teacher questionnaire
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Teacher Questionnaire. National Research Coordinators Meeting Windsor, June 2008. Content of the presentation. Field trial participation Main field trial results Draft questionnaire for the MS Survey activities questionnaire (comments on TcQ) Use of teachers’ data. - PowerPoint PPT PresentationTRANSCRIPT
Teacher Questionnaire
National Research Coordinators Meeting Windsor, June 2008
NRCMeetingWindsor
June 2008
Content of the presentation
• Field trial participation• Main field trial results• Draft questionnaire for the MS• Survey activities questionnaire
(comments on TcQ)• Use of teachers’ data
NRCMeetingWindsor
June 2008
FT participation and results
• Scales: good reliability
• Teachers of all subjects
• Teachers’ response rate
• Schools’ participation – teachers’ participation
NRCMeetingWindsor
June 2008
FT participation
[DPC data]
Teachers in survey 11201
Teachers with quest. data
9316
Schools in survey 718
Schools with quest. data 682
NRCMeetingWindsor
June 2008
FT participation
• 17 countries > 85%
• 6 countries 85-80%
• 8 countries < 80%
(two countries < 50%)
[FT Analysis Report Part II, Table 2]
NRCMeetingWindsor
June 2008
Teacher characteristics• Subject(s) taught (categories from
Talis)– Teachers of all subjects [T. 3 ]
Proposal: only two questions• Gender
– In all but five countries female teachers are more than males. Overall percentage 65%.
– Gender distribution varies across countries (female teachers from 39% to 84%)[T.10]
NRCMeetingWindsor
June 2008
Teacher characteristics
• Age– No category can be omitted
[T 9]
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June 2008
Scale reliability
• Confidence in teaching methods CONFTCH (Q11) α .759 [T11]– Minor changes in wording –
comments in translation and adaptation forms
• Participation in school governance TCHPART1 (Q12)
α .829 [T12]– One item dropped (item a)
NRCMeetingWindsor
June 2008
Scale reliability
• Importance given to student opinions TSTUDIMP (Q14) – α .830 [T13]
Proposal: to delete (also in ScQ): not appropriate to grade 8 students
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June 2008
Scale reliability
• Student-teacher activities in community - STUDACT (Q15) α .729 [T14]– One item dropped (item a)– To report selected single items instead of
scale scores
• Teacher participation in community activities - TCHACT (Q16) α .794 [T15]– To report selected single items instead of
scale scores
NRCMeetingWindsor
June 2008
Scale reliability
• Student school climate - TSCHCLIM (Q17)
α .836 [T16]
– Two dimensions expected: student sense of belonging to the school; student respect for school’s rules
– One factor only (EFA)
– Items e and h dropped
NRCMeetingWindsor
June 2008
Scale reliability
• Teaching approaches/strategies TCHCONTR - STUDAUTO (Q18)
α .296 and .610 [T17]– Very low reliability– No “content free”– To be dropped
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June 2008
Scale reliability• Use of assessment - TCASSES1
(Q19) α .790 [T18]– Item a dropped (low item-total correlations in
many countries)– Only three categories (to collapse “to a little
extent” and “not at all”)
• Student participation in classroom activities/discussion - STCLACT1- STCLDIS (Q20) α .683 and α .720 [T19] after deleting item b– Two dimensional structure confirmed (EFA)
NRCMeetingWindsor
June 2008
Scale reliability
• Classroom climate - TCCLIM (Q21)
α .856 [T20]– Item a dropped
• Classroom discipline - TCDISC (Q22) α .686 [T21]– Low or very poor reliability for many
countries– Item battery to be deleted
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June 2008
• Questions on aims of CCE at school (Q23, Q24) [T22]– Format: Q23 to choose the three most
important; Q24 Likert type– Only one question within the format of
Q23– Parallel to the question in ScQ for
comparison (Q17)– Three dimensions: knowledge and
skills, sense of responsibility and active participation
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June 2008
• Responsibility of CCE at school (Q25)– <CCE> in item a: NRCs are requested
to give a list of subjects – Item about principals added
• To introduce a question about issues of social tension inside the school (see Q15 in ScQ)
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June 2008
International option
• Filter question: NRCs are requested to give a list of subjects of <CCE> to avoid self-selection
• Questions derived from CIVED
• Q27 (sources for CCE): items should be reported as single items for descriptive purposes
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June 2008
International option
• Teaching and learning activities TCIVACT-TCIVTRAD (Q28) [T23]– TCIVACT α .760– TCIVTRAD α .646– Two-dimensional structure confirmed
(EFA)– α marginally satisfactory. Values for
TCIVTRAD vary considerably across countries
– Important (from CIVED). Keep in
NRCMeetingWindsor
June 2008
International option
• Confidence in CCE teaching TCIVCONF (Q31)
α .903 [T24]– More appropriate to report on single
items (description of CCE context across countries)
• CCE improvement (Q32) from CIVED– Keep in
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June 2008
Survey activities questionnaire
• Comments on teacher survey and on teacher questionnaireA. Comments on administration
procedures (question A7)– Listing of all target grade teachers – Teachers’ year/month of birth– Misunderstanding about teacher
population– Schools/teachers participations– Time of the sampling/administration– Confidentiality/anonimity
NRCMeetingWindsor
June 2008
Survey activities questionnaire
B. Comments on difficulties in reaching student and teacher participation (question F3)
– Comments from 10 countries related to TcQ
– 9 countries report difficulties in obtaining teacher participation
– Principals disagreement– Teachers of different subjects
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June 2008
– Length of the questionnaire– Teachers not in the target grade– Some questions were considered
“very indiscrete” – On-line /paper mode
But also• Higher participation than expected• Strategies for overcoming the
difficulties
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June 2008
Survey activities questionnaire
• Lenght of the questionnaire
• Clarification of the aims of the teacher survey
• Procedures for presenting the survey to schools
• Tracking forms
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June 2008
Proposed TcQ for the MS
• Same sections• Changes based on FT results• Lower number of questions
– Core: 21 instead of 25– International option: 6 questions
(plus filter question)
• Changes in wording according to NRCs comments (NAFs)
• Additional explanatory notes included
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June 2008
• International option• List of subjects provided by NRCs• Possibility for an oversampling of
CCE teachers
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Use of teacher data• Reporting data at the country level
– To provide information about the context of civic and citizenship education from the perspective of school teachers (in general)
• Obtaining aggregated school level data - To provide a picture of how schools implement civic-related teaching practices and about the climate for civic and citizenship education. Aggregated measures can also be used as variables at the student level or in multi-level analysis.
NRCMeetingWindsor
June 2008
Questions or comments?