources,
domestic science, career education, clothing and textiles,
construction trades, cosmetology, culinary arts, driving, health
occupations, home economics, mechanics and repair, polytechnic
o1
courses, secretarial studies, tourism and hospitality, handicraft ................................
n)
o
1
1
Page 8 – TALIS Teacher Questionnaire
o
o
1
1
16.During your most recent complete calendar week, approximately how many 60-minute
hours did you spend in total on tasks related to your job at this school?
Include time spent on teaching, planning lessons, grading, collaborating with other teachers,
participating in staff meetings, participating in professional development and other work tasks. Also
include tasks that took place during evenings, weekends or other out of class hours. A 'complete'
calendar week is one that was not shortened by breaks, public holidays, sick leave, etc. Round to the
nearest whole hour.
Hours in total
17.Of this total, how many 60-minute hours did you spend on teaching at this school during
your most recent complete calendar week?
Please only count actual teaching time. Time spent on preparation, grading, professional
development, etc. will be recorded in the next question. Round to the nearest whole hour.
Hours teaching
18.Approximately how many 60-minute hours did you spend on the following tasks during
your most recent complete calendar week, in your job at this school?
Include tasks that took place during weekends, evenings or other out of class hours. Exclude all time
spent teaching as this was recorded in the previous question. Rough estimates are sufficient. If you
did not perform the task during the most recent complete calendar week, write 0 (zero). Round to the
nearest whole hour.
a)
Hours
Individual planning or preparation of lessons either at school or out of school
b)
Hours
Teamwork and dialogue with colleagues within this school
c)
Hours
Grading/correcting of student work
d)
Hours
Student counseling (including student supervision, mentoring, virtual
counseling, career guidance and behavior guidance)
e)
Hours
Participation in school management
f)
Hours
General administrative work (including communication, paperwork and other
clerical duties)
g)
Hours
Professional development activities
h)
Hours
Communication and cooperation with parents or guardians
i)
Hours
Engaging in extracurricular activities (e.g. sports and cultural activities after
school)
j)
Hours
Developing students’ test taking skills to improve performance on mandated
assessments.
k)
Hours
Administering, proctoring, and scoring mandated assessments
l)
Hours
Reviewing and analyzing results of mandated assessments to improve
instruction
m)
Hours
Other work tasks
Page 9 TALIS Teacher Questionnaire
Professional Development
In this section, 'professional development' is defined as activities that aim to develop an individual's skills,
knowledge, expertise and other characteristics as a teacher. Please only consider professional development
you have undertaken after your initial education or training.
19.Did you take part in any induction activities?
'Induction activities’ are designed to support new teachers’ introduction into the teaching profession
and to support experienced teachers who are new to a school, and they are either organized in formal
structured programs or informally arranged as separate activities. Please mark as many choices as
appropriate in each row.
Yes, during
my first
employment
a)
I took part in a formal induction program. ................................o1
b)
I took part in informal induction activities. ................................o1
Yes, at this
school
No
o
o
o
o
1
1
1
1
If you did not answer ‘Yes, at this school’ to either a) or b) you will be forwarded to the next
applicable question.
20.When you began work at this school, were the following provisions part of your
induction?
Please mark one choice in each row.
Yes
No
a)
o1
Courses/seminars attended in person ................................................................
b)
o1
Online courses/seminars ..........................................................................................
c)
o1
Online activities (e.g., virtual communities) ................................................................
d)
o1
Planned meetings with the principal and/or experienced colleagues ..............................
e)
o1
Supervision by the principal and/or experienced colleagues ................................
f)
o1
Networking/collaboration with other new teachers ......................................................
g)
o1
Team teaching with experienced teachers ................................................................
h)
o1
Portfolios/diaries/journals .........................................................................................
i)
o1
Reduced teaching load .............................................................................................
j)
General/administrative introduction ................................................................o1
o
o
o
o
o
o
o
o
o
o
Page 10 – TALIS Teacher Questionnaire
2
2
2
2
2
2
2
2
2
2
21.Are you currently involved in any mentoring activities as part of a formal arrangement at
this school?
'Mentoring' is defined as a support structure in schools where more experienced teachers support less
experienced teachers. This structure might involve all teachers in the school or only new teachers. It
does not include mentoring of student teachers doing teaching practice at this school. Please mark
one choice in each row.
Yes
No
a)
o1
I currently have an assigned mentor to support me. ....................................................
b)
o1
I am currently an assigned mentor for one or more teachers. ................................
o
o
2
2
22.During the last 12 months, did you participate in any of the following professional
development activities?
Please mark one choice in each row.
Yes
a)
o1
In-person courses/seminars ......................................................................................
b)
o1
Online courses/seminars ..........................................................................................
c)
Education conferences where teachers, principals and/or researchers
o1
present/discuss their research ..................................................................................
No
o
o
2
2
d)
o1
Formal qualification program (e.g., a degree program) ................................................
e)
Observation visits to other schools ................................................................
o
1
o
o
o
f)
Observation visits to business premises, public organizations, non-government
organizations ................................................................................................ o1
o
Peer and/or self-observation and coaching as part of a formal school
arrangement ................................................................................................
o
g)
h)
o
1
Participation in a network of teachers formed specifically for the professional
o1
development of teachers ..........................................................................................
i)
o1
Reading professional literature ..................................................................................
j)
o1
Other ......................................................................................................................
If you answered ‘No’ to all of the above -->You will be forwarded to the next applicable
question.
Page 11 TALIS Teacher Questionnaire
2
2
2
2
2
o
o
o
2
2
2
23.Were any of the topics listed below included in your professional development activities
during the last 12 months?
Please mark one choice in each row.
Yes
a)
o1
Knowledge and understanding of my subject field(s) ...................................................
b)
Pedagogical competencies in teaching my subject field(s) ................................
c)
d)
e)
f)
g)
h)
i)
j)
k)
l)
o
o
Knowledge of the curriculum ....................................................................................
o
Student assessment practices ...................................................................................
o
ICT (information and communication technology) skills for teaching ..............................
o
Student behavior and classroom management ............................................................
o
School management and administration ................................................................
Approaches to individualized learning ................................................................o
Teaching students with special needs ................................................................o
o
Teaching in a multicultural or multilingual setting ........................................................
1
1
1
1
1
1
1
1
1
Teaching cross-curricular skills (e.g., creativity, critical thinking, problem
o1
solving) ..................................................................................................................
o1
Analysis and use of student assessments ................................................................
m) Teacher-parent/guardian cooperation ................................................................o1
n)
o1
Communicating with people from different cultures or countries ................................
o)
Implementation of national/state curriculum standards or Common Core
standards
p)
No
o
o
o
o
o
o
o
o
o
o
2
2
2
2
2
2
2
2
2
2
o
o
o
o
2
2
2
2
o
o
o
o
Other .....................................................................................................................
Page 12 – TALIS Teacher Questionnaire
1
2
1
2
24.Thinking of all of your professional development activities during the last 12 months, did
any of these have a positive impact on your teaching practice?
Please mark one choice.
o
o
1
Yes
2
No -->You will be forwarded to the next applicable question.
25.Thinking of the professional development activity that had the greatest positive impact
on your teaching during the last 12 months, did it have any of the following
characteristics?
Please mark one choice in each row.
Yes
a)
o1
It built on my prior knowledge. .................................................................................
b)
o1
It adapted to my personal development needs. ..........................................................
c)
o1
It had a coherent structure. ......................................................................................
d)
o1
It appropriately focused on content needed to teach my subjects. ................................
e)
o1
It provided opportunities for active learning. ..............................................................
f)
o1
It provided opportunities for collaborative learning. .....................................................
g)
It provided opportunity to practice/apply new ideas and knowledge in my own
classroom. ................................................................................................
h)
i)
j)
k)
l)
o
o
It provided follow-up activities. .................................................................................
o
It took place at my school. .......................................................................................
o
It involved most colleagues from my school. ...............................................................
o
It took place over an extended period of time (e.g., several weeks or longer). ................
o
It focused on innovation in my teaching. ................................................................
1
1
1
1
1
1
Page 13 TALIS Teacher Questionnaire
No
o
o
o
o
o
o
2
2
2
2
2
2
o
o
o
o
o
o
2
2
2
2
2
2
26.For each of the areas listed below, please indicate the extent to which you currently need
professional development.
Please mark one choice in each row.
Moderate
level of
need
High level
of need
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Communicating with people from different cultures or
o1
o2
countries ................................................................................................
o
o
Implementation of national/state curriculum standards
o1
o2
or Common Core standards ................................................................
o
o
No need at
present
Low level
of need
a)
o1
o2
Knowledge and understanding of my subject field(s) ................................
b)
Pedagogical competencies in teaching my subject
o1
o2
field(s) ................................................................................................
c)
o1
o2
Knowledge of the curriculum ................................................................
d)
o1
o2
Student assessment practices ................................................................
e)
ICT (information and communication technology) skills
for teaching ................................................................
f)
g)
h)
i)
j)
k)
l)
o
o
o
o
Student behavior and classroom management ................................
o
o
School management and administration ................................
o
o
Approaches to individualized learning ................................
o
o
Teaching students with special needs ................................
o
o
Teaching in a multicultural or multilingual setting ................................
1
2
1
2
1
2
1
2
1
2
1
2
Teaching cross-curricular skills (e.g., creativity, critical
o1
o2
thinking, problem solving) ................................................................
o1
Analysis and use of student assessments ................................
o1
m) Teacher-parent/guardian cooperation ................................
n)
o)
Page 14 – TALIS Teacher Questionnaire
o
o
2
2
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
27.How strongly do you agree or disagree that the following present barriers to your
participation in professional development?
Please mark one choice in each row.
Strongly
disagree
a)
I do not have the prerequisites (e.g., qualifications,
o1
experience, seniority). ................................................................
o
o
o
2
b)
o1
Professional development is too expensive. ................................
c)
There is a lack of employer support. ................................o1
d)
Professional development conflicts with my work
o1
o2
schedule. ................................................................................................
2
2
Agree
Strongly
agree
o
o
o
o
o
o
o
o
o
3
3
3
4
4
4
e)
o1
o2
I do not have time because of family responsibilities ................................
f)
o1
o2
There is no relevant professional development offered. ................................
o
o
o
g)
There are no incentives for participating in professional
development. ................................................................o1
o
o
o
The professional development offered is of poor
quality.
o
o
o
o
Professional development is not readily accessible to
me.
o
o
o
o
h)
i)
28
Disagree
1
1
2
2
2
3
3
3
3
3
3
4
4
4
4
4
In the past 12 months, professional development was available to teachers at THIS
school:
Please mark one or more responses.
o1
Before or after school days ................................................................
During in-service days (teacher planning
o1
or work days) when students are NOT in school................................
During regular school days when students
o1
are in school ................................................................
o1
During summer and other extended school breaks ................................
Page 15 TALIS Teacher Questionnaire
4
Feedback
We would like to ask you about the feedback you receive about your work in this school. ‘Feedback’ is
defined broadly as including any communication you receive about your teaching, based on some form of
interaction with your work (e.g., observing you teach students, discussing your curriculum or students'
results). Feedback can be provided through informal discussions with you or as part of a more formal and
structured arrangement.
29.In this school, who uses the following types of information to provide feedback to you?
'External individuals or bodies' as used below refer to, for example, inspectors, municipality
representatives, or other persons from outside the school. Please mark as many choices as
appropriate in each row.
Other
colleagues
I have
School
within the
never
principal or school (not a received
member(s) of part of the
this
External
the school
school
feedbac
individuals management management k in this
or bodies
team
team)
school.
a)
o1
Observation of my classroom teaching ................................
1
b)
1
1
1
1
c)
d)
e)
f)
o
o
o
Student survey responses related to my teaching ................................
o
o
Assessment of my content knowledge ................................
o
o
o
o
o
o
External results of students I teach (e.g., national test
o1
o1
scores) ................................................................................................
o
o
School-based and classroom-based results (e.g.,
o1
o1
performance results, project results, test scores) ................................
o
o
Self-assessment of my work (e.g., presentation of a
portfolio assessment, analysis of my teaching using
o1
o1
video) ................................................................................................
o
o
1
1
1
1
1
1
1
1
1
1
1
1
If you answered ‘I have never received this feedback in this school’ to all of the above -->You
will be forwarded to the next applicable question.
30.Thinking of all of the feedback that you have received during the last 12 months, did any
of these have a positive impact on your teaching practice?
Please mark one choice.
o
o
1
Yes
2
No -->You will be forwarded to the next applicable question.
Page 16 – TALIS Teacher Questionnaire
31.Thinking about the feedback you have received during the last 12 months, did it lead to a
positive change in any of the following aspects of your teaching?
Please mark one choice in each row.
Yes
No
a)
Knowledge and understanding of my main subject field(s) ................................ o1
b)
o1
Pedagogical competencies in teaching my subject .......................................................
c)
Use of student assessments to improve student learning ................................
o
o
o
o
o
o
d)
e)
f)
o
o
Classroom management ...........................................................................................
o
Methods for teaching students with special needs .......................................................
o
Methods for teaching in a multicultural or multilingual setting ................................
1
1
1
1
Page 17 TALIS Teacher Questionnaire
2
2
2
2
2
2
Teaching in General
32.Thinking about the teachers in this school, how strongly do you agree or disagree with
the following statements?
Please mark one choice in each row.
Strongly
disagree
a)
Disagree
Most teachers in this school strive to develop new
o1
o2
ideas for teaching and learning. ................................................................
Agree
Strongly
agree
o
o
b)
o1
o2
Most teachers in this school are open to change. ................................
o
o
c)
Most teachers in this school search for new ways to
o1
solve problems. ................................................................
o
2
o
o
Most teachers in this school provide practical support
o1
o2
to each other for the application of new ideas. ................................
o
o
5-10
times a
year
1-3 times
a month
Once a
week or
more
d)
3
4
3
4
3
4
3
4
33.On average, how often do you do the following in this school?
Please mark one choice in each row.
Never
Once a
year or
less
2-4 times
a year
a)
o1
o2
o3
Teach jointly as a team in the same class ................................
o
o
o
b)
Observe other teachers’ classes and
o1
o2
provide feedback ................................................................
o
o
o
o
Engage in joint activities across different
o1
o2
classes and age groups (e.g., projects) ................................
o
o
o
o
Exchange teaching materials with
o1
o2
colleagues ................................................................
o
o
o
o
Engage in discussions about the learning
o1
o2
development of specific students ................................
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
c)
d)
e)
f)
Work with other teachers in this school to
ensure common standards in evaluations
o1
for assessing student progress ................................
g)
Attend team meetings ................................ o1
o
o
h)
Take part in collaborative professional
o1
learning ................................................................
o
2
2
2
3
3
3
3
3
3
Page 18 – TALIS Teacher Questionnaire
3
4
4
4
4
4
4
4
4
5
5
5
5
5
5
5
5
6
6
6
6
6
6
6
6
34.In your teaching, to what extent can you do the following?
Please mark one choice in each row.
Not at all
To some
extent
Quite a bit
a)
o1
o2
Get students to believe they can do well in school work ................................
b)
o1
o2
Help students value learning ................................................................
c)
o1
o2
Craft good questions for students ................................................................
d)
o1
Control disruptive behavior in the classroom ................................
e)
f)
g)
h)
i)
j)
k)
l)
o
o
o
Motivate students who show low interest in school work ................................
o
o
Make expectations about student behavior clear ................................
o
o
Help students think critically ................................................................
o
Get students to follow classroom rules ................................o
o
o
Calm a student who is disruptive or noisy ................................
o
Use a variety of assessment strategies ................................o
2
1
2
1
2
1
2
1
2
1
2
1
2
Provide an alternative explanation (e.g., when students
are confused) ................................................................
1
2
Vary instructional strategies in my classroom
1
2
o
o
o
o
................................
m) Support student learning through the use of digital
o1
o2
technology (e.g., computers, tablets, smart boards) ................................
Page 19 TALIS Teacher Questionnaire
A lot
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
3
3
3
3
3
3
3
3
3
3
3
3
3
4
4
4
4
4
4
4
4
4
4
4
4
4
Teaching in the Target Class
In the following, we want to get into more detail about your teaching practices. Within this questionnaire,
we cannot cover the whole scope of your teaching. Therefore, we use an exemplary approach and focus on
the teaching of one class. The following questions ask you about a particular class that you teach. The class
that we would like you to respond to is the first 7th, 8th, or 9th grade class that you taught in this school
after 11 a.m. last Tuesday. Please note that if you do not teach a grade 7, 8, or 9 class on Tuesday, this can
be a class taught on a day following the last Tuesday. In the questions below, this class will be referred to as
the target class.
35.We would like to understand the composition of the target class. Please estimate the
broad percentage of students who have the following characteristics.
'Socioeconomically disadvantaged homes’ refers to homes lacking the basic necessities or advantages
of life, such as adequate income, housing, nutrition or medical care. A ‘refugee’ is one who,
regardless of legal status, fled to another country, seeking refuge from war, political oppression,
religious persecution, or a natural disaster. This question asks about your personal perception of
student background. It is acceptable to base your replies on rough estimates. Students may fall into
multiple categories. Please mark one choice in each row.
None
1% to
10%
11% to
30%
31% to
60%
More than
60%
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
a)
o1
o2
Students whose first language is not English ................................
b)
o1
o2
Low academic achievers ................................................................
c)
Students with special needs (see Question 14
o1
o2
for the definition) ................................................................
d)
o1
Students with behavioral problems ................................
e)
Students from socioeconomically disadvantaged
homes ................................................................o1
f)
Academically gifted students ................................ o1
g)
Students who are refugees ................................
o
1
2
2
2
2
3
3
3
3
3
3
3
4
4
4
4
4
4
4
5
5
5
5
36.Is your teaching in the target class directed entirely or mainly to students with special
needs?
Please mark one choice.
o
o
1
Yes -->You will be forwarded to the next applicable question.
2
No
Page 20 – TALIS Teacher Questionnaire
5
5
5
37.Into which subject category does this target class primarily fall?
Please mark one choice.
o
1
Reading, writing and literature
Includes reading and writing (and literature) in English language arts, public speaking,
literature, composition, communications, journalism
o
2
English as a Second Language (ESL)
Includes ESL or bilingual education in support of students’ subject matter learning
o
3
Mathematics
Includes basic and general mathematics, geometry, pre-algebra, algebra, business and applied
mathematics, statistics and probability, trigonometry, calculus, and pre-calculus
o
4
Science
Includes general or integrated science, physics, physical science, chemistry, biology or life
science, human biology, environmental science, Earth science
o
5
Social studies/Social science
Includes general social studies, anthropology, economics, geography, government or civics,
history, philosophy, psychology, sociology
o
6
Modern foreign languages
Includes languages other than English (e.g., French, German, Spanish, ASL)
o
o
7
Classical Greek and/or Latin
8
Technology
Includes orientation in technology, including information technology, computer studies,
construction/surveying, electronics, graphics and design, keyboard skills, word processing,
workshop technology/design technology
o
9
Arts
Includes arts, music, visual arts, practical art, drama, performance music, photography,
drawing, creative handicraft, creative needlework
o
10
Physical and health education
Includes physical education, gymnastics, dance, health
o
111
Religion and/or ethics
Includes religion, history of religions, religion culture, ethics
o
Business studies
Includes accounting, business management, business principles and ethics, marketing and
distribution
o
Practical and vocational skills
112
13
Includes vocational skills (preparation for a specific occupation), technics, domestic science,
accountancy, business studies, career education, clothing and textiles, driving, home
economics, polytechnic courses, secretarial studies, tourism and hospitality, handicraft
o
Special Education
Includes education of students with special needs
o
Other
114
15
Page 21 TALIS Teacher Questionnaire
38.How many students are currently enrolled in this target class?
Please write a number.
Students
Page 22 – TALIS Teacher Questionnaire
39.For this target class, what percentage of class time is typically spent on each of the
following activities?
Write a percentage for each activity. Write 0 (zero) if none. Please ensure that responses add up to
100%.
a)
%
Administrative tasks (e.g. recording attendance, handing out school
information/forms)
b)
%
Keeping order in the classroom (maintaining discipline)
c)
%
Actual teaching and learning
100
% Total
40.How strongly do you agree or disagree that you have control over the following areas of
your planning and teaching in this target class?
Please mark one choice in each row.
Strongly
disagree
Disagree
a)
o1
o2
Determining course content ................................................................
b)
o1
o2
Selecting teaching methods ................................................................
c)
o1
o2
Assessing students' learning ................................................................
d)
o1
Disciplining students ................................................................
2
e)
Determining the amount of homework to be assigned
2
o
o
o
................................
1
Page 23 TALIS Teacher Questionnaire
Agree
Strongly
agree
o
o
o
o
o
o
o
o
o
o
3
3
3
3
3
4
4
4
4
4
41.How strongly do you agree or disagree with the following statements?
Please mark one choice in each row.
Strongly
disagree
a)
b)
c)
d)
Agree
Strongly
agree
When the lesson begins, I have to wait quite a long
o1
o2
time for students to quiet down. ................................................................
o
o
Students in this class take care to create a pleasant
o1
learning atmosphere. ................................................................
o
o
o
o
o
o
................................
o
o
o
o
Disagree
2
I lose quite a lot of time because of students
o1
interrupting the lesson. ................................................................
2
There is much disruptive noise in this classroom.
2
1
3
3
3
3
4
4
4
4
42.Thinking about your teaching in the target class, how often do you do the following?
Please mark one choice in each row.
Never or
almost
never
Occasionall
Frequently
y
a)
o1
o2
I present a summary of recently learned content. ................................
b)
o1
I set goals at the beginning of instruction. ................................
c)
d)
e)
f)
g)
h)
o
o
o
I explain what I expect the students to learn. ................................
o
o
I explain how new and old topics are related. ................................
o
o
I present tasks for which there is no obvious solution. ................................
o
o
I give tasks that require students to think critically. ................................
o
o
o
o
o
o
o
o
o
o
o
o
I have students work in small groups to come up with a
joint solution to a problem or task. ................................
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
2
o
o
I let students practice similar tasks until I know that
o1
o2
every student has understood the subject matter. ................................
o
o
I give students projects that require at least one week
to complete. ................................................................
2
1
2
1
2
1
2
1
2
o
1
I ask students to decide on their own procedures for
o1
solving complex tasks. ................................................................
2
2
i)
o1
I tell students to follow classroom rules. ................................
j)
I tell students to listen to what I say. ................................ o1
k)
I calm students who are disruptive. ................................
l)
When the lesson begins, I tell students to quiet down
o1
o2
quickly. ................................................................................................
o
1
m) I refer to a problem from everyday life or work to
o1
demonstrate why new knowledge is useful. ................................
n)
o)
p)
Always
2
2
2
3
3
3
3
3
3
3
3
3
3
3
3
3
3
4
4
4
4
4
4
4
4
4
4
4
4
4
4
o
1
o
o
o
I let students use ICT (information and communication
o1
technology) for projects or class work. ................................
o
o
o
Page 24 – TALIS Teacher Questionnaire
2
2
3
3
4
4
43.How often do you use the following methods to assess student learning in the target
class?
Please mark one choice in each row.
Never or
almost
never
a)
I administer my own assessment. ................................
b)
I provide written feedback on student work in addition
to a letter grade or numeric score. ................................
c)
d)
o
1
o
o
I let students evaluate their own progress. ................................
1
1
Occasionall
y
Frequently
o
o
o
o
o
o
o
o
o
o
o
2
2
2
I observe students when working on particular tasks
o1
o2
and provide immediate feedback. ................................................................
Page 25 TALIS Teacher Questionnaire
Always
3
3
3
3
4
4
4
4
Teaching in Diverse Environments
The following section includes questions about school policies and practices concerned with diversity, with an
emphasis on cultural diversity.
‘Diversity’ refers to the recognition of and appreciation for differences in the backgrounds of students and
staff. In the case of cultural diversity it refers most notably to cultural or ethnic backgrounds.
44.Have you ever taught a classroom with students from different cultures?
Please mark one choice.
o
o
1
Yes
2
No -->You will be forwarded to the next applicable question.
45.In teaching a culturally diverse class, to what extent can you do the following?
Please mark one choice in each row.
Not at all
To some
extent
Quite a bit
a)
o1
o2
Cope with the challenges of a multicultural classroom. ................................
b)
c)
d)
o1
o2
Adapt my teaching to the cultural diversity of students. ................................
o
o
o
o
Ensure that students with and without migrant
o1
o2
backgrounds work together. ................................................................
o
o
o
o
o
o
Raise awareness of cultural differences among students.
o1
................................................................................................
o1
Reduce ethnic stereotyping among students. ................................
e)
o
o
2
2
3
3
3
3
3
46.Does this school include students of more than one cultural or ethnic background?
Please mark one choice.
o
o
A lot
1
Yes
2
No -->You will be forwarded to the next applicable question.
Page 26 – TALIS Teacher Questionnaire
4
4
4
4
4
47.In this school, are the following practices in relation to diversity implemented?
Please mark one choice in each row.
Yes
a)
Supporting activities or organizations that encourage students’ expression of
diverse ethnic and cultural identities (e.g., artistic groups) ................................o1
No
b)
o1
Organizing multicultural events (e.g., cultural diversity day) ................................
c)
o1
Teaching students how to deal with ethnic and cultural discrimination ...........................
o
o
o
d)
Adopting teaching and learning practices that integrate global themes
o1
throughout the curriculum ........................................................................................
o
Page 27 TALIS Teacher Questionnaire
2
2
2
2
School Climate and Job Satisfaction
48.How strongly do you agree or disagree with these statements, as applied to this school?
Please mark one choice in each row.
Strongly
disagree
a)
b)
c)
d)
e)
f)
g)
h)
Agree
Strongly
agree
This school provides staff with opportunities to actively
o1
o2
participate in school decisions. ................................................................
o
o
This school provides parents or guardians with
o1
o2
opportunities to actively participate in school decisions. ................................
o
o
This school provides students with opportunities to
o1
actively participate in school decisions. ................................
o
o
o
This school has a culture of shared responsibility for
school issues. ................................................................ o1
o
o
o
There is a collaborative school culture which is
o1
o2
characterized by mutual support. ................................................................
o
o
The school staff share a common set of beliefs about
o1
teaching and learning. ................................................................
o
o
o
o
o
o
Disagree
2
2
o
2
The school staff enforces rules for student behavior
consistently throughout the school. ................................
1
2
This school encourages staff to lead new initiatives.
1
2
o
o
o
o
................................
3
3
3
3
3
3
3
3
4
4
4
4
4
4
4
4
49.How strongly do you agree or disagree with the following statements about what
happens in this school?
Please mark one choice in each row.
Strongly
disagree
a)
b)
c)
d)
e)
Agree
Strongly
agree
Teachers and students usually get along well with each
o1
o2
other. ................................................................................................
o
o
Most teachers believe that the students' well-being is
o1
o2
important. ................................................................................................
o
o
Most teachers are interested in what students have to
o1
o2
say. ................................................................................................
o
o
o
o
o
o
Disagree
If a student needs extra assistance, the school provides
o1
o2
it. ................................................................................................
o1
o2
Teachers can rely on each other. ................................................................
50.For how many more years do you want to continue to be a teacher?
Please write a number.
Years
Page 28 – TALIS Teacher Questionnaire
3
3
3
3
3
4
4
4
4
4
51.In your experience as a teacher at this school, to what extent do the following occur?
Please mark one choice in each row.
Not at all
a)
b)
c)
d)
To some
extent
o
o
o
o
My job leaves me time for my personal life. ................................
o
o
My job negatively impacts my mental health. ................................
o
o
My job negatively impacts my physical health. ................................
I experience stress in my work. ................................
1
2
1
2
1
2
1
2
Quite a bit
A lot
o
o
o
o
o
o
o
o
3
3
3
3
4
4
4
4
52.Thinking about your job at this school, to what extent are the following sources of stress
in your work?
Please mark one choice in each row.
Not at all
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
To some
extent
o1
Having too much lesson preparation ................................
o
o
o
Having too many lessons to teach ................................
o
o
Having too much grading ................................................................
2
1
2
1
2
Having too much administrative work to do (e.g.,
o1
filling out forms) ................................................................
o
o
o
Having extra duties due to absent teachers ................................
o
o
Being held responsible for students' achievement ................................
o
Maintaining classroom discipline ................................ o
o
o
Being intimidated or verbally abused by students ................................
2
1
2
1
2
1
2
1
2
Keeping up with changing requirements from local,
o1
district, state or national authorities ................................
2
1
2
1
2
o
o
o
Addressing parent or guardian concerns ................................
o
o
Modifying lessons for students with special needs ................................
Page 29 TALIS Teacher Questionnaire
Quite a bit
A lot
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
3
3
3
3
3
3
3
3
3
3
3
4
4
4
4
4
4
4
4
4
4
4
53.We would like to know how you generally feel about your job. How strongly do you agree
or disagree with the following statements?
Please mark one choice in each row.
Strongly
disagree
a)
b)
c)
The advantages of being a teacher clearly outweigh the
disadvantages. ................................................................o1
Disagree
Agree
Strongly
agree
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Agree
Strongly
agree
2
If I could decide again, I would still choose to work as a
o1
o2
teacher. ................................................................................................
I would like to change to another school if that were
o1
o2
possible. ................................................................................................
d)
o1
I regret that I decided to become a teacher. ................................
2
e)
I enjoy working at this school.
2
f)
I wonder whether it would have been better to choose
o1
another profession. ................................................................
g)
h)
i)
j)
o
o
o
................................................................
1
o
o
o
I would recommend my school as a good place to work. ................................
o
o
I think that the teaching profession is valued in society. ................................
o
o
I am satisfied with my performance in this school. ................................
o
All in all, I am satisfied with my job. ................................ o
2
1
2
1
2
1
2
1
2
3
3
3
3
3
3
3
3
3
3
4
4
4
4
4
4
4
4
4
4
54.How strongly do you agree or disagree with the following statements?
Please mark one choice in each row.
Strongly
disagree
Disagree
a)
o1
o2
I am satisfied with the salary I receive for my work. ................................
o
o
b)
Apart from my salary, I am satisfied with the terms of
my teaching contract/employment (e.g., benefits, work
o1
o2
schedule). ................................................................................................
o
o
Teachers' views are valued by policymakers in this
country/region. ................................................................o1
o
o
o
Teachers can influence educational policy in this
country/region. ................................................................o1
o
o
o
Teachers are valued by the media in this country/region.
o1
................................................................................................
o
o
o
c)
d)
e)
Page 30 – TALIS Teacher Questionnaire
2
2
2
3
3
3
3
3
4
4
4
4
4
55.Thinking about education in grades 7, 8, and 9 as a whole, if the budget were to be
increased by 5 %, what would you prefer it to be spent on?
Please mark one choice in each row.
Of low
importance
Of
moderate
importance
a)
o1
o2
Investing in ICT ................................................................................................
b)
o1
Investing in instructional materials (e.g., textbooks) ................................
c)
Supporting students from disadvantaged or migrant
o1
o2
backgrounds ................................................................................................
d)
e)
f)
g)
h)
i)
o
2
Of high
importance
o
o
3
3
o
o
o
Improving school buildings and facilities ................................
o
o
Supporting students with special needs ................................................................
o
o
Offering high quality professional development for teachers ................................
o
o
Improving teacher salaries ................................................................
2
o
o
o
o
o
o
Reducing teachers' administration load by recruiting more
o1
o2
support staff ................................................................................................
o
Reducing class sizes by recruiting more staff ................................o1
2
1
2
1
2
1
2
1
3
3
3
3
3
3
3
This is the end of the questionnaire. Please press the 'Finish' button to
submit your answers. Thank you very much for your participation!
Page 31 TALIS Teacher Questionnaire
TALIS 2018 Principal Questionnaire---U.S. ADAPTATIONS
63
TALIS 2018 Technical Report
Exhibit C-1.
2018
International
question
number
†
†
Principal Questionnaire: Questions that required national adaptations
2018 International version
***USA-only question
2018
International
variable name
†
2018 USA
question
number
PQ-Q03
***USA-only question
†
PQ-Q04
†
†
PQ-Q04A
2018 USA adaptation in English
Are you of Hispanic or Latino
origin?
Please mark one choice.
1 = Yes
2 = No
What is your race?
Mark one or more races to indicate
what you consider yourself to be.
White
†
†
PQ-Q04B
Black or African American
†
†
PQ-Q04C
Asian
†
†
PQ-Q04D
Native Hawaiian or Other Pacific
Islander
†
†
PQ-Q04E
American Indian or Alaska Native
See note at end of table.
2018 USA
variable name
RACEETHP_C
(PUF);
RACEETHP
(RUF).
Recoding
instructions
†
RACEETHP_C
(PUF);
RACEETHP (RUF)
RACEETHP_C
(PUF);
RACEETHP (RUF)
RACEETHP_C
(PUF);
RACEETHP (RUF)
RACEETHP_C
(PUF);
RACEETHP (RUF)
RACEETHP_C
(PUF);
RACEETHP (RUF)
RACEETHP_C
(PUF);
RACEETHP (RUF)
†
†
†
†
†
†
C-2
TALIS 2018 Technical Report
Exhibit C-1.
Principal Questionnaire: Questions that required national adaptations—Continued
2018
International
question
number
2018 International version
PQ- Q03
What is the highest level of
formal education you have
completed?
Please mark one choice.
1 = Below
2 =
3 =
4 =
5 =
6 =
7 =
PQ- Q06
C-3
Did the formal you completed include
the following and, if yes, was this
before or after you took up a
position as principal?
Please mark one choice in each
row.
1 = Before
2 = After
3 = Before and after
4 = Never
PQ- Q06A
School administration or principal
training programme or course
PQ- Q06B
Teacher training/education
programme or course
PQ- Q07F
Formal qualification programme
(e.g. a degree programme)
See note at end of table.
2018
International
variable name
TC3G03
2018
USA
question
number
PQ- Q05
†
PQ- Q08
TC3G06A
TC3G06B
TC3G07F
2018 USA adaptation in English
1 = I did not complete high school
2 = High school
3 = Associate’s degree (2-year
college program)
4 = Bachelor’s degree (4-year
college program)
5 = Master’s degree or professional
degree (MD, DDS, lawyer,
minister)
6 = Doctorate (Ph.D., or Ed.D .)
Did the formal education or
training you completed include
the following and, if yes, was this
before or after you took up a
position as principal?
Please mark one choice in each
row.
1 = Before
2 = After
3 = Before and after
4 = Never
PQ- Q08A School administration or principal
training program or course
PQ- Q08B Teacher training/education program
or course
PQ- Q09F Formal qualification program (e.g.,
a degree program)
2018 USA
variable name
TC3G03_USA2
†
Recoding
instructions
National ->
International
1 -> 1
2 -> 2
3 -> 4
4 -> 5
5 -> 6
6 -> 7
International
Category 4
(ISCED
Level 4) is
not
administered
†
†
†
†
†
†
†
TALIS 2018 Technical Report
Exhibit C-1.
Principal Questionnaire: Questions that required national adaptations—Continued
2018
International
question
number
2018 International version
PQ-09
How strongly do you agree or
disagree that the following
present barriers to your
participation in professional
development?
PQ- Q09A
I do not have the pre-requisites
(e.g. qualifications, experience,
seniority).
†
***USA-only question
2018
International
variable name
TC3G09A
†
†
***USA-only question
†
PQ- Q10
Which best describes this
school’s location?
Please mark one choice.
1 = (up to 3,000 people)
2 = (3,001 to 15,000
people)
3 = (15,001 to 100,000
people)
4 = (100,001 to 1,000,000
people)
5 = (more than
1,000,000 people)
TC3G10
PQ- Q11A
C-4
(including
departments, municipal, local,
regional, state, national and
supranational levels)
See note at end of table.
TC3G11A
2018
USA
question
number
PQ-Q11
2018 USA adaptation in English
How strongly do you agree or
disagree that the following
present barriers to your
participation in professional
development?
PQ- Q11A I do not have the prerequisites (e.g.
qualifications, experience,
seniority).
PQ-Q11H h) The professional development
offered is of poor quality.
PQ-Q11I
i) Professional development is not
readily accessible to me.
PQ- Q12
Which best describes the
community in which your school
is located?
Please mark one choice.
1 = A village, hamlet or rural area
(up to 3,000 people)
2 = Small town (3,001 to 15,000
people)
3 = Town (15,001 to 100,000
people)
4 = City (100,001 to 1,000,000
people)
5 = Large city (more than
1,000,000 people)
PQ- Q13A Government (including
departments, municipal, local,
district, state, national and
supranational levels)
2018 USA
variable name
†
Recoding
instructions
†
TC3G09H_USAX2
†
TC3G09I_USAX2
†
†
†
†
†
TALIS 2018 Technical Report
Exhibit C-1.
Principal Questionnaire: Questions that required national adaptations—Continued
2018
International
2018
question
International
number
2018 International version
variable name
PQ- Q12
TC3G12
Is this school publicly- or
privately-managed?
Please mark one choice.
1 = Publicly-managed
This is a school managed by a
public education authority,
government agency, municipality,
or governing board appointed by
government or elected by public
franchise.
2 = Privately-managed
This is a school managed by a nongovernment organisation; e.g. a
trade union, business or
other private institution.
PQ- Q13
†
For each type of position listed
below, please indicate the
number of staff (head count)
currently working in this school.
Staff may fall into multiple
categories.
Please write a number in each row.
Write 0 (zero) if none.
See note at end of table.
2018
USA
question
number
PQ- Q14
2018 USA adaptation in English
1 = Publicly-managed
This is a school managed by a
public education authority,
government agency, or governing
board appointed by government or
elected by public franchise.
2018 USA
variable name
†
Recoding
instructions
†
†
†
2 = Privately-managed
This is a school managed by a nongovernment organization e.g., a
religious institution, trade union,
business or other private
institution.
PQ- Q15
For each type of position listed
below, please indicate the
number of staff (head count)
currently working in this school.
Staff may fall into multiple
categories.
Please write a number in each row.
Write 0 (zero) if there are none.
C-5
TALIS 2018 Technical Report
Exhibit C-1.
Principal Questionnaire: Questions that required national adaptations—Continued
2018
International
2018
question
International
number
2018 International version
variable name
PQ- Q13B
_____Personnel for pedagogical
TC3G13B
support, irrespective of the
grades/ages they support
Including all teacher aides or other
non-teaching professionals who
provide instruction or support
teachers in providing instruction,
professional
curriculum/instructional
specialists, educational media
specialists, psychologists
PQ- Q13C
_____School administrative
TC3G13C
personnel
Including receptionists, secretaries,
and administration assistants
See note at end of table.
2018
USA
question
number
PQ- Q15B
PQ- Q15C
2018 USA
2018 USA adaptation in English
variable name
†
_____Personnel for pedagogical
support, irrespective of the
grades/ages they support
Including all teacher aides or other
non-teaching professionals who
provide instruction or support
teachers in providing instruction,
professional
curriculum/instructional
specialists, educational media
specialists, psychologists and
nurses
and administrative assistants
†
Including receptionists, secretaries,
and administration assistants
Recoding
instructions
†
†
C-6
TALIS 2018 Technical Report
Exhibit C-1.
Principal Questionnaire: Questions that required national adaptations—Continued
2018
International
question
number
2018 International version
PQ- Q15
Are the following and/or programmes
taught in this school and, if yes,
are there other schools in the
area that compete for students at
that level and/or programme?
Please indicate ‘Yes’ or ‘No’ in
part (A) for each of the levels
and/or programmes listed below.
If ‘Yes’ in part (A), please indicate
in part (B) the number of other
schools in this area that compete
for students.
(A) Level/programme taught
1 = Yes
2 = No
(B) Competition
1 = Two or more other schools
2 = One other school
3 = No other schools
PQ- Q15A
PQ- Q15B
PQ- Q15C
PQ- Q15D
C-7
general
education programmes
See note at end of table.
2018
International
variable name
†
2018
USA
question
number
PQ- Q17
2018 USA
2018 USA adaptation in English
variable name
Are the following education levels †
and/or programs taught in this
school and, if yes, are there other
schools in your area that compete
for students at that education
level and/or program?
Recoding
instructions
†
Please indicate ‘Yes’ or ‘No’ in
part (A) for each of the levels
and/or programs listed below.
If ‘Yes’ in part (A), please indicate
in part (B) the number of other
schools in this area that compete
for your students.
(A) Level/program taught
1 = Yes
2 = No
(B) Competition
1 = Two or more other schools
2 = One other school
3 = No other schools
TC3G15A1-A2 PQ- Q17A Pre-primary education (prekindergarten, preschool, or
kindergarten)
TC3G15B1-B2 PQ- Q17B Primary education (any of grades
1–6)
TC3G15C1-C2 PQ- Q17C Lower secondary education (any of
grades 7–9)
TC3G15D1-D2 PQ- Q17D Upper secondary (any of grades
10–12) general education programs
†
†
†
†
†
†
†
†
TALIS 2018 Technical Report
Exhibit C-1.
Principal Questionnaire: Questions that required national adaptations—Continued
2018
International
question
number
2018 International version
PQ- Q15E
vocational
or technical education programmes
PQ- Q16
2018
International
variable name
TC3G15E1-E2
C-8
TC3G16
What is the current school
enrolment, i.e. the number of
students of all grades/ages in this
school?
Please write a number.
_____ Students
†
PQ- Q17
Please estimate the broad
percentage of <
or 15-year-old> students in this
school who have the following
characteristics.
<‘Special needs’ students are those
for whom a special learning need
has been formally identified
because they are mentally,
physically, or emotionally
disadvantaged. >
<‘Socio-economically
disadvantaged homes’ refers to
homes lacking the basic necessities
or advantages of life, such as
adequate housing, nutrition or
medical care.>
See note at end of table.
2018
USA
question
number
PQ- Q17E
PQ- Q18
PQ- Q19
2018 USA adaptation in English
Upper secondary (any of grades
10–12) vocational or technical
education programs
What is the current school
enrollment, i.e. the number of
students of all grades/ages in this
school?
Please write a number.
_____ Students
Please estimate the broad
percentage of students in grades
7, 8, and/or 9 in this school who
have the following
characteristics.
Students with special needs are
those for whom a special learning
need has been formally identified
due to mental, physical, or
emotional characteristics.
‘Socioeconomically disadvantaged
homes’ refers to homes lacking the
basic necessities or advantages of
life, such as adequate income,
housing, nutrition or medical care.
2018 USA
variable name
†
Recoding
instructions
†
†
†
†
†
TALIS 2018 Technical Report
Exhibit C-1.
2018
International
question
number
Principal Questionnaire: Questions that required national adaptations—Continued
2018
International
variable name
2018 International version
A ‘refugee’ is one who, regardless
of legal status, fled to another
country seeking refuge from war,
political oppression, religious
persecution, or a natural disaster.
An ‘immigrant student’ is one who
was born outside the country. A
‘student with migrant background’
has parents who were both born
outside the country.
Students may fall into multiple
categories.
Please mark one choice in each
row.
1 = None
2 = 1% to 10%
3 = 11% to 30%
4 = 31 to 60%
5 = More than 60%
PQ- Q17A
Students whose is TC3G17A
different from the language(s) of
instruction or from a dialect of
this/these languages(s)
PQ- Q17C
Students from
PQ- Q17D
Students who are immigrants or
TC3G17D
with migrant background
See note at end of table.
2018
USA
question
number
2018 USA
variable name
Recoding
instructions
PQ- Q19A Students whose first language is
not English
†
†
PQ- Q19C
†
†
†
†
2018 USA adaptation in English
A ‘refugee’ is one who, regardless
of legal status, fled to another
country seeking refuge from war,
political oppression, religious
persecution, or a natural disaster.
Students may fall into multiple
categories.
Please mark one choice in each
row.
1 = None
2 = 1% to 10%
3 = 11% to 30%
4 = 31 to 60%
5 = More than 60%
†
Students from socioeconomically
disadvantaged homes
Not Administered
C-9
TALIS 2018 Technical Report
Exhibit C-1.
Principal Questionnaire: Questions that required national adaptations—Continued
C-10
2018
International
2018
question
International
number
2018 International version
variable name
TC3G18
PQ- Q18
Does this school have a ?
‘‘
refers to a group within the school
that has responsibilities for leading
and managing the school in
decisions such as those involving
instruction, use of resources,
curriculum, assessment and
evaluation, and other strategic
decisions related to the appropriate
functioning of the school.
Please mark one choice.
1 = Yes
2 = No -> Please go to Question
<20>.
PQ- Q19
†
Are the following currently
represented on the ?
Please mark one choice in each
row.
1 = Yes
2 = No
3 = Not applicable
PQ- Q19B
PQ- Q19F
TC3G19F
***USA-only question
†
PQ- Q21F
PQ- Q21I
PQ- Q19I
PQ- Q21J
Other
See note at end of table.
TC3G19I
2018
USA
question
number
PQ- Q20
PQ- Q21
PQ- Q21B
2018 USA adaptation in English
Does this school have a school
management team?
´School management team’ refers
to a group within the school that
has responsibilities for leading and
managing the school in decisions
such as those involving instruction,
use of resources, curriculum,
assessment and evaluation, and
other strategic decisions related to
the appropriate functioning of the
school.
Please mark one choice.
1 = Yes
2 = No -> Please go to Question
22.
Are the following currently
represented on the school
management team?
Please mark one choice in each
row.
1 = Yes
2 = No
3 = Not applicable
Vice/deputy principal or assistant
principal
School governing board
Representatives of businesses,
religious institutions, or other
private institutions
†
2018 USA
variable name
†
Recoding
instructions
†
†
†
†
†
†
TC3G19I1_USA2
†
Maps to
‘other’
TC3G19I
Maps to
‘other’
TC3G19l
TC3G19I2_USA2
TALIS 2018 Technical Report
Exhibit C-1.
Principal Questionnaire: Questions that required national adaptations—Continued
C-11
2018
International
question
number
2018 International version
PQ- Q20
Regarding this school, who has a
significant responsibility for the
following tasks?
A ‘significant responsibility’ is one
where an active role is played in
decision making.
Please mark as many choices as
appropriate in each row.
A(1)-K(1) = Principal
A(2)-K(2) = Other members of the
A(3)-K(3) = Teachers (not as a part
of the )
A(4)-K(4) =
A(5)-K(5) =
authority
PQ- Q20G
Establishing student assessment
policies, including
assessments
PQ- Q20J
Determining course content,
including
curricula
PQ- Q21D
_____% Student interactions
Including counselling and
conversations outside structured
learning activities, discipline
See note at end of table.
2018
International
variable name
†
2018
USA
question
number
PQ- Q22
2018 USA adaptation in English
Regarding this school, who has a
significant responsibility for the
following tasks?
A ‘significant responsibility’ is one
where an active role is played in
decision making.
Please mark as many choices as
appropriate in each row.
A(1)-K(1) = Principal
A(2)-K(2) = Other members of the
school management
team
A(3)-K(3) = Teachers (not as a part
of the school
management team)
A(4)-K(4) = School governing
board
A(5)-K(5) = Local school district
or state education
authority
2018 USA
variable name
†
Recoding
instructions
†
TC3G20G1-G5 PQ- Q22G Establishing student assessment
†
policies, including state and district
assessments
TC3G20J1-J5
PQ- Q22J Determining course content,
†
including state and district curricula
†
TC3G21D
†
PQ- Q23D _____% Student interactions
Including counseling and
conversations outside structured
learning activities, discipline
†
†
TALIS 2018 Technical Report
Exhibit C-1.
Principal Questionnaire: Questions that required national adaptations—Continued
2018
International
question
number
2018 International version
PQ- Q21F
_____ % Interactions with local
and regional community, business
and industry
†
***USA-only question
PQ- Q21G
PQ- Q22D
_____% Other
I took actions to support cooperation among teachers to
develop new teaching practices.
PQ- Q23B
Other members of the
PQ- Q23D
Teachers (who are not part of the
)
PQ- Q23E
External individuals or bodies (e.g.
inspectors, municipality
representatives,
districts/jurisdictions office
personnel, or other persons from
outside the school)
See note at end of table.
2018
International
variable name
TC3G21F
2018
USA
question
number
PQ- Q23F
†
PQ-Q23G
TC3G21G
PQ-Q23H
TC3G22D
PQ- Q24D I took actions to support
cooperation among teachers to
develop new teaching practices.
PQ- Q25B Other members of the school
management team
PQ- Q25D Teachers (who are not part of the
school management team)
PQ- Q25E External individuals or bodies (e.g.,
inspectors, local or state education
authorities, or other persons from
outside the school)
TC3G23B
TC3G23D
TC3G23E
2018 USA adaptation in English
____% Interaction with local and
regional community, businesses
and industries
g) % Extra-curricular planning and
supervision
_____% Other
2018 USA
variable name
†
Recoding
instructions
†
TC3G21G1_USA2
†
Maps to
‘other’ TC3G21G
Maps to
‘other’ TC3G21G
†
†
†
†
†
†
†
TC3G21G2_USA2
C-12
TALIS 2018 Technical Report
Exhibit C-1.
Principal Questionnaire: Questions that required national adaptations—Continued
2018
International
question
number
2018 International version
PQ- Q24
Who uses the following types of
information as part of the formal
appraisal of teachers’ work in
this school?
Please mark as many choices as
appropriate in each row.
1 = External individuals or bodies
2 = Principal
3 = Member(s) of the
4 = Assigned mentors
5 = Other teachers (not a part of the
)
6 = Not used in this school
PQ- Q26F
There is a collaborative school
culture which is characterised by
mutual support.
PQ- Q26H
The school staff enforces rules for
student behaviour consistently
throughout the school.
PQ- Q26J
Teachers and students usually get
on well with each other.
PQ- Q27G
The school co-operates with the
local community.
See note at end of table.
2018
International
variable name
†
TC3G26F
TC3G26H
TC3G26J
TC3G27G
2018
USA
question
number
PQ- Q26
2018 USA adaptation in English
Who uses the following types of
information as part of the formal
appraisal of teachers’ work in
this school?
Please mark as many choices as
appropriate in each row.
1 = External individuals or bodies
2 = Principal
3 = Member(s) of the school
management team
4 = Assigned mentors
5 = Other teachers (not a part of the
school management team)
6 = Not used in this school
PQ- Q28F There is a collaborative school
culture which is characterized by
mutual support.
PQ- Q28H The school staff enforces rules for
student behavior consistently
throughout the school.
PQ- Q28J Teachers and students usually get
along well with each other.
PQ- Q29G The school cooperates with the
local community.
2018 USA
variable name
†
Recoding
instructions
†
†
†
†
†
†
†
†
†
C-13
TALIS 2018 Technical Report
Exhibit C-1.
Principal Questionnaire: Questions that required national adaptations—Continued
2018
International
2018
question
International
number
2018 International version
variable name
PQ- Q29
†
To what extent is this school’s
capacity to provide quality
instruction currently hindered by
any of the following issues?
Please mark one choice in each
row.
1 = Not at all
2 =To some extent
3 = Quite a bit
4 = A lot
PQ- Q29F
Insufficient Internet access
TC3G29F
PQ- Q29L
Shortage of teachers with
TC3G29L
competence in teaching students
from
†
PQ- Q30
In this school, how often do the
following occur amongst
students?
Please mark one choice in each
row.
1 = Never
2 = Less than monthly
3 = Monthly
4 = Weekly
5 = Daily
TC3G30F
PQ- Q30F
A student or parent/guardian
reports postings of hurtful
information on the Internet about
students.
See note at end of table.
2018
USA
question
number
PQ- Q31
PQ- Q31F
PQ- Q31L
PQ- Q32
PQ- Q32F
2018 USA adaptation in English
To what extent is this school’s
capacity to provide quality
instruction currently hindered by
any of the following issues?
Please mark one choice in each
row.
1 = Not at all
2 =To some extent
3 = Quite a bit
4 = A lot
Insufficient internet access
Shortage of teachers with
competence in teaching students
from socioeconomically
disadvantaged homes
In this school, how often do the
following occur among students?
Please mark one choice in each
row.
1 = Never
2 = Less than monthly
3 = Monthly
4 = Weekly
5 = Daily
A student or parent/guardian
reports postings of hurtful
information on the internet about
students.
2018 USA
variable name
†
Recoding
instructions
†
†
†
†
†
†
†
†
†
C-14
TALIS 2018 Technical Report
Exhibit C-1.
Principal Questionnaire: Questions that required national adaptations—Continued
C-15
2018
International
question
number
2018 International version
PQ- Q30G
A student or parent/guardian
reports unwanted electronic contact
among students (e.g. via texts, emails, online).
†
The following section includes
questions on induction and
mentoring.
‘Induction activities’ are designed
to support new teachers’
introduction into the teaching
profession and to support
experienced teachers who are new
to a school, and they are either
organised in formal, structured
programmes or informally
arranged as separate activities.
‘Mentoring’ is defined as a support
structure in schools where more
experienced teachers support less
experienced teachers. This
structure might involve all teachers
in the school or only new teachers.
PQ- Q31A
There is a formal induction
programme for new teachers.
PQ- Q32
Which teachers at this school are
offered a formal induction
programme?
Please mark one choice.
1 = All teachers who are new to
this school
2 = Only teachers new to teaching
See note at end of table.
2018
International
variable name
TC3G30G
†
TC3G31A
TC3G32
2018
USA
question
number
2018 USA adaptation in English
PQ- Q32G A student or parent/guardian
reports unwanted electronic contact
among students (e.g. via texts, emails, online).
†
The following section includes
questions on induction and
mentoring.
‘Induction activities’ are designed
to support new teachers’
introduction into the teaching
profession and to support
experienced teachers who are new
to a school, and they are either
organized in formal, structured
programs or informally arranged
as separate activities.
‘Mentoring’ is defined as a support
structure in schools where more
experienced teachers support less
experienced teachers. This
structure might involve all teachers
in the school or only new teachers.
PQ- Q33A There is a formal induction
program for new teachers.
PQ- Q34
Which teachers at this school are
offered a formal induction
program?
Please mark one choice.
1 = All teachers who are new to
this school
2 = Only teachers new to teaching
2018 USA
variable name
†
Recoding
instructions
†
†
†
†
†
†
†
TALIS 2018 Technical Report
Exhibit C-1.
Principal Questionnaire: Questions that required national adaptations—Continued
C-16
2018
International
question
number
2018 International version
PQ- Q34
Do teachers at this school have
access to a mentoring
programme?
Please mark one choice.
1 = Yes, but only teachers who are
new to teaching, i.e. in their
first job as teachers, have
access.
2 = Yes, all teachers who are new
to this school have access.
3 = Yes, all teachers at this school
have access.
4 = No, at present there is no access
to a mentoring programme for
teachers in this school. ->
Please go to Question <37>.
PQ- Q37
Does this school include students
of more than one cultural or
ethnic background?
Please mark one choice.
1 = Yes
2 = No -> Please go to Question
<39>.
PQ- Q38A
Supporting activities or
organisations that encourage
students’ expression of diverse
ethnic and cultural identities (e.g.
artistic groups)
PQ- Q38B
Organising multicultural events
(e.g. cultural diversity day)
PQ- Q39A
Teaching students to be inclusive
of different socio-economic
backgrounds
See note at end of table.
2018
International
variable name
TC3G34
2018
USA
question
number
PQ- Q36
TC3G37
PQ- Q39
TC3G38A
TC3G38B
TC3G39A
2018 USA
2018 USA adaptation in English
variable name
†
Do teachers at this school have
access to a mentoring program?
Please mark one choice.
1 = Yes, but only teachers who are
new to teaching (i.e. in their
first job as teachers) have
access.
2 = Yes, all teachers who are new
to this school have access.
3 = Yes, all teachers at this school
have access.
4 = No, at present there is no access
to a mentoring program for
teachers in this school. ->
Please go to Question 39.
Does this school include students
of more than one cultural or
ethnic background?
Please mark one choice.
1 = Yes
2 = No -> Please go to Question
41.
PQ- Q40A Supporting activities or
organizations that encourage
students’ expression of diverse
ethnic and cultural identities (e.g.,
artistic groups)
PQ- Q40B Organizing multicultural events
(e.g., cultural diversity day)
PQ- Q41A Teaching students to be inclusive
of different socioeconomic
backgrounds
Recoding
instructions
†
†
†
†
†
†
†
†
†
TALIS 2018 Technical Report
Exhibit C-1.
Principal Questionnaire: Questions that required national adaptations—Continued
2018
International
question
number
2018 International version
PQ- Q39C
Explicit policies against socioeconomic discrimination
PQ- Q41A
Schools should encourage students
from different socio-economic
backgrounds to work together.
PQ- Q41D
It is important to treat students
from all socio-economic
backgrounds in the same manner.
PQ- Q43G
Keeping up with changing
requirements from authorities
PQ- Q45B
Apart from my salary, I am
satisfied with the terms of my
principal
(e.g. benefits, work schedule).
PQ- Q45D
I need more support from
authorities.
See note at end of table.
2018
International
variable name
TC3G39C
2018
USA
question
number
PQ- Q41C
TC3G41A
PQ- Q43A
TC3G41D
PQ- Q43D
TC3G43G
PQ- Q45G
TC3G45B
PQ- Q47B
TC3G45D
PQ- Q47D
2018 USA adaptation in English
Explicit policies against
socioeconomic discrimination
Schools should encourage students
from different socioeconomic
backgrounds to work together.
It is important to treat students
from all socioeconomic
backgrounds in the same manner.
Keeping up with changing
requirements from local school
district or state education
authorities
Apart from my salary, I am
satisfied with the terms of my
principal contract/employment
(e.g., benefits, work schedule).
I need more support from
municipal, local, regional, state, or
national authorities.
2018 USA
variable name
†
Recoding
instructions
†
†
†
†
†
†
†
†
†
†
†
C-17
TALIS 2018 Technical Report
Exhibit C-1.
2018
International
question
number
Principal Questionnaire: Questions that required national adaptations—Continued
2018 International version
***USA-only question
2018
International
variable name
2018
USA
question
number
PQ48
2018 USA adaptation in English
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?
a. Most important
b. Second most important
c. Third most important
C-18
1. Building basic literacy skills
(reading, math, writing,
speaking)
2. Encouraging academic
excellence
3. Preparing students for
postsecondary education
4. Promoting occupational or
vocational skills
5. Promoting good work habits and
self-discipline
6. Promoting personal growth (selfesteem, self-knowledge, etc.)
7. Promoting human relations
skills
8. Promoting specific moral values
9. Promoting multicultural
awareness or understanding
10. Fostering religious or spiritual
development
† Not applicable.
2018 USA
Recoding
variable name
instructions
TC3N48A_USAX2, †
TC3N48B_USAX2,
TC3N48C_USAX2
TALIS 2018 Core Teacher Questionnaire---U.S. ADAPTATIONS
81
TALIS 2018 Technical Report
Exhibit C-2.
2018
International
question
number
†
Teacher Questionnaire: Questions that require national adaptations
2018 International version
***USA-only question
2018
International
variable name
†
2018 USA
question
number
TQ-Q03
†
***USA-only question
†
TQ-Q04
†
†
†
TQ-Q04A
2018 USA adaptation in English
Are you of Hispanic or Latino
origin?
Please mark one choice.
1 = Yes
2 = No
What is your race?
Mark one or more races to
indicate what you consider
yourself to be.
White
†
†
†
TQ-Q04B
Black or African American
†
†
†
TQ-Q04C
Asian
†
†
†
TQ-Q04D
Native Hawaiian or Other Pacific
Islander
†
†
†
TQ-Q04E
American Indian or Alaska Native
See note at end of table.
2018 USA
variable name
RACEETHT_C
(PUF);
RACEETHT
(RUF).
Recoding
instructions
†
RACEETHT_C
(PUF);
RACEETHT
(RUF).
RACEETHT_C
(PUF);
RACEETHT
(RUF).
RACEETHT_C
(PUF);
RACEETHT
(RUF).
RACEETH_C
(PUF);
RACEETHT
(RUF).
RACEETHT_C
(PUF);
RACEETHT
(RUF).
RACEETHT_C
(PUF);
RACEETHT
(RUF).
†
†
†
†
†
†
C-19
TALIS 2018 Technical Report
Exhibit C-2.
2018
International
question
number
TQ- Q03
TQ- Q04
(CNO)
Teacher Questionnaire: Questions that require national adaptations—Continued
2018 International version
What is the highest level of
formal education you have
completed?
Please mark one choice.
1 = Below
2 =
3 =
4 =
5 =
6 =
7 =
How did you receive your first
teaching qualification?
A ‘‘ grants future
teachers a single credential for
studies in subject-matter content,
pedagogy, and other courses in
education during the first period of
post-secondary education.
See note at end of table.
2018
International
variable name
TT3G03
2018 USA
question
number
TQ-Q05
TT3G04
†
2018 USA adaptation in English
What is the highest level of
formal education you have
completed?
Please mark one choice.
1 = I did not complete high school
2 = High school
3 = Associate’s degree (2-year
college program)
4 = Bachelor’s degree (4-year
college program)
5 = Master’s degree or
professional degree (MD,
DDS, lawyer, minister)
6 = Doctorate (Ph.D., or Ed.D.)
Not administered
2018 USA
variable name
TT3G03_USA2
Recoding
instructions
National ->
International
1 -> 1
2 -> 2
3 -> 4
4 -> 5
5 -> 6
6 -> 7
International
Category 4
(ISCED
Level 4) is not
administered
†
†
C-20
TALIS 2018 Technical Report
Exhibit C-2.
2018
International
question
number
Teacher Questionnaire: Questions that require national adaptations—Continued
2018 International version
A ‘‘ requires future
teachers to complete two phases of
post-secondary education:
university education with the focus
on subject-matter and a second
phase with the focus on pedagogy
and practicum.
Please mark one choice.
1 = A
2 = A
3 = A
4 = in
another pedagogical profession
5 = Subject-specific only
6 = I have no formal qualification
related to the subject I am
teaching or to any type of
pedagogical education.
-> Please go to Question <7>.
7 = Other
See note at end of table.
2018
International
variable name
2018 USA
question
number
2018 USA adaptation in English
2018 USA
variable name
Recoding
instructions
C-21
TALIS 2018 Technical Report
Exhibit C-2.
2018
International
question
number
TQ- Q05
(CNO)
Teacher Questionnaire: Questions that require national adaptations—Continued
2018 International version
When did you complete the
formal
that qualified you to teach?
An approximate year is sufficient.
Please write in a number.
_____________
TQ- Q06
Were the following elements
included in your formal
, and to
what extent did you feel prepared
for each element in your
teaching?
Please mark one choice in both
part (A) and part (B) in each row.
(A) Inclusion in
1 = Yes
2 = No
(B) Preparedness
1 = Not at all
2 =Somewhat
3 = Well
4 = Very well
TQ- Q06I
Student behaviour and classroom
management
TQ- Q06K
Facilitating students’ transitions
from to
TQ- Q06L
Facilitating play
See note at end of table.
2018
International
variable name
TT3G05
2018 USA
question
number
†
†
†
TT3G06I1-I2
†
2018 USA
variable name
†
Recoding
instructions
†
†
†
†
†
TT3G06K1-K2 †
Were the following elements
included in your formal
education or training, and to
what extent did you feel
prepared for each element in
your teaching?
Please mark one choice in both
part (A) and part (B) in each row.
(A) Inclusion in education or
training
1 = Yes
2 = No
(B) Preparedness
1 = Not at all
2 =Somewhat
3 = Well
4 = Very well
Student behavior and classroom
management
Not administered
†
†
TT3G06L1-L2
Not administered
†
†
†
2018 USA adaptation in English
Not administered
C-22
TALIS 2018 Technical Report
Exhibit C-2.
2018
International
question
number
TQ- Q09
TQ- Q12
TQ- Q13
Teacher Questionnaire: Questions that require national adaptations—Continued
2018
International
variable name
TT3G09
2018 International version
What is your employment status
as a teacher at this school?
Please mark one choice.
1 = Permanent employment (an ongoing contract with no fixed
end-point before the age of
retirement)
2 = Fixed-term contract for a
period of more than 1 school
year
3 = Fixed-term contract for a
period of 1 school year or less
TT3G12
Do you currently work as a
teacher of </15-year-olds> at another
school?
Please mark one choice.
1 = Yes
2 = No -> Please go to Question
<14>.
If ‘Yes’ in the previous question, TT3G13
please indicate at how many
other schools you currently
teacher/teach to 15-year-old
students>.
Please write a number.
_________School(s)
See note at end of table.
2018 USA
question
number
†
†
†
2018 USA
variable name
†
Recoding
instructions
†
†
†
If ‘Yes’ in the previous question, †
please indicate at how many
other schools you currently teach
7th, 8th, and/or 9th grade
students. Please write a number.
_________School(s)
†
2018 USA adaptation in English
What is your employment status
as a teacher at this school?
Please mark one choice.
1= Permanent employment (an
ongoing contract with no fixed
end-point before the age of
retirement)
2 = Fixed-term contract for a
period of more than 1 school
year
3 = Fixed-term contract for a
period of 1 school year or less
Do you currently work as a
teacher of 7th, 8th, and/or 9th
grade students at another
school? Please mark one choice.
1 = Yes
2 = No -> Please go to Question
14.
C-23
TALIS 2018 Technical Report
Exhibit C-2.
2018
International
question
number
TQ- Q14
Teacher Questionnaire: Questions that require national adaptations—Continued
2018 International version
Across all your < classes/classes where
most students are 15 years old>
at this school, how many are
special needs students?
<‘Special needs’ students are those
for whom a special learning need
has been formally identified
because they are mentally,
physically, or emotionally
disadvantaged. >
Please mark one choice.
1 = None
2 = Some
3 = Most
4 = All
See note at end of table.
2018
International
variable name
TT3G14
2018 USA
question
number
†
2018 USA adaptation in English
Across all your 7th, 8th, and/or
9th grade classes at this school,
how many of your students are
students with special needs?
Students with special needs are
those for whom a special learning
need has been formally identified
because they are mentally,
physically, or emotionally
disadvantaged. Often they will be
those for whom additional public
or private resources (personnel,
material or financial) have been
provided to support their
education.
Please mark one choice.
1 = None
2 = Some
3 = Most
4 = All
2018 USA
variable name
†
Recoding
instructions
†
C-24
TALIS 2018 Technical Report
Exhibit C-2.
2018
International
question
number
TQ- Q15
TQ- Q15A
†
Teacher Questionnaire: Questions that require national adaptations—Continued
2018 International version
Were the following subject
categories included in your
formal ,
and do you teach them during
the current school year to any
< / 15year-old> students in this school?
Please mark as many choices as
appropriate in each row.
A(1)-L(1) = Included in my formal
A(2)-L(2) = I teach it to < / 15year-old> students this
year
Reading, writing and literature
Includes reading and writing (and
literature) in the mother tongue, in
the language of instruction, or in
the tongue of the country (region)
as a second language (for nonnatives); language studies, public
speaking, literature
***USA-only question
C-25
See note at end of table.
2018
International
variable name
†
2018 USA
question
number
†
TT3G15A1-A2
†
2018 USA
2018 USA adaptation in English
variable name
†
Were the following subject
categories included in your
formal education or training,
and do you teach them during
the current school year to any
7th, 8th, and/or 9th grade
students in this school? Please
mark as many choices as
appropriate in each row.
A(1)-L(1) = Included in my formal
education or training
A(2)-L(2) = I teach it to 7th, 8th,
and/or 9th grade
students this year
Recoding
instructions
†
†
Not administered
†
†
Q15A
Reading, writing and literature
Includes reading and writing (and
literature) in English, language
arts, public speaking, literature,
composition, communications,
journalism
TT3G15A11A12_USA2
Maps to
TT3G15A1A2
TALIS 2018 Technical Report
Exhibit C-2.
2018
International
question
number
†
Teacher Questionnaire: Questions that require national adaptations—Continued
2018 International version
***USA-only question
2018
International
variable name
†
2018 USA
question
number
Q15B
TQ- Q15B
Mathematics
TT3G15B1-B2
Includes mathematics, mathematics
with statistics, geometry, algebra,
etc.
Q15C
TQ- Q15C
Science
Includes science, physics, physical
science, chemistry, biology, human
biology, environmental science,
agriculture/horticulture/forestry
TT3G15C1-C2
Q15D
TQ- Q15D
Social studies
Includes social studies, community
studies, contemporary studies,
economics, environmental studies,
geography, history, humanities,
legal studies, studies of the own
country, social sciences, ethical
thinking, philosophy
Modern foreign languages
Includes languages different from
the language of instruction
TT3G15D1-D2 Q15E
TQ- Q15E
C-26
TQ- Q15F
Ancient Greek and/or Latin
See note at end of table.
TT3G15E1-E2
Q15F
TT3G15F1-F2
Q15G
2018 USA adaptation in English
2 English as a Second Language
(ESL)
Includes ESL or bilingual
education in support of students’
subject matter learning.
Mathematics
Includes basic and general
mathematics, geometry, prealgebra, algebra, business and
applied mathematics, statistics and
probability, trigonometry,
calculus, and pre-calculus
Science
Includes general or integrated
science, physics, physical science,
chemistry, biology or life science,
human biology, environmental
science, Earth science
Social studies/Social science
Includes general social studies,
anthropology, economics,
geography, government or civics,
history, humanities, philosophy,
psychology, sociology
Modern foreign languages
Includes languages other than
English (e.g., French, German,
Spanish, ASL)
Classical Greek and/or Latin
2018 USA
variable name
TT3G15A21A22_USA2
Recoding
instructions
Maps to
TT3G15A1A2
†
†
†
†
†
†
†
†
†
†
TALIS 2018 Technical Report
Exhibit C-2.
2018
International
question
number
TQ- Q15I
Teacher Questionnaire: Questions that require national adaptations—Continued
†
2018 International version
Physical education
Includes physical education,
gymnastics, dance, health
***USA-only question
†
***USA-only question
TQ- Q15K
C-27
Practical and vocational skills
Includes vocational skills
(preparation for a specific
occupation), technics, domestic
science, accountancy, business
studies, career education, clothing
and textiles, driving, home
economics, polytechnic courses,
secretarial studies, tourism and
hospitality, handicraft
See note at end of table.
2018
International
variable name
TT3G15I1-I2
2018 USA
question
number
Q15J
†
Q15L
†
Q15M
TT3G15K1-K2 †
2018 USA adaptation in English
Physical and health education
Includes physical education,
gymnastics, dance, health
Business studies
Includes accounting, business
management, business principles
and ethics, marketing and
distribution
Practical and vocational skills
Includes vocational skills
(preparation for a specific
occupation), agriculture and
natural resources, domestic
science, career education, clothing
and textiles, construction trades,
cosmetology, culinary arts,
driving, health occupations, home
economics, mechanics and repair,
polytechnic courses, secretarial
studies, tourism and hospitality,
handicraft
Not administered
2018 USA
variable name
†
Recoding
instructions
†
TT3G15K11K12_USA2
Maps to
TT3G15K1K2
TT3G15K21K22_USA2
Maps to
TT3G15K1K2
†
†
TALIS 2018 Technical Report
Exhibit C-2.
2018
International
question
number
†
Teacher Questionnaire: Questions that require national adaptations—Continued
2018 International version
***USA-only question
2018
International
variable name
†
2018 USA
question
number
Q15N
TQ- Q15L
Other
TT3G15L1-L2
Q15O
TQ- Q16
During your most recent
complete calendar week,
approximately how many 60minute hours did you spend in
total on tasks related to your job
at this school?
Include time spent on teaching,
planning lessons, marking,
collaborating with other teachers,
participating in staff meetings,
participating in professional
development and other work tasks.
Also include tasks that took place
during evenings, weekends or other
out of class hours.
A ‘complete’ calendar week is one
that was not shortened by breaks,
public holidays, sick leave, etc.
Round to the nearest whole hour.
_____Hours in total
TT3G16
†
See note at end of table.
2018 USA adaptation in English
Special Education
Includes education of students
with special needs
†
During your most recent
complete calendar week,
approximately how many 60minute hours did you spend in
total on tasks related to your job
at this school? Include time spent
on teaching, planning lessons,
grading, collaborating with other
teachers, participating in staff
meetings, participating in
professional development and
other work tasks. Also include
tasks that took place during
evenings, weekends or other out of
class hours.
A ‘complete’ calendar week is one
that was not shortened by breaks,
public holidays, sick leave, etc.
Round to the nearest whole hour.
_____Hours in total
2018 USA
variable name
TT3G15L11L12_USA2
TT3G15L21L22_USA2
†
Recoding
instructions
maps to
TT3G15L1L2
Maps to
TT3G15L1L2
†
C-28
TALIS 2018 Technical Report
Exhibit C-2.
2018
International
question
number
TQ- Q17
TQ- Q18B
TQ- Q18C
TQ- Q18D
TQ- Q18H
†
Teacher Questionnaire: Questions that require national adaptations—Continued
2018 International version
Of this total, how many 60minute hours did you spend on
teaching at this school during
your most recent complete
calendar week?
Please only count actual teaching
time.
Time spent on preparation,
marking, professional development,
etc. will be recorded in the next
question.
Round to the nearest whole hour.
_____Hours teaching
_____ Hours. Team work and
dialogue with colleagues within
this school
_____ Hours. Marking/correcting
of student work
_____ Hours. Counselling students
(including student supervision,
mentoring, virtual counselling,
career guidance and behaviour
guidance)
_____ Hours. Communication and
co-operation with parents or
guardians
***USA-only question
C-29
See note at end of table.
2018
International
variable name
TT3G17
2018 USA
question
number
†
TT3G18B
†
TT3G18C
†
TT3G18D
†
TT3G18H
†
TQ- Q18J
2018 USA
2018 USA adaptation in English
variable name
Of this total, how many 60-minute †
hours did you spend on teaching at
this school during your most recent
complete calendar week?
Please only count actual teaching
time.
Time spent on preparation,
grading, professional development,
etc. will be recorded in the next
question.
Round to the nearest whole hour.
_____Hours teaching
Recoding
instructions
†
_____ Hours. Teamwork and
dialogue with colleagues within
this school
_____ Hours. Grading/correcting
of student work
_____ Hours. Student counseling
(including student supervision,
mentoring, virtual counseling,
career guidance and behavior
guidance)
_____ Hours. Communication and
cooperation with parents or
guardians
_____ Hours. Developing
students’ test-taking skills to
improve performance on mandated
assessments
†
†
†
†
†
†
†
†
TT3G18J1_USA2
maps to
‘other’
TT3G18J
TALIS 2018 Technical Report
Exhibit C-2.
2018
International
question
number
†
Teacher Questionnaire: Questions that require national adaptations—Continued
2018 International version
***USA-only question
2018
International
variable name
†
2018 USA
question
number
TQ- Q18K
†
***USA-only question
†
TQ- Q18L
TQ- Q18J
_____ Hours. Other work tasks
TT3G18J
TQ- Q18M
†
†
†
In this section, ‘professional
development’ is defined as
activities that aim to develop an
individual’s skills, knowledge,
expertise and other characteristics
as a teacher.
Please only consider professional
development you have undertaken
after your initial .
See note at end of table.
2018 USA adaptation in English
_____ Hours. Administering,
proctoring, and scoring mandated
assessments
_____ Hours. Reviewing and
analyzing results of mandated
assessments to improve instruction
In this section, ‘professional
development’ is defined as
activities that aim to develop an
individual’s skills, knowledge,
expertise and other characteristics
as a teacher.
Please only consider professional
development you have undertaken
after your initial education or
training
2018 USA
variable name
TT3G18J2_USA2
TT3G18J3_USA2
TT3G18J4_USA2
†
Recoding
instructions
maps to
‘other’
TT3G18J
maps to
‘other’
TT3G18J
maps to
‘other’
TT3G18J
†
C-30
TALIS 2018 Technical Report
Exhibit C-2.
2018
International
question
number
TQ- Q19
TQ- Q19A
TQ- Q20D
TQ- Q20E
Teacher Questionnaire: Questions that require national adaptations—Continued
2018 International version
Did you take part in any
induction activities?
‘Induction activities’ are designed
to support new teachers’
introduction into the teaching
profession and to support
experienced teachers who are new
to a school, and they are either
organised in formal, structured
programmes or informally
arranged as separate activities.
Please mark as many choices as
appropriate in each row.
A(1)-B(1) = Yes, during my first
employment
A(2)-B(2) = Yes, at this school
A(3)-B(3) = No
I took part in a formal induction
programme.
If you did not answer ‘Yes, at
this school’ to either a) or b) ->
Please go to Question <21>.
Planned meetings with principal
and/or experienced teachers
Supervision by principal and/or
experienced teachers
TQ- Q22D
Formal qualification programme
(e.g. a degree programme)
See note at end of table.
2018
International
variable name
†
2018 USA
question
number
†
TT3G19A1-A3 †
†
TT3G20D
†
TT3G20E
†
TT3G22D
†
2018 USA adaptation in English
Did you take part in any induction
activities?
‘Induction activities’ are designed
to support new teachers’
introduction into the teaching
profession and to support
experienced teachers who are new
to a school, and they are either
organized in formal, structured
programs or informally arranged
as separate activities.
Please mark as many choices as
appropriate in each row.
A(1)-B(1) = Yes, during my first
employment
A(2)-B(2) = Yes, at this school
A(3)-B(3) = No
I took part in a formal induction
program.
If you did not answer ‘Yes, at
this school’ to either a) or b) ->
Please go to Question 21.
Planned meetings with the
principal and/or experienced
teachers
Supervision by the principal and/or
experienced teachers
Formal qualification program (e.g.
a degree program)
2018 USA
variable name
†
Recoding
instructions
†
†
†
†
†
†
†
†
†
†
†
C-31
TALIS 2018 Technical Report
Exhibit C-2.
2018
International
question
number
TQ- Q22F
Teacher Questionnaire: Questions that require national adaptations—Continued
†
2018 International version
Observation visits to business
premises, public organisations, or
non-governmental organisations
If you answered ‘No’ to all of the
above -> Please go to Question
<27>.
Student behaviour and classroom
management
Approaches to individualised
learning
Teacher-parent/guardian cooperation
***USA-only question
TQ- Q23O
Other
TQ- Q23F
TQ- Q23H
TQ- Q23M
TQ- Q24
(CNO)
For the professional development
in which you participated during
the last 12 months, did you
receive any of the following?
Please mark one choice in each
row.
1 = Yes
2 = No
See note at end of table.
2018
International
variable name
TT3G22F
2018 USA
question
number
†
†
TT3G23F
†
TT3G23H
†
TT3G23M
†
†
Q23O
TT3G23O
Q23P
†
†
2018 USA adaptation in English
Observation visits to business
premises, public organizations, or
non-governmental organizations
If you answered ‘No’ to all of the
above -> Please go to Question
26.
Student behavior and classroom
management
Approaches to individualized
learning
Teacher-parent/guardian
cooperation
Implementation of national/state
curriculum standards or Common
Core standards
Not Administered
2018 USA
variable name
†
Recoding
instructions
†
†
†
†
†
†
†
†
†
TT3G23O1_USA2
Maps to
TT3G23O
TT3G23O2_USA2
Maps to
TT3G23O
†
†
C-32
TALIS 2018 Technical Report
Exhibit C-2.
2018
International
question
number
TQ- Q25
Teacher Questionnaire: Questions that require national adaptations—Continued
2018 International version
Thinking of all of your
professional development
activities during the last 12
months, did any of these have a
positive impact on your teaching
practice?
Please mark one choice.
1 = Yes
2 = No -> Please go to Question
<27>.
TQ- Q26G
It provided opportunities to
practise/apply new ideas and
knowledge in my own classroom.
TQ- Q27
For each of the areas listed
below, please indicate the extent
to which you currently need
professional development.
Please mark one choice in each
row.
1 = No need at present
2 = Low level of need
3 = Moderate level of need
4 = High level of need
TQ- Q27F
Student behaviour and classroom
management
TQ- Q27H
Approaches to individualised
learning
TQ- Q27M
Teacher-parent/guardian cooperation
See note at end of table.
2018
International
variable name
TT3G25
2018 USA
question
number
TQ-Q24
TT3G26G
TQ- Q25G
†
TQ- Q26
TT3G27F
TQ- Q26F
TT3G27H
TQ- Q26H
TT3G27M
TQ- Q26M
2018 USA adaptation in English
Thinking of all of your
professional development
activities during the last 12
months, did any of these have a
positive impact on your teaching
practice?
Please mark one choice.
1 = Yes
2 = No -> Please go to Question
26.
It provided opportunities to
practice/apply new ideas and
knowledge in my own classroom.
For each of the areas listed
below, please indicate the extent
to which you currently need
professional development.
Please mark one choice in each
row.
1 = No need at present
2 = Low level of need
3 = Moderate level of need
4 = High level of need
Student behavior and classroom
management
Approaches to individualized
learning
Teacher-parent/guardian
cooperation
2018 USA
variable name
†
Recoding
instructions
†
†
†
†
†
†
†
†
†
†
†
C-33
TALIS 2018 Technical Report
Exhibit C-2.
2018
International
question
number
†
Teacher Questionnaire: Questions that require national adaptations—Continued
TT3G28A
†
I do not have the pre-requisites
(e.g. qualifications, experience,
seniority).
***USA-only question
†
***USA-only question
†
†
***USA-only question
†
†
***USA-only question
†
2018 USA
question
number
2018 USA adaptation in English
TQ- Q26O Implementation of national/state
curriculum standards or Common
Core standards
TQ- Q27A I do not have the prerequisites (e.g.
qualifications, experience,
seniority).
TQ- Q27H The professional development
offered is of poor quality.
TQ- Q27I Professional development is not
readily accessible to me.
TQ-Q28
In the past 12 months,
professional development was
available to teachers at THIS
school:
(Please mark one or more
responses.)
1 = not selected
2 = selected
TQ-Q28A Before or after school days
†
***USA-only question
†
TQ-Q28B
†
***USA-only question
†
TQ-Q28C
†
***USA-only question
†
TQ-Q28D
TQ- Q28A
2018 International version
***USA-only question
See note at end of table.
2018
International
variable name
†
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
2018 USA
variable name
TT3G27O_USAX2
Recoding
instructions
†
†
†
TT3G28H_USAX2
†
TT3G28I_USAX2
†
†
†
TT3N28A_USAX2
†
TT3N28B_USAX2
†
TT3N28C_USAX2
†
TT3N28D_USAX2
†
C-34
TALIS 2018 Technical Report
Exhibit C-2.
2018
International
question
number
TQ- Q29
Teacher Questionnaire: Questions that require national adaptations—Continued
2018 International version
In this school, who uses the
following types of information to
provide feedback to you?
‘External individuals or bodies’ as
used below refer to, for example,
inspectors, municipality
representatives, or other persons
from outside the school.
Please mark as many choices as
appropriate in each row.
A(1)-F(1) = External individuals or
bodies
A(2)-F(2) = School principal or
member(s) of the
A(3)-F(3) = Other colleagues
within the school (not
a part of the )
A(4)-F(4) = I have never received
this feedback in this
school.
If you answered ‘I have never
received this feedback in this
school’ to all of the above ->
Please go to Question <32>.
See note at end of table.
2018
International
variable name
†
2018 USA
question
number
†
†
†
2018 USA adaptation in English
In this school, who uses the
following types of information to
provide feedback to you?
‘External individuals or bodies’ as
used below refer to, for example,
inspectors, municipality
representatives, or other persons
from outside the school.
Please mark as many choices as
appropriate in each row.
A(1)-F(1) = External individuals or
bodies
A(2)-F(2) = School principal or
member(s) of the
school management
team
A(3)-F(3) = Other colleagues
within the school (not
a part of the school
management team)
A(4)-F(4) = I have never received
this feedback in this
school.
If you answered ‘I have never
received this feedback in this
school’ to all of the above ->
Please go to Question 32.
2018 USA
variable name
†
Recoding
instructions
†
†
†
C-35
TALIS 2018 Technical Report
Exhibit C-2.
2018
International
question
number
TQ- Q30
TQ- Q33B
TQ- Q33D
TQ- Q33E
TQ- Q33H
Teacher Questionnaire: Questions that require national adaptations—Continued
2018
International
variable name
TT3G30
2018 International version
Thinking of all of the feedback
that you have received during the
last 12 months, did any of these
have a positive impact on your
teaching practice?
Please mark one choice.
1 = Yes
2 = No -> Please go to Question
<32>.
Provide feedback to other teachers TT3G33B
about their practice
Exchange or develop teaching
TT3G33D
materials with colleagues
Discuss the learning development
TT3G33E
of specific students
Participate in collaborative
professional learning
TQ- Q34D
Control disruptive behaviour in the
classroom
TQ- Q34F
Make my expectations about
student behaviour clear
TQ- Q34K
Provide an alternative explanation,
for example when students are
confused
See note at end of table.
2018 USA
question
number
†
†
†
†
TT3G33H
†
TT3G34D
†
TT3G34F
†
TT3G34K
†
2018 USA adaptation in English
Thinking of all of the feedback that
you have received during the last
12 months, did any of these have a
positive impact on your teaching
practice?
Please mark one choice.
1 = Yes
2 = No -> Please go to Question
32
b) Observe other teachers’ classes
and provide feedback
d) Exchange teaching materials
with colleagues
e) Engage in discussions about the
learning development of specific
students
h) Take part in collaborative
professional learning
Make my expectations about
student behavior clear
Make my expectations about
student behavior clear
Provide an alternative explanation
(e.g., when students are confused)
2018 USA
variable name
†
Recoding
instructions
†
†
†
†
†
†
†
†
†
†
†
†
†
†
†
C-36
TALIS 2018 Technical Report
Exhibit C-2.
2018
International
question
number
†
Teacher Questionnaire: Questions that require national adaptations—Continued
2018 International version
In the following, we want to get
into more detail about your
teaching practices. Within this
questionnaire, we cannot cover the
whole scope of your teaching.
Therefore, we use an exemplary
approach and focus on the teaching
of one .
The following questions ask you
about a particular that
you teach. The that we
would like you to respond to is the
first <>
that you taught in this
school after 11 a.m. last Tuesday.
Please note that if you do not teach
a > / on Tuesday, this can be a
class taught on a day following the
last Tuesday.
In the questions below, this
will be referred to as the
.
See note at end of table.
2018
International
variable name
2018 USA
question
number
†
2018 USA
2018 USA adaptation in English
variable name
In the following, we want to get
†
into more detail about your
teaching practices. Within this
questionnaire, we cannot cover the
whole scope of your teaching.
Therefore, we use an exemplary
approach and focus on the teaching
of one class.
The following questions ask you
about a particular class that you
teach. The class that we would like
you to respond to is the first 7th,
8th, or 9th, grade class that you
taught in this school after 11 a.m.
last Tuesday. Please note that if
you do not teach a 7th, 8th, or 9th
grade class on Tuesday, this can be
a class taught on a day following
the last Tuesday.
In the questions below, this class
will be referred to as the target
class.
Recoding
instructions
†
C-37
TALIS 2018 Technical Report
Exhibit C-2.
2018
International
question
number
TQ- Q35
Teacher Questionnaire: Questions that require national adaptations—Continued
2018 International version
We would like to understand the
composition of the .
Please estimate the broad
percentage of students who have
the following characteristics.
<‘Socio-economically
disadvantaged homes’ refers to
homes lacking the basic necessities
or advantages of life, such as
adequate housing, nutrition or
medical care.>
A ‘refugee’ is one who, regardless
of legal status, fled to another
country, seeking refuge from war,
political oppression, religious
persecution, or a natural disaster.
An ‘immigrant student’ is one who
was born outside the country.
A’student with migrant
background’ has parents who were
both born outside the country.
This question asks about your
personal perception of student
background. It is acceptable to
base your replies on rough
estimates.
Students may fall into multiple
categories.
See note at end of table.
2018
International
variable name
†
2018 USA
question
number
†
2018 USA adaptation in English
We would like to understand the
composition of the target class.
Please estimate the broad
percentage of students who have
the following characteristics.
‘Socioeconomically disadvantaged
homes’ refers to homes lacking the
basic necessities or advantages of
life, such as adequate income,
housing, nutrition or medical care.
A ‘refugee’ is one who, regardless
of legal status, fled to another
country, seeking refuge from war,
political oppression, religious
persecution, or a natural disaster.
This question asks about your
personal perception of student
background. It is acceptable to
base your replies on rough
estimates.
Students may fall into multiple
categories.
Please mark one choice in each
row.
2018 USA
variable name
†
Recoding
instructions
†
C-38
TALIS 2018 Technical Report
Exhibit C-2.
2018
International
question
number
Teacher Questionnaire: Questions that require national adaptations—Continued
2018 International version
Please mark one choice in each
row.
1 = None
2 = 1% to 10%
3 = 11% to 30%
4 = 31% to 60%
5 = More than 60%
TQ- Q35A
Students whose is
different from the language(s) of
instruction or from a dialect of
this/these language(s)
TQ- Q35D
Students with behavioural
problems
TQ- Q35E
Students from
TQ- Q35G
Students who are immigrants or
with migrant background
TQ- Q36
Is your teaching in the directed entirely or mainly
to students?
Please mark one choice.
1 = Yes -> Please go to Question
<44>.
2 = No
See note at end of table.
2018
International
variable name
2018 USA
question
number
TT3G35A
†
TT3G35D
2018 USA
variable name
Recoding
instructions
Students whose first language is
not English
†
†
†
Students with behavioral problems
†
†
TT3G35E
†
†
†
TT3G35G
†
Students from socioeconomically
disadvantaged homes
Not Administered
†
†
TT3G36
†
Is your teaching in the target
class directed entirely or mainly
to special needs students?
Please mark one choice.
1 = Yes -> Please go to Question
44.
2 = No
†
†
2018 USA adaptation in English
C-39
TALIS 2018 Technical Report
Exhibit C-2.
2018
International
question
number
TQ- Q37
Teacher Questionnaire: Questions that require national adaptations—Continued
C-40
2018 International version
Into which subject category does
this primarily fall?
Please mark one choice.
1 = Reading, writing and literature
Includes reading and writing (and
literature) in the mother tongue, in
the language of instruction, or in
the tongue of the country (region)
as a second language (for nonnatives); language studies, public
speaking, literature
2 =Mathematics
Includes mathematics, mathematics
with statistics, geometry, algebra,
etc.
3 = Science
Includes science, physics, physical
science, chemistry, biology, human
biology, environmental science,
agriculture/horticulture/forestry
4 = Social studies
Includes social studies, community
studies, contemporary studies,
economics, environmental studies,
geography, history, humanities,
legal studies, studies of the own
country, social sciences, ethical
thinking, philosophy
5 = Modern foreign languages
Includes languages different from
the language of instruction
6 = Ancient Greek and/or Latin
7 = Technology
See note at end of table.
2018
International
variable name
TT3G37
2018 USA
question
number
†
2018 USA adaptation in English
Into which subject category does
this target class primarily fall?
Please mark one choice.
1 Reading, writing and literature
Includes reading and writing (and
literature) in English, language
arts, public speaking, composition,
communications, journalism 2
English as a Second Language
(ESL)
Includes ESL or bilingual
education in support of students’
subject matter learning.
3 Mathematics
Includes basic and general
mathematics, geometry, prealgebra, algebra, business and
applied mathematics, statistics and
probability, trigonometry, calculus,
and pre-calculus
4 Science
Includes general or integrated
science, physics, physical science,
chemistry, biology or life science,
human biology, environmental
science, Earth science
2018 USA
variable name
TT3G37_USA2
Recoding
instructions
USA-->
International
1-->1
2-->1
3-->2
4-->3
5-->4
6-->5
7-->6
8-->7
9-->8
10-->9
11 -->10
12-->11
13-->11
14-->12
15-->12
TALIS 2018 Technical Report
Exhibit C-2.
2018
International
question
number
Teacher Questionnaire: Questions that require national adaptations—Continued
C-41
2018 International version
Includes orientation in technology,
including information technology,
computer studies, construction/
surveying, electronics, graphics
and design, keyboard skills, word
processing, workshop technology/
design technology
8 = Arts
Includes arts, music, visual arts,
practical art, drama, performance
music, photography, drawing,
creative handicraft, creative
needlework
9 = Physical education
Includes physical education,
gymnastics, dance, health
10 = Religion and/or ethics
Includes religion, history of
religions, religion culture, ethics
11 = Practical and vocational skills
Includes vocational skills
(preparation for a specific
occupation), technics, domestic
science, accountancy, business
studies, career education, clothing
and textiles, driving, home
economics, polytechnic courses,
secretarial studies, tourism and
hospitality, handicraft
12 = Other
See note at end of table.
2018
International
variable name
2018 USA
question
number
2018 USA adaptation in English
5 Social studies/Social science
Includes general social studies,
anthropology, economics,
geography, government or civics,
history, humanities, philosophy,
psychology, sociology
6 Modern foreign languages
Includes languages other than
English (e.g., French, German,
Spanish, ASL)
7 Classical Greek and/or Latin
8 Technology
Includes orientation in technology,
including information technology,
computer studies,
construction/surveying, electronics,
graphics and design, keyboard
skills, word processing, workshop
technology/design technology
9 Arts
Includes arts, music, visual arts,
practical art, drama, performance
music, photography, drawing,
creative handicraft, creative
needlework
2018 USA
variable name
Recoding
instructions
TALIS 2018 Technical Report
Exhibit C-2.
2018
International
question
number
Teacher Questionnaire: Questions that require national adaptations—Continued
2018 International version
2018
International
variable name
2018 USA
question
number
2018 USA adaptation in English
10 Physical and health education
Includes physical education,
gymnastics, dance, health
11 Religion and/or ethics
Includes religion, history of
religions, religion culture, ethics
12 Business studies
Includes accounting, business
management, business principles
and ethics, marketing and
distribution
13 Practical and vocational skills
Includes vocational skills
(preparation for a specific
occupation), agriculture and
natural resources, domestic
science, career education, clothing
and textiles, construction trades,
cosmetology, culinary arts, driving,
health occupations, home
economics, mechanics and repair,
polytechnic courses, secretarial
studies, tourism and hospitality,
handicraft
See note at end of table.
2018 USA
variable name
Recoding
instructions
C-42
TALIS 2018 Technical Report
Exhibit C-2.
2018
International
question
number
TQ- Q38
Teacher Questionnaire: Questions that require national adaptations—Continued
2018 International version
2018
International
variable name
How many students are currently TT3G38
enrolled in this ?
Please write a number.
_____Students
TQ- Q39
†
For this , what
percentage of time is
typically spent on each of the
following activities?
Write a percentage for each
activity. Write 0 (zero) if none.
Please ensure that responses add
up to 100%
TQ- Q40
†
How strongly do you agree or
disagree that you have control
over the following areas of your
planning and teaching in this
?
Please mark one choice in each
row.
1 = Strongly disagree
2 = Disagree
3 = Agree
4 = Strongly agree
See note at end of table.
2018 USA
question
number
†
†
†
2018 USA adaptation in English
14 Special Education
Includes education of students with
special needs
15 Other
How many students are currently
enrolled in this target class?
Please write a number.
_____Students
For this target class, what
percentage of class time is
typically spent on each of the
following activities?
Write a percentage for each
activity. Write 0 (zero) if none.
Please ensure that responses add
up to 100%
How strongly do you agree or
disagree that you have control
over the following areas of your
planning and teaching in this
target class?
Please mark one choice in each
row.
1 = Strongly disagree
2 = Disagree
3 = Agree
4 = Strongly agree
2018 USA
variable name
Recoding
instructions
†
†
†
†
†
†
C-43
TALIS 2018 Technical Report
Exhibit C-2.
2018
International
question
number
TQ- Q41
Teacher Questionnaire: Questions that require national adaptations—Continued
2018 International version
How strongly do you agree or
disagree with the following
statements about this ?
Please mark one choice in each
row.
1 = Strongly disagree
2 = Disagree
3 = Agree
4 = Strongly agree
TQ- Q41A
When the lesson begins, I have to
wait quite a long time for students
to quieten down.
TQ- Q42
Thinking about your teaching in
the , how often do
you do the following?
Please mark one choice in each
row.
1 = Never or almost never
2 = Occasionally
3 = Frequently
4 = Always
TQ- Q42L
When the lesson begins, I tell
students to quieten down quickly.
TQ- Q42N
I let students practice similar tasks
until I know that every student has
understood the subject matter.
See note at end of table.
2018
International
variable name
†
2018 USA
question
number
†
TT3G41A
†
†
†
TT3G42L
†
TT3G42N
†
2018 USA adaptation in English
How strongly do you agree or
disagree with the following
statements about this target
class?
Please mark one choice in each
row.
1 = Strongly disagree
2 = Disagree
3 = Agree
4 = Strongly agree
When the lesson begins, I have to
wait quite a long time for students
to quiet down.
Thinking about your teaching in
the target class, how often do you
do the following?
Please mark one choice in each
row.
1 = Never or almost never
2 = Occasionally
3 = Frequently
4 = Always
When the lesson begins, I tell
students to quiet down quickly.
I let students practice similar tasks
until I know that every student has
understood the subject matter.
2018 USA
variable name
†
Recoding
instructions
†
†
†
†
†
†
†
†
†
C-44
TALIS 2018 Technical Report
Exhibit C-2.
2018
International
question
number
TQ- Q43
TQ- Q43B
TQ- Q44
TQ- Q45C
TQ- Q45D
TQ- Q45E
Teacher Questionnaire: Questions that require national adaptations—Continued
2018 International version
How often do you use the
following methods of assessing
student learning in the ?
Please mark one choice in each
row.
1 = Never or almost never
2 = Occasionally
3 = Frequently
4 = Always
I provide written feedback on
student work in addition to a
.
Have you ever taught a
classroom with students from
different cultures?
Please mark one choice.
1 = Yes
2 = No -> Please go to Question
<46>.
Ensure that students with and
without a migrant background
work together
Raise awareness for cultural
differences amongst students
Reduce ethnic stereotyping
amongst students
See note at end of table.
2018
International
variable name
†
2018 USA
question
number
†
TT3G43B
†
TT3G44
†
TT3G445C
†
TT3G45D
†
TT3G45E
†
2018 USA
variable name
†
Recoding
instructions
†
I provide written feedback on
student work in addition to a letter
grade or numeric score.
†
†
Have you ever taught a
classroom with students from
different cultures?
Please mark one choice.
1 = Yes
2 = No -> Please go to Question
46.
Ensure that students with and
without migrant backgrounds work
together
Raise awareness of cultural
differences among students.
Reduce ethnic stereotyping among
students.
†
†
†
†
†
†
†
†
2018 USA adaptation in English
How often do you use the
following methods to assess
student learning in the target
class? Please mark one choice in
each row.
1 = Never or almost never
2 = Occasionally
3 = Frequently
4 = Always
C-45
TALIS 2018 Technical Report
Exhibit C-2.
2018
International
question
number
TQ- Q46
Teacher Questionnaire: Questions that require national adaptations—Continued
C-46
2018 International version
Does this school include students
of more than one cultural or
ethnic background?
Please mark one choice.
1 = Yes
2 = No -> Please go to Question
<48>.
TQ- Q47A
Supporting activities or
organisations that encourage
students’ expression of diverse
ethnic and cultural identities (e.g.
artistic groups)
TQ- Q47B
Organising multicultural events
(e.g. cultural diversity day)
TQ- Q48E
There is a collaborative school
culture which is characterised by
mutual support.
TQ- Q48G
The school staff enforces rules for
student behaviour consistently
throughout the school.
TQ- Q49A
Teachers and students usually get on
well with each other.
TQ- Q52C
Having too much marking
TQ- Q52I
Keeping up with changing
requirements from authorities
TQ- Q54B
Apart from my salary, I am
satisfied with the terms of my
teaching
(e.g. benefits, work schedule).
See note at end of table.
2018
International
variable name
TT3G46
2018 USA
question
number
†
TT3G47A
†
TT3G47B
†
TT3G48E
†
TT3G48G
†
TT3G49A
†
TT3G52C
TT3G52I
†
†
TT3G54B
†
2018 USA
2018 USA adaptation in English
variable name
†
Does this school include students
of more than one cultural or
ethnic background?
Please mark one choice.
1 = Yes
2 = No -> Please go to Question
48.
Supporting activities or
†
organizations that encourage
students’ expression of diverse
ethnic and cultural identities (e.g.,
artistic groups)
Organizing multicultural events
†
(e.g. cultural diversity day)
There is a collaborative school
†
culture which is characterized by
mutual support
The school staff enforces rules for †
student
behavior
consistently
throughout the school.
Teachers and students usually get †
along well with each other.
Having too much grading
†
Keeping up with changing
†
requirements from local school
district or state education
authorities
†
Apart from my salary, I am
satisfied with the terms of my
teaching contract/employment (e.g.
benefits, work schedule).
Recoding
instructions
†
†
†
†
†
†
†
†
†
TALIS 2018 Technical Report
Exhibit C-2.
2018
International
question
number
TQ- Q55
Teacher Questionnaire: Questions that require national adaptations—Continued
2018
International
variable name
†
C-47
2018 International version
Thinking about education
as a whole, if the budget were to
be increased by 5 %, how would
you rate the importance of the
following spending priorities?
Please mark one choice in each
row.
1 = Of low importance
2 = Of moderate importance
3 = Of high importance
TQ- Q56
†
Have you ever been abroad for
(CNO)
professional purposes in your
career as a teacher or during
your teacher ?
Please mark one choice in each
row.
1 = Yes
2 = No
TQ- Q56A
As a student, as part of my teacher TT3G56A
If you answered ‘No’ to all of the †
above -> Please go to .
TQ- Q57
†
Were the following activities
(CNO)
professional purposes of your
visits abroad?
Please mark one choice in each
row.
1 = Yes
2 = No
See note at end of table.
2018 USA
question
number
†
†
2018 USA adaptation in English
Thinking about education in
grades 7, 8, and 9 as a whole, if
the budget were to be increased
by 5 %, how would you rate the
importance of the following
spending priorities? Please mark
one choice in each row.
1 = Of low importance
2 = Of moderate importance
3 = Of high importance
Not Administered
†
2018 USA
variable name
†
Recoding
instructions
†
†
†
†
†
†
Not Administered
†
†
†
Not Administered
†
†
TALIS 2018 Technical Report
Exhibit C-2.
2018
International
question
number
TQ- Q57A
TQ- Q57B
TQ- Q57C
TQ- Q57D
TQ- Q57E
TQ- Q57F
TQ- Q57G
TQ- Q58
(CNO)
† Not applicable.
Teacher Questionnaire: Questions that require national adaptations—Continued
2018 International version
Studying, as part of my teacher
education
Language learning
Learning of other subject areas
Accompanying visiting students
Establishing contact with schools
abroad
Teaching
Other
In total, how long have you
stayed abroad for professional
purposes?
Please mark one choice.
1 = For less than three months
2 = For three to twelve months
3 = For more than a year
2018
International
variable name
TT3G57A
2018 USA
question
number
†
2018 USA adaptation in English
†
2018 USA
variable name
†
Recoding
instructions
†
TT3G57B
TT3G57C
TT3G57D
TT3G57E
†
†
†
†
†
†
†
†
†
†
†
†
†
†
†
†
TT3G57F
TT3G57G
TT3G58
†
†
†
†
†
Not Administered
†
†
†
†
†
†
C-48
| File Type | application/pdf |
| Author | Anon |
| File Modified | 2022-03-07 |
| File Created | 2022-02-09 |