UK Data Archive Study Number 14 - Probationary Teachers, 1968-1969; Sample 1

COLUMN VAll NO

1/1 - 4

1/5 - 6

1/7

1/8

1/9 - 10 001

1/11 002

014 PROBATIONARY TEACHER 1968/69: SAMPLE 1

TITLE

Case Number ColI:

Col 2 - 4:

Questionnaire

Card Number

Please indicate age and sex

your

Please indicate the type of. school you are now working in.

Please indicate the nature of your qualification for teaching

CODES

1 Bristol 2 Devon 3 London 4 Wolverhampton 011 - 205 Teacher number

11 Questionnaire Al

1 Card 1

o No Response 1 Male under 2~ 2 Female under 25 3 No Response 4 Male 25 or over ~ Female 25 or over

Please see original document for a more detailed breakdown on this codiIll.

01 Nursery 02 Infant 03 Infant/Junior Teaching Infants 04 Infant/Junior Teaching Juniors 05 Junior 06 Secondary Modern 07 Secondary Grammar 08 Secondary Technical 09 Secondary Comprehensive 10 Others - all queries 13 Infant/Junior teaching both, or?

Please see original document for a more detailed breakdown on this coding.

o No &esponse 1 Teachers Certificate (3 yr.) 2 Teachers Certificate (2 yr.) 3 Bachelor of Education 4 Degree and Postgraduate Cert. ~ Degree including Education 6 Degree 7 Other

Please see original document for a more detailed breakdown on this coding.

All sampled probationers are coded up to thi~ point. oomplete questionnaire Al (11) have the rema·nder of i.e. Cols 12 - iO inclusive are not punched.

- 1 -

Those who did not this card blank,

COLUMN VU NO

1/12 003

1/13 - 16 004

1/17 005

1/18 006

1/19 007

1/20 008

TITLE

Please indicate the age range for which you trained.

What is the name of the college and/or university at which you trained

Are you at present teaching the following for all or most of the time: the ale range for which you trained.

The subject in which you specialised

On the basis of your experience so far, would you advise a friend to seek a teaching post in this LEA.

In your area during your probationary year, have any of the following factors actually limited the social leisure and cuI turalQd"i~j~ in which you are interested: Lack of opportunities to meet people of your own age range and interests

- 2 -

CODES

0 No Response 1 Infant 2 Infant/Junior 3 Junior 4 Junior/Secondary 5 Secondary 6 Untrained 7 other

0000 - 4400 See Appendix Al.l

0 No Response 1 Yes 2 No

0 No Response 1 Yes 2 No

o No Response 1 Certainly 2 Probably 3 Possibly 4 Probably Not 5 Certainly Not

o No Responae

for information

1 Yes, Considerably 2 Yes, a Little 3 No, Not at all

COLUMN VAK NO

1/21 009

1/22 010

1/23 011

1/24 012

1/25 - 28 013

1/29 014

1/30 015

1/31 016

1/32 017

1/33 018

1/34 ' 019

1/35 020

1/36

1/37 - 39

1/40 - 42

1/43 - 45

021

022

023

024

TITLE

Absence or inadequacy of facilities (e.g. theatre, clubs, etc.)

Lack of money, transport or suitable accommodation

Physical or nervous fatigue

Ot~er (please specify)

Why did you decide to come and work in this area

Do these services exist in your area, and have you used them:

LEA Teachers' Centre

LEA Education Library

LEA Muaeum/Visual Arts Serv.

School care/welfare facilities

Inst. of Ed. Library

Do you know: How progress is assessed

To whom assessment reported

Name of inspector/ advisor

(QlOai) Which of the following could be most helpful to a probationary teacher:

LEA Inspector/Advisor

CODES

As for Variable 8

As for Variable 8

As for Variable 8

As for Variable 8

0000 - 3320 See Appendix Al.2 for information

o No Response 1 Don't know 2 No 3 Yes I have used it 4 Yes I have not used it

As for Variable 14

As for Variable 14

As for Variable 14

As for Variable 14

o No Response 1 Yes 2 No

As for Variable 19

As for Variable 19

1st reply See Appendix Al.3 for information

2nd reply As for Variable 22

3rd reply As for Variable 22

- 3 -

COLUMN VAR NO TITLE CODES

(QlOaii) Your head

1/46 - 48 025 1st reply As for Variable 22

1/49 - 51 026 2nd reply As for Variable 22

1/52 - 54 027 3rd reply As for Variable 22

(QlOaiii) Your colleagues

1/55 - 57 028 1st reply As for Variable 22

1/58 - 60 029 2nd reply As for Variable 22

1/61 - 63 030 3rd reply As for Variable 22

1/64 031 Would you have liked more or less advice during your probationary year from:

Your colleagues 0 No Response 1 Kuch more 2 Wore 3 As it was 4 Less 5 Yuch less

1/65 032 Your head As for Variable 31

1/66 033 Your inspector As for Variable 31

1/67 034 Your head of dept. As for Variable 31

1/68 035 Your college lecturers As for Variable 31

1/69 036 Others As for Variable 31

1/70 037 Have you taken the initiative in seeking advice from:

Your colleagues 0 No Response 1 Yes 2 No

1/71 038 Your head As for Variable 37

1/72 039 Your LEA inspector As for Variable 37

1/73 040 Your head of dept. As for Variable 37

1/74 041 Your college lecturers As for Variable 37

1/75 042 Others As for Variable 37

-4-

COLUMN IVAR NO

1/76 - 79 042

1/80-2/8-l~

2/1 - 4

2/6 - 6

2/7

TITLE

(Qlla) Have you any further observations on probationary year guidance assessment.

Case Number ColI: Col 2 - 4:

Questionnaire

Card Number

CODES

In these 8 columns are 2 fair-digit codes. A 3 digit code is taken from Appendi~ Al.3 with a single figure suffix: o None specified 1 Inspector/Advisor 2 Head 3 Colleagues 4 College/Institute Tutor/

Lecturer

For further information see original document.

(See page 1) 011 - 205 Teacher No.

11 Questionnaire AI

2 Card 2

All sa~pled pr bationers are coded up to this point. Those who did not complete qu~stionnaire Al (11) have the remainder of this card blank, i.e. Cols 8 - 80 inclusi e are not punched.

2/8 - 10

2/11

2/12

2/13

2/14

2/15

2/16

2/17

043

044

045

046

047

048

049

See Var. 42.

How helpful was your training course in:

Educational theory

YAin academic sUbject(s)

0 1 2 3 4 5 6

As

No Response Very helpful Helpful Fairly helpful Unhelpful Most unhelpful Not yet able to judge

for Variable 43

Practical teaching method As for Variable 43

School practice

The course as a whole

(Q12b) Description of the various approaches to teaching:

The approach to teaching which college or dept. encouraged you to adopt

The approach to teaching which prevails generally in your school

- 6 -

As for Variable 43

As for Variable 43

o No Response 1 Predominantly formal 2 Predominantly informal 3 Mixture of both

As for Variable 48

COLUMN

2/18

2/19 - 21

2/22

2/23

2/24

2/25 - 27

2/28 - 30

2/31

2/32 - 33

2/34 - 36

2/37

2/38 - 39

2/40 - 42

VAR NO

050

051

052

053

054

055

0156

057

0158

059

060

061

062

TITLE

The approach to teaching which you yourself prefer

Explanatory comments

(QI2c) Description of teaching approach used during:

Autumn term

Spring term

SUDDDer term

Explanatory comments

(Q13ai) One aspect of tbejob which respondent found difficult

(Q13bii) Degree of difficulty encountered by respondent over the aspect coded in (VAR056)

(Q13ci) Action taken by respondent as result of difficulty encountered over the aspect (VAR 051)

(Q13aii) Second aspect causing difficulty

(Q13bii) Degree of difficulty encountered over 2nd aspect

(Q13cii) Action taken over 2nd aspect (VAR 60)

(Q13aiii) Third aspect causing difficulty

- 6-

CODES

As for Variable 48

000 - 310 See Appendix Al.4

o No Response 1 Predominantly formal 2 Predominantly informal 3 A mixture of both

As for Variable 52

As for Variable 52

See Appendix Al.4

See Appendix AI.5

o No Response 1 Some difficulty 2 Considerable difficulty

See Appendix AI.6

See Appendix Al.5

o No Response 1 Some difficulty 2 Considerable difficulty

See Appendix Al.6

See Appendix Al.5

COLUMN VAR NO TITLE CODES

2/43 (Q13biii)

063 Degree of difficulty encountered over 3rd aspect 0 No response

1 Some difficulty 2 Considerable difficulty

2/44 - 45 (Q13ciii )

over 3rd aspect 064 Action taken (VAR 63) See Appendix Al.6

2/46 - 48 (Q13aiv)

065 Fourth aspect causing difficulty See Appendix Al.5

2/49 (Ql3biv)

066 Degree of difficulty encountered over 4th aspect 0 No response

1 Some difficulty 2 Considerable difficulty

2/50 - 51 (Ql3ch-)

067 Action taken over 4th aspect (VAR 66) See Appendix Al.6

2/52 - 54 (Ql4ai)

068 Changed/developed own approach to teaohing See Appendix Al.7

1st reply

2/55 - 57 (Q14bi)

069 Reason(s) for change(s) See Appendix Al.8 1st reply

(Q14aii) 2/58 - 60 070 Changed/developed own

approach to teaching See Appendix Al.7 2nd reply

2/61 - 63 (Ql4bii)

071 Beason(s) for change(s) See Appendix Al.8 2nd reply

2/64 - 66 072 (Ql4aiii) Changed/developed own approach to teaChing See Appendix Al.7

3rd reply

2/67 - 69 073 (Ql4biii~ Reason(s for change(s) See Appendix Al.8

3rd reply

2/70 074 Degree of satisfaction with teaching performance during:

Autumn term 0 No response 1 Well satisfied 2 Reasonably satisfied 3 Just satisfied 4 Bather dissatisfied 5 Completely dissatisfied

- 7 -

COLUMN

2/71

2/72

2/73

2/74

2/75

2/76

2/77

2/7S

2/79

2/S0

3/S

a/I - 4

3/5 - 6

3/7

VAll NO

075

076

077

07S

079

OSO

OSl

OS2

OS3

084

OS5

TITLE

Spring term

Summer term

How rewarding was teaching experience during the:

Autumn term

Spring term

Summer term

How important is the continued study of:

History of Education

P8ycholo&y of Education

Sooiology of Education

Philosophy of Education

Comparative Education

Curriculum Theory

Case Number ColI: Col 2 - 4:

Questionnaire

Card Number

CODES

As for Variable 74

As for Variable 74

o No response 1 Very rewardinc 2 Rewarding 3 Fairly rewarding 4 Unrewarding 5 Very unrewarding

As for Variable 77

As for Variable 77

o No response 1 Important 2 Fairly important a Unimportant

Aa for Variable SO

As for Variable SO

As for Variable SO

As for Variable SO

As for Variable SO

See Page 1.

011 - 205 Teacher number

11 Questionnaire Al

3 Card 3

All s~pled probationers are coded up to thi point. Those who did not complete questionnaire Al have the remainder of this card blank, i.e. Cols S - SO inclusive are not punched.

3/9 - 10 OS6

3/11 - 12 OS7

3/13 - 14 OSS

(Ql7i) Book/journals respondent has found helpful

1st reply

(Q17ii) 2nd reply

(Q17iii) 3rd reply

- S -

See Appendix Al.9

See Appendix Al.9

See Appendix Al.9

COLmm

3/15 - 16

3/17

3/18

3/19

3/20

3/21

3/22

3/23

~/24

3/25

3/26

VAR NO

089

090

091

092

093

094

095

096

097

098

099

TITLE

(Q17iv) 4th reply

Which ~ is most likely to apply to you in 5 years ,. time:

1st reply

2nd reply

3rd reply

If female, will you leave to start a family and return to teaching

Have you attended any courses durina your probationary year

(Q19bi) If 80, title and organising body

Ti tie 1st reply

(Q19bi) Organising body 1st reply

(Q19bii ) Title 2nd reply

CODES r

See Appendix Al.9

1 I expect to be in my present post

2 I expect to be in a similar post in this LEA

3 I expect to be in a similar post in another LEA

4 I expect to have been promoted in this LEA

5 I expect to have been promoted in another LEA

6 I expect to be in a different type of school, e.g. secondary/ junior.

7 I expect to be working in another area of education e.g. college of education, technical college

8 I expect to leave teaching altogether

9 Other (please specify)

As for Variable 90

As for Variable 90

o No response as male I Yes 2 No 3 Don't know or no response

and female

o No response 1 Yes 2 No

See Appendix Al.lO

See Appendix Al.ll

See Appendix Al.lO

Organising body 2nd reply See Appendix Al.ll (Q19biii)

Title 3rd reply See Appendix Al.lO

- 9 -

.....

COLUMN VAR NO TITLE CODES

3/27 100 Organising body 3rd reply See Appendix Al.ll

NB A code 2 in column 21 card 3 should be followed by 6 zeros (cols 22 - 27)

3/28 101 Intention to study further in next l5 years 0 No response

1 Yes 2 No 3 Don't know

3/29 -(Q19di)

30 102 Nature of further qualification

1st reply See Appendix Al.12

3/31 - 32 (Q19dii)

103 2nd reply See Appendix Al.12

NB A code 2 in column 28 card 3 should be followed by 4 zeros (cols 29 - 32)

3/33 104 Comparison of teaching with non-teaching friends in:

Social prestige 0 No response 1 Very much better 2 A good deal better 3 Slightly better 4 About the same 5 Slightly worse 6 A goOlldeal worse 7 Very much worse

3/34 105 Security As for Variable 104

3/35 106 Intellectual stimulation As for Variable 104

3/36 107 Social stimulation As for Variable 104

3/37 108 Neighbourhood in which you work As f or Variable 104

3/38 109 Physical conditions of the work As for Variable 104-

3/39 110 Pressure of work As for Variable 104

3/40 111 Volume and hours of work As for Variable 104

3/41 112 Present salary As for Variable 104

3/42 113 Salary scale as a whole As for Variable 104

:. 10 -

COLUMN V.AR NO TITLE CODES

3/43 114 Position as a whole (including salary) As for Variable 104

3/44 115 Position as a whole (excluding salary) As for Variable 104

3/45 116 Opportunities to improve qualifications As for Variable 104

3/46 117 General satisfaction As for Variable 104

3/47 118 Comparison of own job with that of teacher friends in:

Intellectual stimulation 0 No response 1 Very much better 2 A good deal better 3 Slightly better 4 About the same 5 Slightly worse 6 A good deal worse 7 Very much worse

3/48 119 Social stimulation As for Variable 118

3/49 120 Discipline in classroom As for Variable 118

3/50 121 Support from parents As for Variable 118

3/51 122 Pressure of work As for Variable 118

3/52 123 Volume and hours of work As for Variable 118

3/53 124 Physical conditions of work As for Variable 118

3/54 125 Neilhbourhood in which you work As for Variable 118

3/55 126 Teaching facilities and equiJlllent As for Variable 118

3/56 127 Recognition of work by the community at larle As for Variable 118

3/57 128 Worthwhileness of work As for Variable 118

3/58 129 The ability of the children you teach As for Variable 118

3/59 130 General satisfaction As for Variable 118

3/60 131 Respondents knowledge of existence of:

A local branch of the professional union or association which most nearly represents your own view 0 No response

1 Do know 2 Don't know

- 11 -

COLUMN VAR NO

3/61 132

3/62 133

3/63 - 65 134

3/66 135

3/67 136

3/68 137

3/69 138

3/70 139

3/71 140

8/72 141

TITLE CODES

A local branch of a subject or age range association relevant to you As for Variable 131

A representative committee of all teacher organisations e.g. a teacher's consultative committee As for Variable 131

(Q22bi) Issue respondent might wish to raise at a professional organisation:

Issue

(Q22bi) Local branch of professional union/association which most nearly represents own views

(Q22bi) Local branch of a subject or age range association relevant to you

{Q22bi} A representative committee of all local teacher organisations

How likely are you have raised this issue at that organisation

Are you a member of: a professional union or association

a subject or age range association

Have you taken part in: local ~rofessional union/association of your choice

- 12 -

See Appendix Al.13

o No response - no 1 Yes

As for Variable 135

As for Variable 135

o No response 1 Very likely 2 Likely 3 Possible 4 Unlikely 5 Very unlikely

o No response 1 Yes 2 No

As for Variable 139

o No response 1 Yes 2 No

'(

COLUMN

3/73

3/74

3/75

3/76

3/77

3/78 - 80

4;1 - 4

4/5 - 6

4/7

4/8 - 9

4/10 - 11

4/12 - 13

4/14 - 15

4/16 - 17

4/18 19

4/20 - 21

4/22

VU NO

142

143

144

145

146

147

148

149

150

151

152

153

154

TITLE

Expressed views in looal professional union/ association

Have you taken part in: local subject/age range association

Expressed views in local subject/age range association

Have you taken part in: representative oommittee of local teacher organisations

Expressed views in representative committee of local teacher organisations

THESE COLUMNS ARE NOT USED

CODES

As for Variable 141

As for Variable 141

As for Variable 141

Aa for Variable 141

As for Variable 141

Case Number As for Card 1 ColI: Col 2 - 4: 011 - 205 Teacher number

Questionnaire

Card Number

Comment 1 at end of questionnaire Al (11)

Comment 2 at end of questionnaire AI (11)

Comment 3 at end of questionnaire Al (11)

Questionnaire Bl, T Score

Questionnaire Bl, R Score

Questionnaire BIt N Score

Career fate

Extension (whether respondent completed probationary year successfully or whether probation extended)

- 13 -

11 Questionnaire Al

4 Card 4

See Appendix Al.14

See Appendix A1.14

See Appendix Al.14

See Questionnaire BIt Butcher & 01iver attitude scale

As for Variable 150

As for Variable 150

See Appendix Al.15

o No information 1 Not extended 2 Extended

1 ..... j

03">4

A1 UNIVERSITY OF BRISTOL - SCHOOL OF EDUCATION - RESEARCH UNIT

INVESTIGATION INTO EXPERIHENTAL FORMS OF GUIDANCE FOR PROBATIONER TEACHERS

Probatloner Questlonndlre 'A' 1968-69

1. Please lndlcate your age and sex

j under 25

/25 or over

tIale I Fe'lnle

2, Please lndlcate thp type of school you are noW worklng ln

I Nursery Infant I

j I

Teachmg Infants , Infant/,Juntar , , I Teac'llng Junlors , ,

Junlor I , Secondary Modern ,

I

Secondary Grammar

Secondary Technlcal I Secondary Comprehenslve ,

, I Other (please speclfy)

I

I I

J

,

3. Please lndlcate the nature of your quallflcatlon for te3chlnl"

I Teachers' Cert~flcate (3 yr. course) I Teachers' Certlflcata (2 yr. course) I Bachel~~~uc2tlon degree i Degree and Postgraduate Certlf1catc I

I Degree lncludlng Education , A Degree I j Other (please spec1fy)

~. Please lndlcate the age-range for WhlC~ you tralned'

Infant I , , Infant/Junior

Jun:LOr

Junlor/Secondary I I Secondary I

Untrained

Other (please speclfy)

, I

I For offlce ~~~---

- L -

S(a). What lS the name of the college and/or unlversltj at whlcn you tralned?

~.--- ._-------------------._------,

s(b) Are you at D:'escnt t8~C:1lnG l..he foJlowln~ Te!' ,,:1 or TTlost of thel tlme -

'I -;;T"h~e-a:-:f(-:e-r::a::n~r::-o C=--i o-r--' -I ~ -- h ). ou t c .LT")d)

h I Th_O subJcct(s) -in "i7hlch- jO\l-speclafiS~ ------

6. On the basls of your C}..T)Cr'le.1CC so fer, would IOU adv] se a frlend to seek a teaching post 111 th,S L.E A.?

, Cc:'talply I I ! PL1obabl! '

I I

7 (a)In YOur' areA. dUT'lng your rrobatlonai'Y yeF..1.r_ h3va any of the followlnl! factors actually llm-L ted the 80cla1, lelsure and cultural actlVl tle~--=n t./hl-ch 'y.9~ are l~ter'csted?

I Yes i

Conslde:r'ab1y, A NO,not at all

Iror offlce I use

Yes Lltt1e I

r---------------------+---------r------~--~ I I

\1

Lack of opDortunl tl02.S to l'lee-:: people of yOUI' own age raTlhc ClTld

lnterests _~--__ -~---------JII------~----~----~ Absence or lnadequacy o~ ~ facllltlcs (E:.g~ thl.a-::re, c1Ul)S, I etc ) I

I Lack of money, transport 01 I I SUl table accol'1ITlOdatlon 11 11/ PhYSlcal or nervous fatlgue

I Other (please 8pecc-l""'t-'""y..,)------- f-------+----I---------111 11 ! I

~---------------------------------~----------~------~--------~'I

7. (b) Why dld you declde to come Jnd Hork 10 thlS ,ore,?

- 3 -

8. Do the follo"ng serVlces for teachers eAlst In your L.E.A./Area, and, ~f so, have you used them?

T : I Yes I I Yes, I Don' t: No I hav~ used 11 have not

• . Know+ i It. used It. ~~~.~' --~,--- -+-------+I------~I--------------~

L.E.A. " I I I f Teachers I: I 'I : I ~mre 1 i ,

1-:-:::-:--___ '-___ I __ +-_____ ..,' ____ . __ .-4-. __________ --j L.E.A. 1 I : Educatlon! 1 ! Llbrary I I, 1I I ,), .

1

I' Reasons, Explanatory

Comment etc. .

,; :r-;-L""""'. E;;'".-;A'----i:----t-I -; i I

~ I Museum/'hsualj ,! Li 1 i III I Alds Servlce ! f-- . __ +

School Care/ I ---t-----------I!I 1'/

Welfare , I FaClll tles J! I

I i ! !

Instltute of

I{ I Educatlon I , Llbrary 1 9. (a) Do you know -

Yes No

, In ·"hat ways your pror;ress as a probatloner lS belng I \ I assessed' •. ---,,----;:--,..,-------------:-:-----:--:-f----t---i

! To who", and In "hat form thls assessment at the end of ii I the y;,ar IHll be reported?

; The nam;, of the ""L-;;E~A·-"'I,..n-s-n-e-c..,t:-o-r-/7A';"d-;v-l-s-e-r-W-.1-0-l-S-----/---+--...., \h I responslblc for your school or th~J subJect you teach?

10. (a) In what ways de you consldar the follovllng carl be of "'ilost help to a or'obatJonel'" tCdchor' (1..

- 4 -

10. (b) Would you have l~kec more or less adv~ce dur~ng your probat~onary year from the follow~ng -

• 11

1\\ \11

V

VI

I,Your Colleagues

I Your Head i Your Inspector , i

q;;':r 4~- .;~- ci$c; '0 '10 t.:I ( Cc.\\qs.e L.~,-t"U\Q..(""5

011;. .... .,.

I 1 l I

Much I flor.:> I More I I

I , I

i I i : i I

I

As ~t Was

i

I

,

I

Huch Less

10. (c) Have you taken the ~nltlatlve In seeklng adv~ce from -

1 Yes[ No i ,

Your COlleagues I I I 11 Your Head J

! I

Your L.E.A. Inspector , I , .. 1\1 I I I ~bo( \-\~ 0\- ()el>t I

~o.lr U:\\~ v . VI OI"¥S

11. (a) Have you any further gu~dance or assessment?

/'

tOPlc(S) ned speClf~cally for

rate on?

\ecNt-

- s

t2. (a) If you d1d a tra~n1nF, course,hod helpful tc your wor~ as a teacher do you conS1Cler jO,lr college Cr' denartrnent coursa W3.S In the followln~ r3spects'

E ducat10ndl Theory

1\ M a1n Academ~e SUb]ec"': (s )

P ract1cal Tear;~lng ... \11 M ethod

,I( S chool Pract""i'C"8-

" T he Course as Cl whole ! I ' ~_~I, ____ ~I __ ~

~--------------------12. (b) Would yo'.! descr'1be the folJ.owlng as predomlnantly

formal, predomlnantly lnformal or a mlxture of both?

, ' The approach to toachFlg "hlCh your college or aepartnent encouTag~d you to adoDt ,

I-:The approach to teacnlng ;:;hlCh -T-'-I--I-I---I---------I i.' prevails genera lly 1n your I

school ~ i .. ' f-::The approacr to te 'lch 109 WhlCh I --1-

1

--+--1----------1 Ill' , you yourself prefe!:

I

12. (c) How would you desc~lbp the app~oach to teachlng you yourself have actually used durlnK the three terms of your probatlonary

I For offlC' use

year? (Please Indlcate for each term.)

~.~_~~_~i\~=_--_r~-\~~-~~-~ ~A-u~t-u-m'-n~Term Spring Term Summer Term

l Predomlnantly formal Predomlnantly lnfo-r-m-a~l---+------~~------+------~

~ mlxture of both

Any explanatory comment -

i

I

- 6 -

13. (a) In column (a) below, please descr1be, very br1efly, any aspects of your orofess10nal work which have caused you :hf:1culty dur1ng you: probat10nary year,

• ,

.. 11

.. ' '"

(b) In column (b) 1nd1cate, by t1ck1ng, how much d1ff1cultv you f1xper~enced,

I

(lel In column (c) 1nd1cate \Jh~t act1on, 1f any, 'IOU ,,?ve taken or a .. e about to take, to deal ,11th t'lese :hff1cul tles.

(a) I k) Aspect of profess10nal

work I D1fhcUlty Cons1dcrable D1fhculty

I Act10n I

I I 1-------

I

1 ~ t -r 1 ,

I

i I

! 14. (a) Please descrlbe brlcfly 'lny HilyS 1n 'm1c'1 you hav" changed or

developed your own approach to teach1ng S1ncc you began your probat10nary year (e.g. chanbcd to modern maths, ,,;rc.ater emphas1s on for1'1al d1sc1p11Jle etc.),

(b) Ind1cate br1efly what prompted th1s (these) chanve(s).

L IFor ofhce r USf'

, .,

(a) Change(s) (b) R"'lson(s) 11

.. ( I

' .. "1

~---------+---------III

I !-1

I i 1

---------------+------------...,1 i i I I

, I ~--------------------4_------------------_.

- 7 -. 15. (a) piease ~nd~cate how sa;~sfled

teachlng performance In the three you have been terms of Jour

••

w~th your general probatlonary year.

\\, \ \I I Autumn Term i_ Sprlne Term Summer Term

Well satlsf~ed i i . Reasonably sat~3f~ed : Just sat~sfled , Rather dlssatlsfled i i Completely d~ssatisfiedl I i I I

15. (b) H2S your general of your probatlonary

exper~ence dur~ng

year been'-each of the three terms

• , i, ." '" I Autumn Term u I ~pring Term Summer Term I

I Very reward~ng? I Reward~ng ? I i

I Fa~rly reward~ng? I Unreward~ng ?

Very unreward~ng?

16. How ~mportant do you consider it to be for a professional teacher to continue studying the follow~n~ after beg~nning full t~me teaching?

Important I Fa~rly Un~mportant - Important

. , History of Educat~on Psychology of Educatlon ..

\\

I Soclology of Educat~on

Philosophy of Educat~on iii '\'(

V Comparat~ve Educat~on

Curr~culum Theory I • VI

r For off~ce I use

i -

r ' I

! , , , i I I

--

- 8 -

17. Please name any professl0nal perl0dlcals, papers, or books etc. (l.e. for teachers) WhlCh you have found partlcularly helpful to you as a flrst year tC3cher:-

, \

H

III -

I I /'" I

18. (a) Please indlcate WhlCh one-of the followlng statements lS most 11kely to be applicable to you In flve years tlme:- ----

~ODE.5-I expect to be In my prcsent post I I I expect to be In a slml1ar post In thls L.E.A. '2. , I expect to be in a slml1ar post In another L.E.A. - "3 I expect to have been promoted In thlS L.E.A. 4-I expect to have been promoted In another I S L.E.A. I I expect to be 1n' a dlffcrent type of school, b e.g. Secondary/JuDlor

I -- -I expect to be worlung 1.11-a..,0thcr ~rca of , education, e.E;. College of Educatlon, , -=l , ! , Technlcal College , I I I expect to leave tcach1.ng altogether '8 ----Other (please speclfy) ,

9

18. (b).If-you are a woman and you eypect to have left teachlng In order to start a faml1y \lltPln the next ten years, do you later lntend to return to elther full or part-tlme teachlng?

I Yes , , No ,

Don't Know

For offlce use

19. (a) Have you stu, dur1ng

I I

- 9 -

attended any course(s) of further profess10nal your probat10nary yrar?

Yes

No

19. (b) If so, please 1nd1cate the1r t1tle and the organ1s1ng body.

\ Course T1tle Organ1s1Og Body

t

r----------------4-----------------~

iii

19. (c) With1n the next 5 ye~rS, do you 1ntend to beg1n studying (f~ll or part-time) for a further professional or a~adem1c qua11f1cat1on?

Yes

No

Don't Know

19. (d) Please 1nd1cate the nature of th1S further qualihcation o

\

.0 \1

For Off1ce use

- 10 -

20. How do you th~nk teach~ng compares w~th the Jobs of fr~ends of approx~mat~ly the same age and w~th equ~valent qual~f~cat~ons, ~n the f011ow~ng respects

'" tJl I'< 11Tn: '" '" '" , '" g tJl I '.... .0 .... i: 1 tJl I'< 11: rl .... 1"' I'< I~ tJl

- 11 -

21. How do you th~nk your teach~ng s~tuat~on compares with that of teachers you know ~n others schools ~n the following r~sp~cts <

, I , i

Q) I I Q) Ul i , , CD 1<

III I -

I 1 1< 0 OIl .... .-< 0 .-< '" '" "' i '" '" ..... '" .c (J) Q) Q) .c .c 0 CJ "" '.:r .c !~ ""

CJ .0 .-c ~ ;:l '-' ;:l Ill'-' E ~ 'O~I.J-IH "" E QJ III aJ10aJ ..cw t '-' ,.c o QJ ..... ;:l >, '-' 0 '-' bI' '-' I ;:l Q) I tli\ o '" >, '-' 1< '-' I on,-, .... '-'10 E .... 001< 1< >, .... Q) Q) Cl) rl Q) ..0 '" I .-< 0 (J) ,.. on >.01""'.0 (J).ol"'" Cl) i U) "'" :> > -- - ,

Intellectual

I i ,

I i

I I st~mulat~on

, , , i ,

11 Social

, i

st~mulat~on ,

i I i , , Disc~pl~ne ~n , , I

, I ,

I , ,

the -classroom , I , , , i I , I Support from i

! ! ,

I I I I I parents I I i iv' Pressure of i I ! work I i i

, Volume and I , I , , I I I

, I hours of work

, ! I I i

v\

I Physical-- - I I I , , I I I cond~tions I ,

I I I I o~ work. , I i I Neighbo.urhood f - i

I I ,

I 1n w1iIch- you , I

i I work I ! i , ,

Teach~ng I I , I , I

fac~l~t~es I

I ,

and equ~pment - 1 I I ,

Recogn~t~on of I I ! I of work by 1 , the commun~ ty I I

, I I !

at large. i I

I , 1 )C.

W~rthwh~leness I I I : , of' the work , 1

XI

The ab~hty I ! of the I I

I , [ ch~ldren you

,

teach I I I General

I I \ sat~sfact~on I I 1

I I For off~ce I use

- 12 -

22. (a) Do you know 1f any of the follow1ng organ1sations eX1st 1n your L.E.A./Area? ,

I

I Do I Do not ~

- I Know Know A \ branch of the profess10nal un10n I local or I associat10n wh1ch most nearly represents your

i own Vlews. -- A local branch of a subJect or age range 1\ assoc1at10n relevant to you. J

A representat1ve comm1ttee of all teacher , organ1sat10ns e.g. A teachers' consultat1ve I comm1ttee. , i ii

I

22. (b) (i) Br1efly descr1be an educat10nal or profess10nal 1ssue about wh1ch you feel very strongly and 1nd1cate at "h1ch of the three types of local profess10nal orga~1sat10ns you th1nk 1t ought to be ra1sed. (N.B. do not 1nsert the actual name of any organ1sation)

-Issue --

A Type of profess10nal organ1sat10n:-

A local branch of the profess10nal un10n or assoc:rt10n wh1ch most nearly represents your own V.lews. I B A local branch of a subJect or age range I association relevant to you. A representative comm1ttee of all local teacher organ1sat10ns e.g. a teachers' consultative comm1ttee

22. (b) (11) How likely are you personally to have th1S raised at that organ1sat10n?

Very lJ.kely I L1Kely ,

Poss1ble

UnlJ.kely

: Very unlJ.kely i

22. (c) Are you a member of--

Yes \ 1-./0

\ A profess10nal un10n or assoc1at10n? , ,

A subJect Or age range associat10n? I I ,

For ofhce use

- 13--

22. (d) Have you e1ther (1) taken part 1n any act1v1t1es of, or (11) expressed your views to or through

any of the follow1ng:-

The local branch of the

(1) General Act1v1t1es

Yes No

I (ii) Expressed Views

Yes No

f\ profess10nal un10n or assoc1at10n of your cho1ce? ~~~~~~~~r-~--+-~ fl. The local branch of a SubJect

() or age range association?

A representat1 ve COl1i1l1 ttee of all local teacher organ1sat10ns?

It 1S understood that the short answers do not fully express your views. It 19 not necessary to add to the answers you have g1ven, but if you wish to do so, please use the space following.

-\

2

For office use.

---------.. --

SURVEY OF OPINIONS ABOUT EDUCATION

Constructed by RAC OI,ver, UnoverSlty of Manchester

You are mVlted to give your opIDlons about a number of educatIOnal questtons whIch are set out In the following pages As the questions are matters of OpiniOn, there are no U fight" or " wrong" answers you wIll be asked to choose the answer you prefer from a number of alternatives Please answer every questIOn There IS no time hm]t, but you are .... advlsed not to spend a long tIme conSlderong each questoon Space IS available on the back of the answer-sheet for you to use If you want to add anythmg to the answers you have gIven

Please gIve your own frank opmlOn Answer on the answer-sheet only after wrltong your name etc on It

PART I

A number of debatable opinIons about educatIon are expressed on the followong statements You are asked to ",d,cate whether on the whole you agree or dISagree wIth each of these opinIOns Five alternative answers are suggested-STRONGLY AGREE, AGREE, NO OPINION, DISAGREE, STRONGLY DlSAGREB, and on the answer-sheet there are five boxes correspondmg to these answers for each questIOn Please indicate your own attItude by placmg an X In the approproate box on the answer-sheet Be sure to indIcate m one of these five ways your opinIOn about each of these statements Should you wISh to qualIfy the answers you have given, you will find a space In whtch you may wnte on the back of the answer-sheet

I The tIme to begon readong lessons IS when the chIldren feel the need for them 2 Direct moralmstructIon does little to Improve children's characters 3 HIStory should make children famlilar WIth the great figures of the past 4 Schools should teach SocIal Stud,es rather than HIStory or Geography 5 Naturdlness IS more Important than good manners m children 6 Character trallllng IS ImpOSSIble If there IS no final standard of nght or wrong 7 You cannot expect chIldren to wrote good Enghsh unless they have a good foundatIOn

In grammar 8 The teacher should not stand m the way of a child's efforts to learn III hiS own fashion

PART II

You are asked to gIve your OpInIOn about a number of changes In educatIOn whIch have been suggested You wIll probably feel that some of the changes would be deSIrable and that others would be undesIrable Some you may not feel able to express an OpInIOn about one way or the other Five alternative answers are offered VERY DESIRABLE, RATHER DESIRABLE, NO OPINION, RATH[R UNDESIRABLE and VERY UNDESIRABLE, and for each questIon five correspondIng boxes are provIded on the answer-sheet Please consIder each of the changes mentIOned, and IndIcate your OpInIOn of It by plaCIng an X In the appropnate box on the answer-sheet Please be sure to mdlcate III one of these five ways your OpInIon about each of the changes mentIOned Should you wIsh to qualIfy the anSwers you have gIven, you wIll find space m whIch you may wnte on the back of the answer-sheet

Fewer free school meals 2 The raISIng of the schoolleavmg age to 16 3 More educatIon for InternatIOnal understandmg 4 [ncreased expendIture on adult educatIOn 5 School courses In parenthood 6 BIgger allowances for play matenal In pnmary schools 7 ComprehensIve schools to be the normal form of secondary educatIOn 8 More nursery schools 9 A hIgher proportIOn of the natIOnal Income to be spent on educatIOn

10 Smaller classes In the pnmary school II Less corporal pUnIshment In schools

PART ill

Below are four reasons whIch mIght be glven for the teachmg of EnglIsh Language In schools You may reel that better reasons than any of these mIght be gIven but please consIder only the four reasons gIven here Some of these you may feel are better than others Some you may feel are not good at all FIVe alternatIve opInIons about each of the reasons are given-VERY GOOD, GOOD, FAIRLY GOOD, NO OPINION and NOT GOOD Corres~ pondIng boxes are provIded on the answer-sheet Note that the five possIble ways of expreSSIng your OpInIOn are not exactly the same as In PARTS I and II

Reasons for the teachmg of Englzsh Language In schools

(a) It helps chIldren to express themselves wIth freedom and fluency (b) It cultIvates enjoyment m the use of language (c) A person who uses EnglIsh Incorrectly IS handIcapped In hIS career (d) ChIldren must acqll1re proficIency In spellIng, punctuatIon and grammar

When you have mdlCated your opmlOn about the reasons for teachmg Engltsh Language 10 schools, you wIll find vanous reasons whIch mIght be gIven for teachmg other subjects stated below Please mdlcate 10 a SImIlar way what you feel about each of the reasons gIven

2 Reasons for leachmg sCIence (a) The chIld's sense of wonder IS a good startmg-pomt for the development of hIS

mterests (b) The progress of mdustry demands workers eqUIpped wIth sCIentIfic techmques (c) The study of SCIence IS satlSfymg to one's mtellectual cunoSlty (d) A sClenllfic tram 109 offers good prospects for a career

3 EducatlOnfor mternatlOnal understanding may be approached m the followmg four ways Please IOdlcate as before how good you feel each to be

(a) Respect for one's own country IS the best foundatIOn for one's attItude to other countnes

(b) A study of mternatlOnal affam should show whIch countnes are our fnends (c) Contact between the people of dIfferent countnes makes them feel they are allke at

heart (d) Knowledge of the achIevements of other countnes engenders respect for them

4 Reasons for Re/rglOus instructIon

(a) It develops a sense of spmtuaJ values (b) The knowledge of a lovmg God meets a deep-felt need 10 chIldren (c) It mstIls a sense of duty (d) It helps to keep chIldren from wrong-domg

5 Reasons for excluding propaganda from schools (a) It IS better to aIm at sound knowledge and a falr-mmded attItude (b) PupIls should be free to form theIr own opmlOns (c) Propaganda mIght get mto the wrong hands (d) InstructIon m one's dulles to the state should come later

6 The problem of comIcs It IS often saId that some comIcs are harmful to cluldren, and a number of ways of deaJmg wIth the problem have been suggested Assume that some comICS may be hannful, and mdlcate as before how good you feel each of these suggestions to be

(a) Parents should not allow theIr chIldren to read such comIcs (b) Try to cultIvate mterest m other kmds of readmg matter (c) The sale of harmful comICS should be prohIbIted (d) See that chIldren can get the better comIcs

1 ,

7 Reasons Jor the training oJ teachers (a) A teacher must acquIre efficIent technIques of teachmg hIS subject (b) A teacher must know how to control chIldren (c) A teacher must learn to understand chIldren's needs (d) A teacher must understand how to develop chIldren's mterest m thelf studIes

8 Corporal pUnishment The majorIty of teachers are not m favour of the prohIbItIOn of corporal pUnishment In schools Here are some of the arguments ID favour of Its retentIOn IndIcate as before how good you feel each of these partIcular arguments to be

(a) Some chIldren WIll not respond to any other form of dlsclplme (b) No other type of pUnIshment IS over so qUIckly or leaves so lIttle resentment (c) Corporal pUnIshment IS an emergency measure to be followed by more constructIve

treatment (d) The attItude of socIety to corporal pUnIshment can only be altered gradually

9 ReasonsJustifymg the cost oJspeclal schools It costs much more to educate handIcapped chIldren, such as the educatIOnally sub-normal, m speCIal schools than It does to educate normal chIldren m ordmary schools Here are some of the reasons why the cost of speCIal schools IS thought to be JustIfied IndIcate as before how good you feel each of these reasons to be

(a) It IS only faIr that a chIld unfortunate enough to suffer from a handIcap should be compensated by speCIal educatIOnal treatment

(b) HandIcapped chIldren, lIke other chIldren, should have the educatIOn theIr mdlYldual needs require

(c) HandIcapped chIldren can be very troublesome m ordmary schools (d) The trammg provIded may prevent the handIcapped from becommg a charge

upon society later

10 Some arguments In Javour oj secondary technical educatIOn have been as follows Please mdlcate as before how good you feel each of these arguments to be

(a) A technIcal school tramlng gIves a boy or gIrl a good start m the competlUon for jobs

(b) WIth some chIldren the best approach to general educatIOn IS through theIr tcchmcal mterests

(c) TechnIcal educatIOn IS a good mvestment for an mdustrIal country (d) HIS future work IS naturally one of the mam mterests of an adolescent

If you WIsh to add to the answers you have gIven, please use the space provIded on the back of the answer-sheet

~

-' T

SURVEY OF OPINIONS ABOUT EDUCATION - ANSWER SHEET

\~ NAME __________ _ SEX _______ _ AGE _______ _ DATE __________ _

1 __________ 2 ________ ___ l ______ _ _ _______ 5

PART I

200000

lOOOOO

500000

600000

700000

sOOOOO

PART 11

'-~ ~" (§l ~t.

... t.~ .~~ :!:J' ,v Ci·\: (S;;.~ .... ~ • .;; ~ btl ~ $- b" b~\. ~\. ~~

:\ ':'(:0" ~ ~" :\. ~~ ~if ~a qf" ~~

100000

200000

lDOOOO

~DOOOO

500000

600000

700000

SOOOOO

900000

10 0 0 0 0 0

110 0 0 0 0

~ o~~$'b o ~.~ ~

QO b ~, ~ !o..~ ~i\ G~Jj ,,~ ~o ~a

1. 0 0 0 0 0 bOOOOO cOOOOO dOOOOO

2·00000 bOOOOO cOOOOD dOOOOO

l·OOOOO bOOOOO cOOOOO dOOOOO

1·00000 bOOOOO cOOODO dOOOOO

PART 111

5·00000 bOOOOO cOO 000 dOOOOO

6·00000 bOOOOO cOOOOO dODO DD

7·0 0 0 0 0 bOOOOO cOOOOO dOOOOO

S·OOOOO bOOOOO cDDDOO dODO DD

.l> ..b .o~ h ,.. ",rS' ~ ~ ~ ~~ ~ t1;

:\. ~ ~, Q !'>.. ~~ ~Q

It is understood that the short answers do not fully express your views. It Is not necessary to add [0 [he answers you have given, but if you wish to do so, please use [he space below.

PART I

PART 11

PART III

, .

I)iril~j IlGli:,,,' UlI.i ./. D,'pt. :,j' .:.~rlIIC. i\rll:d.cy C()Ll. (',' F. :':., :,~u t tOil

Cold rj.ld.(:, '.,:O'l',;~:. n' h"-\l1I Col]. () r l\r1.~~ and Cr;1 r l;fJ C.i. ty of 1\' hi 11;1 Co:Lll)V' B.'.InicI:l,.'.y D:,ty '.I'.C. Ci t~/ or eLl" .. '!I!:),:! Coll.,,,r..: Du,:lcy C()1.1c'G'~ 1);:,rt'f,)rcl Coll,,'p-, Jhdbroo!; Co] 1 .:! .:. Hligby, ~;t. J ':;1,1'::.: Col1·.,;·;(' ~)L. ]\::t:l')" s ~;l)llc1.,;., .l~:.' i tll,,~'y f,livrn l 011,,: C(,ll('l~t.' :;W:lI1it; rf.i.,,:l(l Coll ,'"~,, ,·I

London University, c:~ntLl.

C;'lvcmdish :'-;(:lH'U'C Collcr~(: Chch;~H Coll'.~et: 01" 1.. E. Christ Church, (;im tc rhury Coloma ColleCt: Dal'tford Call. of r.:.:;. Digby ~;tu ... rt. College ;:;,:1.1;tbollrIlC Collqj\: Fro~bcl t;Lluc. Im,t. Vur~cdO\ ... n Co11')Ferry Hill Scaford CoIl. oJ.' lioll,"cer:li't, Shore:r:litch Col] G!T f,idncy ,1d111 Collur.;e i;out:l1nnds Collo[':c iitochir:ll Coll0.gc '''rent :'nrk Coll .. ~g(: l.Jhi tc;lnmb Coll"U:: (iuildh;111 0chool New Cnllcr;e Royal Collu!y of Hmdc Ccntr"l :.;cho.')l 0 r ~:Vr:(;ch & DrTJCl;1

Jlanch~'!stcr U:Li. v. Dept. of :~(luc. Charlotte M:won CoIl. J\1..bleeirk Chorlc y Coll'''!r:t~ Dt: Lit .Sall (: Co11

:3cotti::;1; Co.lJ ... ![;c:, of i:;duc;\U.on 2~JCC

" " Coll:;. of l!;r1uc.

:~onthcl'n Ir i:5h lTl:i v;:rG:i.ti.:~; or Coll(]G

,', .

'. Qu. 7b/~ ."

~N1>\X

"

, I

i'

~

"

r'

j'

Pl\.2.

!'

, :

" ~ It " .,#.$ ,; ) '( ~" i ;. i ~ , " ' t, , ' ,) " .

11.1.1

11. 2.1

11.2.2

11.3.1

11.4.1

12.1.1

usband/wife was working in area.

felt attractionto, always 'intended to, home.

family COh.rnitrnent e.g. ailing or lonely parents.

to come.

\ Came home 'for financial reasons mainly (or only).

12.1.2 Came h~€'because couldn'~ think of, anywhere else to go.

12.2.1 To be near Fiance(e). "

12.3.1 Relative proximity to home (not too remote) - also with rnarried;;couplcs.

13.1.1 Group of friends from college decided to get jobs in same area.

13.2.1 A general liking for the particular area.

14.1.1 \'Ianted to teach in this particular school or L.E.A. for educational ~~~sons (and this overrides all other re~sons) i.e. from point of view of children.

14.1.2 ~lanted to teach in t~is particular school or'L.E.A. for educational reascns (and this overrides all other reasons) i.e. from probationer teacher's view point. e.g. B.Ed. facilities.

'. 15.1.1 Quite random, stuck pin in map. etc.

21.1.1 This was the only aut~ority which could fulfil needs (code w\:ether or not specifically mentioned).

22.1.1

22.1.2

22.1.3

22.1.4

Chosen for geogranhical reasons from among at:.thorities which were all more or less satisfactory geographically.

Chosen p'ositivelv from among several authorities which could have met geographical requirements. II'I heard it was a good L.E.A.'

Chosen from anong several applied to. because it was the first 'to offer a post.

Chosen positively because L.E.A. offered housing

23.1.1 Chosen negatively from ~ong several authorities. etc., because p.t. found other L.E.A.s unsatisfactory in some way.

23.1.2 Chosen etc. because other L.E.A.s found p.t. unsatisfactory •

24.1.1 The s~hool itself. rather than the L.E.A. was the salient factor. once the area had, been decided.

31.10 The school was allocated and p.t. had no choice in the matter.

32.10 The school was chosen from a number which were availatl," .

~3 .10 AFplied • ~-__ • reasons

direct to~. scnool - this subsidiary to in Sectior .. ' I ;

'J!Ii~31~iW.··II'I-' :1;~II'IiI;!Jir:'~.~', R.]·~' ~".' '1·~·3ii~.· 'IIiti1'~iII!' ~.' '.' iIi: .. 3.·iII~~~;""~;..:""...:.P~P .. l""i~ .. d ... "t.,o.&~p .. a,,.r .. ~~,~~al.; school for religious re as on3 • ' "

000

1.00

1.10

2.

2.00

2.10

2.20

2.30

2.40

2.50

2.60

2.70

2.80

2.90

3.

3.00

. ' 3.01

3.10

3.20

(

3.30

\00)\ ) \0 0.)\", \O~)\\\

No reply.

Appoi~tmc~t, ?~scc~~nt and Lransfer

Hel?/guidance/advice on transferring schools.

Induction (i.e. at start of year)

Hake contact at sta~t of year. To know who he/she/they is/are.

Help P.T. to settle in/belong/feel accepted. Establish P.T. as member of staff.

Give P.T. easier class(es)/lighter timetable load/consistent timetable load.

Provide information/guidance about :-

School rUles/discipline procedures. (General standards expected).

Availability of equipmen~/visual aids/apparatus/teaching resources/ L.E.A. facilities and resources.

School rout ine/ co~m-:lunication/ orgar.isation matters e. g. children's reports.

Syllabus/subject requirements. (General standards expected).

P.T./Staff duties/responsibilities.

Hold (occasional) meetin[';s for P.L. 's in same school.

One oember of staff to supervise P.T.s and/or students.

Guidance - general

Yes. Very Ir.,portant. Most I:nportanT. (i.e. possibly in relation to other two).

General approval of Probationary Year/experience .

To be friendly/pleasant/cheerful/approachable/h~~an.

To be understanding/sympathetic/patient/tolerant/ready to listen; to be ready to discuss appare~tly 'trivial' problems. To show an interest.

To reassure/e~courage/boost confidence/praise.

-----------------

3.40

3.50

3.60

3.70

3 .. 80

3.90

~3.91

3.11

3.12

3.13

3.14

3.15

3.16

3.17

4.

4.00

4.10

4.20

4.30

4.40

4.50

- 4 -

70 give edvfce/g~~~ancc/h0:? wi~h help based upon ex?er~e~ce/as~ ~~ sc?por_::.

cifficu~_::ies/tactf~l criticism/ .:- J

?7: ~as any problems/general

To be avail&~le if reques~ed to help/talk to/answer particular queries.

Possib:y/dcpends o~ perso~ali~y/so~eti~cs.

Not very hel?ful/no particular way/little help/by not being unhelpful.

No help at all/none/never seen.

Making limited visits/not bo~hering P.T. too often.

Little co~tact. Seldom seen. By basing advice on what they see rat1~er than vlr:a-c _::hey near fro::: so:neone else.

Have confidence in P.T. Tr-ust P.T. 's judgement.

Must not be distan-c/silen~/inaccessible.

Must not be jealous/hostile.

Must not be dict&~orial/authoritarian Hith P.T.

By acknoHledging that they !'-:ave problel":"ls. By discussing their aviD problems openly. By not acting as though they were infa11ibl.::;. ,

Not destructive/continual criticism.

Experience more i;-;, port am: than advice. There is no substitute for experience. Enjoyable challenge of being left on one's own.

Assess:nent of Probationary Year.

To provide infol'"'::1a-cion about standa:L"ds of teacher's/children's work required/expec-ced.

To provide objec-cive opinion of P.T. 's capabilities. To discuss progress/report on proGress.

To explain/discuss assessment nrocedure.

By ~ inspecting or assessing but rather advising/guiding.

By judgine/assessir:g on what they see for theTilselves rather -chan what they hear frof.1 so:r.eone else. Li t-::le contact/seldom seen.

A sug8ested ~o(Efication in assessment procedur 3 e.g. colleagues (not head) to be responsible for it.

5.

5.00

5.10

5.20

5.30

5.40

5.50

5.60

5.70.

5.80

5.90

~/5.91

5.11

6.

6'.00

6.10

6.20

6.30

6.40

6.50

6.60

6.70

6.80

- 5 -

The C.2.ass:::-'oc:-7'.

To visiL/observe ?T. in cl~ssroo~.

Practical/on the spoL/co~crcte/technical help or advice.

Specifi.c advice/:: . .:!.!.? on or~c.r.isc.Jcio;;./ c:.rra7"geme;1t o~ classroo:n/ l)02rso:-.al ti;:;cL.:.D.':.e/sy.':.lc:bt:s/sche::::e of h'ork/record keeping/ apparat~s/ ~repar~tion of ~or~ c~rds/use of visual aids.

Specific advice/help with clc:.ss control/discipline/individual chilcren/dif:c-'::'c",lt chilc:.ren/in e.;~erger.cies.

Spec'::'fic advice/he:c.p on me-::-.ods c.:r.d teaching problems in parti.culc:.r sLjjects (c.Z. geogrc:.?~y) s~ills (e.6. reading) or tec~~iques (e.g. project wor~).

By allowing ? T. LO teach i:: mm way /-:0 experiment. (Applies only to Inspector/Head/or ~ead of Dept).

To observe P.T. from a distance.

By not 'spying' 0:: P.l.

By giving advice privately and r:OL i!1 front of the children.

Pooling ideas/co-o~erating wiLh problems.

By example/lettirJg P.T.s observe them in action/teaching.

Linked/te&u/joinL/co-operative/teaching.

The Sctool Communit,!

To advise/help on P.T.s relatio!1s Hith head.

To advise/help on P.T.s relations with colleagues/staff.

10 advise/help on P.T.s relations Hith ir:spector( s ) •

To enable P. 1. LO teach in his/her o"rn Hay/use own methods. (Applies only to an ins~ector).

By being a good leader/strong head.

By alHays backing/supporting a P.T./teacher. (e.g. loyalty; support c:.gainst chi~d or parent).

By reminding ?~. of broad aims or school i.e. as distinct from aims of scbject, cepartmer:L or house.

To provic.e background knowledgE:/ir.formation on children/ f~~i~ies/pare~ts.

To 2dvise on oethods acce:;table to head, or hcc.d of departmE'I''I:, or ins pe ct 0:::' •

- .. ~ It

.,

7.

.... o.

9.

6.90

__ /6.91

7.00

7.10

7.20

7.30

7.40

7.50

7.60

7.70

7.80

8.00

8.10

9.00

9.10

9.20

9.30

- 6 -

To }-,2VC outs:'c~ i;:tc:~es-cs/r..ot a::"\\'2.Ys talk 'shop'.

To e"sure tht:.-c pY'ovisio:1 0:"- equi:?:::entlr~sources is ac.equate.

Wide~ Professio~al ~atteY's

To sti~u~atei:1:erests/ideas o~ P.~. or provlce more experienced peY'spective on issues (e.g. ai~s of eQucation) or problems of wide~ proressio:1al interest.

Little or no he=-? on theoretical sice/background.

To allow release for co\..rr'se...;.

To provide infor~ation/advice on in-service courses.

To provide infor~Qtion/advice on ~.E.A. policies.

To put/keep P.T. in Touch WiTh other P.T. 's

To i~trocuce/sp~ead new iceas/methocs/techniques.

Legal advice.

Objective/outside/impartial/unbiased ac.vice (applies to inspectors only).

Perscnal/Outsicc Sctool ~~tteY's .

Advice/help on personal difficulties.

By NO~ giving advice on perso:1al ~atters.

Courses for P.T.s in area

Approval of course(s).

Suggested ci1angcs in course, e.g. - should be held in school time.

Unfavourable comparison of course with school experience e.g. help mUST come from school.

Disapproval of course, e.g. u:1necessary/wasteful.

~~ ..

/1, )J

1.10

1.20

1.30

1.40

1.50

1.60

1.61

2.00

2.10

2.11

2.20

2.30

2.40

2.41

2.50

2.51

2.60

2.70

2.80

3.10

Pr\ .~lt

()V\ Q",. \ 2. b) ON\.d \2,. c)

Depe~~s/dependi~g on school sit~ation/setting.

Hi th l2rge s"Caff ap;n'oac;, 1:0 1:eacii.:'ng in school is bound to be a r..ixture of both.

Depends on staff/colleagues.

Depends on head of dept.

Depends on head.

Depends on college tutorCs) .

College impractical/unrealistic.

Depends on p.t.s preference/experience/skills.

Depends on class situation, e.g. layout, size.

Depends on cge, cbili ty and r:.aturi ty of children.'·

Depends on subject - i.e. s?ecial equip~ent needed.

Depends on subjec-c - so:;'.e subjects cannot be taught informally/formally.

Have changed fro~ formal to informal after establishing good discipline/stancards of work/to benefit children.

Have changed f:'''o::1 formal to informal \

.'

,1--- -

t 000

"

[ 1.00 1.01 2.00

2.1.0

2.20

2.21

2.30

'2.31

2.40

2.50

[3.00

{ 1.;..00

, •

5.00

5010

5.11

5.26

5.21

5.30

f\\.S'

No reply.

Only teacher of s'~ject on staff.

I:lc1Gcticn

Lack of infor"la"';:ion on general rules/standards/procedures in school.

p. nev;cc~c:rls initial'ignorance of/i.:.nfamiliarity with pupils' social backgroGnd.

A lack of/poor quality school c~~ulative records.

Lack of ~nformation as to what syllabus requirements were.

A syllabusth2t is too restricting.

Timetable difficulties e.g. diffic~lt classes, too heavy load, con~inually ch2nging Limetable.

A shortage of equipment or m&terials.

Guidance

Assessment

The C1assroo::-1

Difficulties in organising yourself and/or your classroom work. I'larking/preparation loao..

Form teachi::g. Pastoral guidance. House-group tutoring.

Discipline difficulties. I

Ha71dl~n~~ emotionally distGrbed childre:1.

Difficulties i~ motivating cert&in children.

~ ,;

5.40

5.41

5.50

5.51

5.60

5.61

5.62

5.70

6.00

6.10

6.20

6.30

6.40

6.50 1------,

{

7.00

7.10

{

S.OO

8.10

- 10 -i/.'

Di:=ficulties ';-[i th i.lc.rking chilc.rcr.s 'dork or recording their progress.

Insufficierl"t k!:c~·;2.edge of t:-~e co~-::e:1~ o~ a skill or activity (e.g. woder7l i.la~::s) Ol" a sL.:.;JJe2·':--QTs-cipl"~'2: (e.g. history) i.e. w~at to teach.

Insuf::=icie7lt knO'.-.'lec>:;e of t:-:e r.:ethoc. of teaching a skill, aCi:ivity or subject c.isci?:'ine-.--i.e. hOfT-J" to teach it.

Difficulties i~ teaching v.,ide ability groups.

Difficulties i7l teachirig slew 2.earners.

Difficul ties i;1 l,' "CeeCl1lng i::-.migra:1ts.

Lack of knowledge or skill in the ~se of audio-visual aids or other e~uipcent.

The School Ccm::-.u"C:: "='1

Relations with heed.

Relatio:-.s ldti: colleagues.

Relations W~"CG ir.spectors.

Relations with ~u?ils' parents.

A school rule/co:1vention which p.t. has found it difficult to support.

Wicer Professio:1el Matte~s

Legal rights of teachers.

Personal/Outside School ~·~2t·cers.

Lack of money.

-,,.....-....,.,

r-~

Q. \~

A\ . b C) .

~ \c-r \?>~ \"O~~~~

~E:'Se. te~ 01\c:.~ Wll

, l\Y~EN~'X ~ \ .-:f-CCdE=~ to.. Q.'~~)

t~ 000,

1.00

1.10

1.20

1.30

1.40

1.50

" 2.00 2.10

2.20

2.30

2.4-0

2.50

3.00

3.10

3.11

3.20

3.30

3 .l~O

3.50

3.60

No reply.

110r~/sliiJ;:-,tly r::o:.~e for:nal ) Less/slightly less infor~al )

2pproach/teaching/discipline/work/ preparation/organisation

Less/s:igh~ly less individualized/independent work/use of work cards.

Less/slightly less group work.

Less/slig~tly less creative wr~tiog/mocern maths.

A s lOHer pace or l

1.00

1-..10

"

1.20

1.31

1. 32

1.40

1. 50

1.51

1.52

1.53

1.60

• 61

2.00

2.10

2.1.1

2.20

2.30

2.31

2.40

2.50

3.00

3.10

3.20

3.30

3.40

3.41

3.50

Co6~~ ~ .-~ \It 0) ) ~ Sot- -

(

~?f>~ND'x Coe)e~ F ~ \ \":)-

A \. q

l 00 h.1

,. ,

1.2

),.

'"

)

.,

No reply.

Books for chilcren/?upils; text books; reading books, e.g. Ladybird Backs.

Teachers Guide or handbook to a series of pupils' textbooks.

1.3 Practica: (text) book for teacher e.g. The Teaching or Reading/;"athe:.1atics/:~ixed Ability Groups/Slow Learner.

~

I

[5.1 '

Books ef genera~ professional interest. e.g. The Plewdcn ~epor~.

Books of T~eoretical i~t0rest. e.g. Psychology of Education.

Practical/Subj ect J01.:rnals and :3agazines. e .g. Te2c~,ers \':orld

Pictorial EQ~cation C~,ild Ed-..:cation The (·;atherr,&"';:2.cal Gazette Jo-..:rnal or Association of Teachers or German

Hagazi:les/JOL'rna.i.s of general professional interest. e.g. Times Educational Supplement (T.E.S.)

Yhe Teacher Comprehensive Education Forum

Theoretical and Research Journals e.g. Bri"';:ish Jo~rnal of Educational Psyc~ologist

Soc:'ology of EQucation J01.:~~al of curriculL~ studies Ed-..:ca~ional Research

Ili-iH!t

,'.

f1 P?~N D\)( F\ \ . 'D ~s ~ ~ \q 'e) \

o

1.

2.

3.

4.

5.

6.

7 .

. '

Ge:1e:ral ?ract ::'c.::l 2n·,:·:~·sc c;, g. Jisc.i.pli:-:e, Classroom manage:nent, ~eC:~i.-: ..IL(;C:C~-'~~Cj :-;' .. ~): . .:~ c.~:_l_·:L:y t(;2chi:-lS ';t i.e. classroom. oriented'.

I,; id.er p::"orcss ic:-.;:;.l e. b' :-:O~.1c; Sc:-.ocl ~Gl2.tio:-:ships Gro~p Ra:~~io:-:s~ips~

EdUC2.tio~2.l ~~eory e.g. ?hiloso?~y c~ ~cucation.

~robat::'or:2.ry '! c;c.l' CO~rSE:s. X .:3. \! i'::'l ~12.inly apply to Bristol '68-u9 and all 4 2.re~3, J~_j 1970 (A3).

A-l.eve~ COU:'-'S03.

I

1.

2.

3.

4.

5.

r O.

7.

8.

L.E.A. d .. 8. 3ri.:;-col,J.:;vc:"!, :::.L.:t:.A.·- Southwark, Ylo·lverh2.Jllp"Con) i~clGcinz ~eachers Centre

College of ~d~c~tio~.

Ur,iver.sity/;:-.sr:·ti..:tc 0';: ::=0.'..:c.-:..tio71 .. , Pro;cssion3: sLbject 2ssoci&tiG~ e.g. Geography Teachers.

Exp..::ri;;,2n-co.l p::."ojec"C i. e. i:,:."istol U:1iversi ty Research Unit

N.B. 1:1 hI a~)~i0S to.B~is~o~ only In A3 ap?lies to ~ll 30ur L.E.A.'s

Polytec~r:ic.

Technical College.

41 \ . \\

I

I

H

"

",

i I

i

2

z

Pt \ .12

0.0 No response

0.1 'A' level.

1.1 Qualifications or fu~~her qualifications in a particular s ubj ect e. g. ffiodern languages or dro,i1a.

1.2 Qualification in an area reluted to teaching e.g. child guidance.

B.Ed.

B.Sc:

Degree ~~ social science.

Degree unspeci~ieQ.

3.1 Initial qualiric&tion in educa~ion.

3.2 Advanced qualification in education e.g. M.Ed. Advanced/Academic Diploma

Higher degree e.g. :':.1-.., i'LSc., Ph.D., iLTh.

•

\~ ~~c.~Nt·)-:·- - -- -.. -------.

l.e.!. ",' -' ... '!-.,..." \ ........... _\...,' .. .!

1.10

1 i '1 ....... -'-"

1.:20

" 1.2l \.

1.~0

2.00

2.01

2.:0

2.20

-2.30

2 .!~O

2.50

2.60

. . .. ~ ::"'C_Lt:!·"::"'0:~:;:.:" p.J

2.70

Wide~ Educational ~SSUGS

3.11 11+ eXc:ill

Raisi.ng sc~ool leavi~g age

3.30 Nursery ~ducatio~

Age of entry to school

3 .. 32 Standards of reading

3.,33

Size 0:"= cl2.sSGs., Teacher>/pupil ratio"

Pr>ovision of neH b;,.::.ldings fOl'" old

• • 0.6

1.0

"1:'1' 2.0

3.0

3.~

3.2

3.3

4.0 .

1+.1

4.2

4.3

5.0

5.1 c .., :;.c:.

5.3

6.0

7.0,

Co~~

'r I i

V

fTP~~ND'X Prl . \it ~ ~~ 'o~~t;;

" NI; rf'r"l'Y·

'l'hc colleGe COll)",1;;e.

Appointment and Flacement.

l'he !-,rol;ation

-'Co·;

l\~~eN~\,)C fI\\ . \r;"

COd~ \-ev 't~ ~ \.(~ 00 Unknown

10 In same position at same school

11 Promoted within same school

20 Same position, but changed school

21 Promoted and changed school

30 Left LEA, believed still to be teaching

31 Left LEA, teaching in another LEA

32 Left LEA, teaching abroad

40 Left LEA, fate unknown

51 Left teaching, reason unknown

52 Left teaching because of incompetence

53 Left teaching because of illness

54 left teaching because of pregnancy

55 Left teaching to get married

56 Left teaching, gone abroad

, .

00 Unknown

10 In same position at same school

11 Promoted within same school

20 Same position, but changed school cv (L~' ~(f- W\\'h~V\ ~::PJ""'R- \....LA·

21 Promoted and changed school Io.l~~:\'" .~~ \....'"""\:.("\

12 ';)\-a.ne.() ?"c\y, nu .. "\,~.(v) 't}co-r \-'." ~u,,~ LE.f1

30 Left LEA, believed still to be teaching

31 Left LEA, teaching in another LEA

32 Left LEA, teaching abroad

40 Left LEA, fate unknown

51 Left teaching, reason unknown

52 Left teaching because of incompetence

53 Left teaching because of illness

54 left teaching because of pregnancy

55 Left teaching to get married

56 Left teaching, gone abroad

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