Personal questionnaire for teachers. Questionnaires for teachers
Questionnaire "Motivational readiness of the teaching staff
to mastering innovations "
Instructions: Dear teacher! If you are interested in innovation, apply innovation, what prompts you to do so? Please select up to three answers and check the box next to them.
1. Awareness of the insufficiency of the achieved results and the desire to improve them.
2. High level of professional aspirations, strong need to achieve high results.
3. The need for contacts with interesting, creative people.
4. Desire to create a good, effective school for children.
5. The need for novelty, change of scenery, overcoming routine.
6. The need for leadership.
7. The need for search, research, a better understanding of patterns.
8. The need for self-expression, self-improvement.
9. Feeling of one's own readiness to participate in innovative processes, self-confidence.
10. The desire to test in practice the knowledge gained about innovations.
11. The need for risk.
12. Material reasons: increased wages, the ability to pass certification, etc.
13. Striving to be noticed and appreciated.
Thanks!
Processing of results
The processing of the results is carried out by analyzing the answers. The stronger the teachers' motives associated with the possibility of personal self-realization (pp. 2, 6, 8, 13), the higher the level of the innovative potential of the teaching staff.
Questionnaire "Barriers to the adoption of innovations"
Instructions: Dear teacher! If you are not interested in innovations and do not apply innovations, - indicate the reasons (put a "tick" in front of the selected statements).
1. Poor awareness in the team about possible innovations.
2. The belief that you can teach effectively in the old way.
3. Poor health, other personal reasons.
4.
5. Little work experience, in which the traditional form of education does not work either.
6. Lack of material incentives.
7. Feelings of dread of negative results.
8. Lack of help.
9. Disagreements, conflicts in the team.
Thanks!
Processing of results
The processing of the results is carried out by analyzing the answers. The fewer innovation barriers teachers have, the higher the level of innovative potential of the teaching staff.
Questionnaire "Determination of the level of teacher innovation
in the school team "
Instructions: Dear teacher! What group of teachers do you think you belong to? Check the box next to the selected group.
Group A. You are absorbed in innovations, you are constantly interested in them, you always perceive them first, boldly introduce them, take risks.
Group B. You are interested in innovations, but do not introduce them blindly; you are calculating the feasibility of the innovation. You believe that innovations should be introduced immediately after they have been successfully tested in conditions similar to yours.
Group C. You are moderate in your perception of innovation. Do not strive to be among the first, but you also do not want to be among the last. As soon as the new will be accepted by the majority of your teaching staff, you will also accept it.
Group D. You doubt more than you believe in new things. Give preference to the old. You perceive new only when it is perceived by the majority of schools and teachers.
Group E. You are the last to innovate. Doubt innovators and innovators.
Thanks!
Processing of results
The processing of the results is carried out by analyzing the answers. The smaller the groups D and E, the higher the level of innovative potential of the teaching staff.
DIAGNOSTIC TECHNIQUE
motivational environment.
Appendix 2
Instructions: Dear teacher! Evaluate the compliance of the statements proposed below with the state of affairs in your team on a 10-point scale, where 0 points - completely inconsistent, 10 points - fully corresponds (circle the appropriate score ).
1
2
Assertions
Points
Innovation outcomes expected from teachers are clearly defined
0 1 2 3 4 5 6 7 8 9 10
These results are known to every teacher.
0 1 2 3 4 5 6 7 8 9 10
There are rewards for excellence
0 1 2 3 4 5 6 7 8 9 10
The size of the remuneration is known to every teacher.
0 1 2 3 4 5 6 7 8 9 10
Rewards have value
0 1 2 3 4 5 6 7 8 9 10
The attitude to the teacher depends on his activity in innovative activities
0 1 2 3 4 5 6 7 8 9 10
The control and examination system provides an objective assessment of the work results
0 1 2 3 4 5 6 7 8 9 10
And every teacher is confident in an objective assessment of the results of his work.
0 1 2 3 4 5 6 7 8 9 10
The positive results of the work of the participants in innovative activities will certainly be known to the entire professional community of the educational institution.
0 1 2 3 4 5 6 7 8 9 10
The remuneration received corresponds to the results of work in the implementation of innovative projects
0 1 2 3 4 5 6 7 8 9 10
Teachers have no doubts about the fairness of the distribution of remuneration
0 1 2 3 4 5 6 7 8 9 10
Teachers have no doubt that the expected results from them correspond to their capabilities
0 1 2 3 4 5 6 7 8 9 10
Achieving the expected results does not require constant excessive stress
0 1 2 3 4 5 6 7 8 9 10
Teachers have no doubt that there are conditions necessary to achieve the expected results
0 1 2 3 4 5 6 7 8 9 10
In the process of work, teachers experience positive emotions more often than negative ones.
0 1 2 3 4 5 6 7 8 9 10
Thanks!
Processing of results
The processing of the results is carried out by a simple mathematical calculation of the sum of the points of all completed questionnaires. The closer the amount received to the maximum number of points, the more favorable the conditions created in the educational institution for high motivation of teachers to participate in innovative projects. The lower the result, the less favorable the motivational environment for work.
Based on the results obtained, a graphical profile of the OS motivational environment can be built, and demotivating factors can be determined.
QUESTIONNAIRE "Determination of motives
labor activity of teachers "
Appendix 3
Instructions: Dear teacher! Choose from the list of the 5 most important motivating factors for you personally and put a tick in front of the box. Then, opposite the selected factors, in accordance with their significance for you, put the numbers from 5 to 1 in descending order (5 is the most significant factor for you, 1 is the least significant of the five selected).
1
2
3
Factor
Choice
Significance
Income level (wages)
The proximity of the place of work to home
The opportunity to move up the career ladder
Professional growth opportunity
Possibility of obtaining loans
Ability to control other people
Training at the expense of the company
Great powers
Flexible working hours
Self-realization opportunity
Comfortable working conditions
Standardized working day
Relationship with the line manager
Recognition, a sense of importance in the company
Work in a specialty, in accordance with education
Work for the sake of communication, the opportunity to take free time
Thanks!
Processing of results
The processing of the results is carried out by analyzing the answers, it can be in graphical or tabular form.
QUESTIONNAIRE "Identifying the difficulties of teachers
when organizing the educational process "
Instructions: ).
Degree of difficulty
Highly
strong
Strong
Average
Weak or absent
1
2
3
4
5
Thematic planning
Lesson planning
Self-education planning and teaching excellence
Mastering the content of new programs and textbooks
Ability to set lesson goals
Ability to work out the content of the material for the lesson in accordance with the task
Using effective forms in the lesson
Using elements of modern pedagogical technologies
Ability to self-analyze the lesson
Carrying out practical work provided for by the program
Implementing a graded approach
to training
Developing students' interest in the subject
Using interdisciplinary connections
Description of your work experience
Ability to analyze a colleague's lesson
Ensuring Reasonable Discipline in the Lesson
Accounting, assessment of knowledge, skills and abilities
pupils
Identifying common causes of student failure
Implementation of the application software described in the literature
Implementation of software for colleagues of your school
(another school)
Organization of extracurricular activities in the academic subject
Effective use of equipment
cabinet
Dealing with underperforming students
Working with gifted children
Equipping the office with new visual aids
Diagnostics of the level of learning of students
Organization of research activities with students
Thanks!
Processing of results
The processing of the results is carried out by analyzing the answers and highlighting problem areas.
QUESTIONNAIRE "Identifying teacher difficulties
in the implementation of the educational process "
Appendix 5
Instructions: Dear teacher! Determine the degree of your difficulties in the following aspects of pedagogical activity (put a "check" in the appropriate box ).
Aspect of pedagogical activity
Degree of difficulty
Very strong
Strong
Average
Weak or
absent
1
2
3
4
5
Planning educational work
Ability to set goals and objectives in educational work
Knowledge of modern educational technologies
Introduction of innovative forms of educational work
Use of modern educational technologies
Knowledge of child developmental psychology
Dealing with “difficult” learners
Working with students' parents
Conducting parenting meetings
Individual work with students
Conducting class hours
Knowledge of effective forms of work with children
Knowledge and use of the methodology of collective creative work (according to I.P. Ivanov)
Organizing children to participate in the community life of the school
The system of educational work of the class teacher
The questionnaires were developed on the basis of a modified questionnaire for assessing the level of innovative potential of the teaching staff of T.S. Solovieva. -Note. ed.
Note. ed.
Developed on the basis of “Diagnostics of the structure of labor activity motives” by T.L. Badoeva and “Structures of labor activity motivation” K. Zamfir. -Note. ed.
Questionnaire number 1
Dear Colleagues!
1. Please rate, on a 7-point scale, the reasons that encourage you to improve your professional qualifications, assigning, respectively, the 1st rank to the reason that most encourages you to improve your qualifications, and the 7th rank to the reason that least influences your decision improve their qualifications.
Causes | Rank (from 1 to 7) |
1.Personal initiative | |
2.Administrative initiative | |
3.Preparation for certification | |
4.Changing the content of the curriculum | |
5. Willingness to expand familiarity with pedagogical best practices | |
6 desire to change specialization | |
7. The need for self-education, self-development, self-improvement |
Questionnaire number 2
Dear Colleagues!
When answering the questions of the questionnaire, please put a check mark (for example, "+") in the column in which the scores correspond to your opinion:
5 - if this statement is fully true;
4 - more likely than not;
3 - yes and no;
2 - rather does not correspond;
1 - does not match.
Statement | |||||
1) I seek to explore myself | |||||
2. I leave time for development, no matter how busy I am. | |||||
3. Obstacles that arise stimulate my activity | |||||
4. I'm looking for feedback as it helps me get to know and appreciate myself. | |||||
5. I analyze my feelings and experiences. | |||||
6. I reflect on my activities, setting aside special time for this. | |||||
7 I read a lot | |||||
8. I discuss widely on issues of interest to me. | |||||
9 I believe in my capabilities | |||||
10. I strive to be an open person | |||||
11. I am aware of the impact that the environment and the people around me have on me. | |||||
12. I manage my professional development and get positive results. | |||||
13. I enjoy learning new things. | |||||
14 growing responsibility doesn't scare me | |||||
15. I feel positive about my promotion. |
Thank you for your cooperation!
Preview:
Method 1.
1. Formulate for yourself what notable successes you have been able to achieve in life. Then determine what knowledge, abilities, experience you needed to achieve these successes. At the same time, try to establish exactly those abilities and skills that led to the corresponding result.
As a guide, you can use the following list of knowledge, skills and abilities that ensure the successful professional activity of a manager in the organization (see table 2).
With the help of such an analysis, you can identify not only the relationship between your abilities and the successes realized in practice, but also understand what you can achieve in life, that is, determine what personal potential you have to achieve goals. Moreover, in addition to stating it, it is also important to outline the ways for the further development of this potential.
2. On the other hand, you should also be clear about your weaknesses. Such awareness is necessary in order to avoid situations and actions in which these qualities can manifest themselves and lead to error, failure, or take measures to get rid of these shortcomings.Knowing your weaknesses means strengthening your strengths.
List your major failures and mistakes. Note, the absence or weakness of what qualities led to these mistakes and defeats. Remember how you once overcame this or that failure.
As a material for comparison, below are eleven basic constraints (“weak points”) that significantly reduce the efficiency of a modern manager. The list of these qualities is offered by the English management consultants M. Woodcock and D. Francis (1995) (see table 2).
Having identified and analyzed the most significant achievements and mistakes in your life, fill out Table 1.
Table 1
Balance of personal success and failure
SUCCESS | FAILURE | |||
My biggest successes, achievements | How did I get it The abilities that were needed for this) | My significant failures, defeats | Abilities that I lacked | How did I overcome the setbacks? |
1.__________ 2.__________ 3.___________ Other | 1.__________ 2.__________ 3.___________ Other |
table 2
List of knowledge, skills and abilities that ensure successful professional activity | Basic limitations ("weak points") that significantly reduce the efficiency of a modern manager. |
1.Special knowledge:
| 1. Inability to manage oneself:
|
2. Abilities of the leader:
| 2. Blurring of personal values:
|
3. Vague personal goals:
|
|
3.Intelligent quality:
| 4. Stopped self-development:
|
5. Lack of problem-solving skills:
|
|
4.Personal qualities:
| 6.Lack of creativity:
|
7. Inability to influence people:
|
|
5.Working Techniques:
| 8. Insufficient understanding of the features of modern managerial work:
|
9. Poor leadership skills:
|
|
10. Inability to teach:
|
|
11.Low ability to form a team:
|
Method 2
Advantages and disadvantages
The next step is to group the strengths and weaknesses you identified into blocks of qualities and identify two or more important strengths and weaknesses in each block. The thus obtained "cut" of abilities (table 3) is a prerequisite for planning further steps to achieve the goals of professional growth and development.
Table 3
Analysis of strengths and weaknesses
"Slice" of abilities | Strengths | Weak sides |
1.Professional knowledge and experience | 1._________________ 2._________________ 3._________________ | 1._________________ 2._________________ 3._________________ |
2. Abilities of a leader | 1._________________ 2._________________ 3._________________ | 1._________________ 2._________________ 3._________________ |
3.Communication | 1._________________ 2._________________ 3._________________ | 1._________________ 2._________________ 3._________________ |
4.Personal abilities | 1._________________ 2._________________ 3._________________ | 1._________________ 2._________________ 3._________________ |
5.Intellectual ability | 1._________________ 2._________________ 3._________________ | 1._________________ 2._________________ 3._________________ |
6.Working Techniques | 1._________________ 2._________________ 3._________________ | 1._________________ 2._________________ 3._________________ |
Other |
Method 3
Self-analysis of pedagogical success
Instruction. On a sheet of paper, vertically divided in half, write down on the left all your successes, achievements, findings, research conducted, and on the right what does not work out, what knowledge and skills you lack, what professional problems you are concerned about.
Example
Self-examination sheet of pedagogical success
My successes, achievements, findings, research | What I can't do what knowledge and skills I lack, what professional problems worry me |
1. I manage to organize the creative activity of students in the lesson. | 1. I have a hard time finding time in class to work with gifted students. |
2. I manage to fully complete the plan and tasks set for this lesson, which allows me to fight overloads and gaps in students' knowledge. | 2. I do not have a clear idea of how I need to interact with parents in the cognitive area. |
3. I can organize students' homework activities on a multilevel basis, constantly check and evaluate the timeliness and quality of homework (at the same time I find time to help those who, for whatever reason, could not complete their homework and never give unsatisfactory marks ). | 3. By the end of the fifth lesson, I am completely exhausted and, no matter how I distribute my strength, the sixth and seventh lessons are usually lost. |
4. I can organize the search, creative activity of students in a microgroup mode. | 4. Children treat me with complete trust, but very often I find myself in a dead end and cannot help them, because I do not know how to find the right words and solutions that will be important to them. |
5. I won the City Professional Skills Competition "Teacher of the Year" | 5. I completely neglected my own children, because all the energy goes to strangers. |
The information located in the left column, after studying, will make up a positive array, which will form the basis of the map or base of pedagogical success and can be used to train other teachers, accumulate and disseminate pedagogical experience.
The information located in the right column will form the basis of the individual route of the teacher's professional and personal self-development, the plan for the methodological work of the school and the system of intraschool education of teachers.
(Method Galanov A.S.)
The questionnaire is designed to assess two components in a teacher's activities:
1. Educational (objective assessment and formation of the child's personality, empathic attitude towards the child).
2. Organizational and motivational (creating a child's interest in work, organizing a children's team, effective organization of activities).
The first component is assessed by items 1-8 of the questionnaire, the second component - 9-12.
Each item of the questionnaire consists of two statements, opposite in meaning. The student must evaluate which of these statements is more true for a given teacher. The score is given on a 5-point scale, where scores "5" and "4" refer to the "positive" pole, scores "1" and "2" - to the "negative", and score "3" is intermediate.
The higher the final score of the teacher, the more positively students evaluate his activities.
Instructions:
Read each questionnaire item that contains two opposite statements.
If you are I completely agree with approval from the left column, circle the number “ 5 ».
If you are not quite sure, i.e. think that this is “most likely so”, circle the number “ 4 ».
If you are I completely agree with approval from the right column, circle the number “ 1 ».
If you are not quite sure, circle the number " 2 ».
If you are at a loss to answer, circle the number “ 3 ».
Make sure that none of the items on the questionnaire were skipped.
Teacher assessment questionnaire (for middle-level students, grades 5-8)
| 1. Many character traits of a teacher you would like to cultivate in yourself | 5 4 3 2 1 | You wouldn't want to be like a teacher in anything. |
| 2. The teacher treats you kindly, attentively | 5 4 3 2 1 | The teacher is often irritable, he is not interested in your affairs. |
| 3. You willingly talk with the teacher during recess and after school | 5 4 3 2 1 | You would not want to talk to the teacher outside of the lesson |
| 4. You could complain to the teacher or tell your secret | 5 4 3 2 1 | You wouldn't trust a teacher with your secrets |
| 5. The teacher can intercede for you, if you are right, before the class, parents, teachers | 5 4 3 2 1 | The teacher will not intercede for you, even if you are right. |
| 6. The teacher rejoices at your successes, believes in you | 5 4 3 2 1 | The teacher doesn't care, he just puts the marks. |
| 7. The teacher treats all children fairly | 5 4 3 2 1 | The teacher does not like some children and is unfair to them. |
| 8. The teacher can cheer you up, next to him you feel more confident | 5 4 3 2 1 | The teacher often comes to class angry; next to him you feel scared or guilty |
| 9. Would you like to study with the teacher the preparation of the "fire", concert, hike | 5 4 3 2 1 | You would not like to study with the teacher the preparation of the "fire", concert, hike |
| 10. You are interested in the teacher, any work argues with him | 5 4 3 2 1 | It's boring with a teacher, any work with him seems unnecessary. |
| 11. The teacher can easily organize children for some business | 5 4 3 2 1 | The teacher has to persuade and force the class to take up any business for a long time. |
| 12. If the teacher was the same age as you, he would be a leader among your friends | 5 4 3 2 1 | If the teacher was the same age as you, you would not accept him into your company. |
Teacher assessment questionnaire (for senior students, grades 9-11)
Data processing
For each questionnaire, 3 indicators are calculated:
X1 - score for block 1: the scores for items 1-8 are summed up;
X2 - score for block 2: the scores for items 9-12 are summed up and multiplied by two;
Ho - general expert assessment: X1 and X2 are summed up
After processing each questionnaire, the final indicators for this teacher are calculated:
X1 - arithmetic mean for 1 block; calculated by the formula: X1 = sum X1: Ν(Ν - number of questionnaires);
X2 is the arithmetic mean for block 2; calculated by the formula: X2 = sum X2: Ν(Ν - number of questionnaires);
Ho is the arithmetic mean of the general expert assessment; calculated by the formula: Ho = sum of Ho: Ν(Ν - number of questionnaires).
The last indicator (Ho) is the main one. According to its value, a conclusion is made about the assessment of the teacher's activities. The value of the general expert assessment:
16-35 points - low;
36-60 points - average;
61-80 points - high.
Indicators X1 and X2 are auxiliary. Each of them can vary from 8 to 40 points. By the ratio of these indicators, one can judge about the predominance of the educational or organizational-motivational component in the teacher's activities.
3.3. Teacher-student questionnaire(N.V. Klyueva's method)
The questionnaire is intended for students in grades 6-11 and allows you to determine the degree of expression of the components of the teacher's pedagogical activity
Instructions: Read each of these statements carefully. If you think it is correct and consistent with your relationship with the teacher, then write "yes", if it is incorrect, then "No."
1. The teacher is able to determine in advance the success of his students.
2. I find it difficult to get along with the teacher.
3. The teacher is a just person.
4. The teacher skillfully prepares me for the test and exams.
5. The teacher clearly lacks sensitivity and relationship with people.
6. The teacher's word is the law for me.
7. Teacher carefully plans work with me.
8. I am quite happy with the teacher.
9. The teacher is not picky enough on me.
10. The teacher can always give reasonable advice.
11. I have complete confidence in the teacher.
12. The teacher's assessment is very important to me.
13. The teacher basically works according to a template.
14. Working with a teacher is a pleasure.
15. Teacher pays little attention to me.
16. The teacher, as a rule, does not take into account my individual characteristics.
17. Teacher has a bad feeling for my mood.
18. The teacher always listens to my opinion.
19. I have no doubts about the correctness and necessity of the methods and means used by the teacher.
20. I will not share my thoughts with the teacher.
21. Teacher punishes me for the slightest offense.
22. The teacher knows my strengths and weaknesses well.
23. I would like to become like a teacher.
24. We have a purely business relationship with the teacher.
The students' answer determines the severity of the following components of the teacher's pedagogical activity: gnostic, emotional, behavioral. Each student answer that matches the key is worth 1 point.
The gnostic component includes the following questions:
The answer is "Yes" - 1,4,7,10,19,22;
The answer is “No” - 13, 16.
The emotional component includes questions:
The answer is "Yes" - 8,11,14,23;
The answer is “No” - 2,5,17,20.
The behavioral component includes questions:
The answer is "Yes" - 3,6,12,18.
The answer is “No” - 9,15,21,24.
The gnostic component reveals the level of the teacher's competence as a specialist from the student's point of view (maximum - 8 points), emotional - determines the degree of student sympathy for the teacher (maximum - 8 points), behavioral - shows how the real interaction between the teacher and the student develops (maximum - 8 points ).
NKETA FOR TEACHERSDear teacher!
This survey is conducted by the public organization "Psychological Center" and the magazine "Applicant" in order to study some of the problems in the education system. By participating in this survey, you will contribute to solving these problems. Anonymous survey.
Thanks in advance for your participation.
1. Are you satisfied with your job
Yes, it is quite
Yes, partly
Difficult to answer
2. If dissatisfied, indicate the main reasons
Low earnings
Lack of growth prospects
Lack of interest in teaching
Bad team relationships
Poor relationship with management
Low level of preparedness of schoolchildren
Low cognitive level of schoolchildren
Low professionalism of teachers
Poor relationships with students
Disappointment in specialty
Difficult to answer
Other, namely
3. Would like to quit work
Difficult to answer
4. If you had the opportunity to start life anew, you would become a teacher
Difficult to answer
5. Are you satisfied with the level of salary
Yes, it is quite
Yes, partly
Difficult to answer
6. What level of desired salary would you like to have
7. How often money is collected from students at school for various activities
Every day
Two to three times a week
Once a week
Two to three times a month
Once a month
Once in two months
Once every three months
Every four months
Semiannually
Once a year
Other, namely
8. What are the average one-time fees
(amount in new manats)
9. Do your parents "thank" you (meaning gifts, money, services)
Often
Yes sometimes
Yes, but I refuse
10. If so, how
(indicate as a percentage)
Present
Money
Help in solving problems
Other, namely
11. When do teachers have the opportunity to have additional income
First grade admission
Transfer from class to class
Student Assessment
Exam
Issuance of a certificate
Additional lessons with a student
Additional work in the specialty and not in the specialty
Other, namely
12. Do you take bribes yourself?
Often
Yes sometimes
Yes, but these were isolated cases.
No, because I'm afraid of revelations
No, because of the principles
No, because nothing to give
Other, namely
13. Do you give bribes (gifts, money, services) to solve your problems
Often
Yes sometimes
Yes, but these were isolated cases.
No, because I'm afraid of revelations
No, because of the principles
No, because nothing to give
No, because That is unnecessary
Other, namely
14. When teachers are forced to give bribes (gifts, money, services) and how often
Is always
Often
Sometimes
Never
Recruitment
Going on vacation
Load distribution
Class distribution
Sending to refresher courses
Sending for retraining
Obtaining any certificates from the place of work
Skipping classes
Other, namely
15. What is, from your point of view, the percentage ratio between bribery and extortion in our society and your life
Bribe – a person gives a bribe according to his
the will to solve their problems.
Extortion - they demand from a person
money, gifts or any services
to solve his problem
Bribe
Extortion
In our society
In your life
16. What do you think is the percentage of teachers who bribe
17. What do you see as the main reasons for bribery at school
Low wages
Low level of professionalism
Unfair distribution of wealth in society
Lack of control
Corruption of society (normative bribery)
Corruption of authorities and officials
Other reasons, namely
18. What is your attitude towards bribery in general and bribery at school?
Positive
Indifferent
Negative
Difficulty answering
Generally
At school
19. Do you think corruption in our country has increased / decreased over the past 5 years?
Has increased significantly
Increased slightly
Remained the same
Decreased slightly
Decreased significantly
I am at a loss to answer
20. In your opinion, what does Azerbaijan look like in terms of corruption levels in comparison with most developed countries and the CIS countries?
The developed countries
CIS
Also
More corrupt
Less corrupt
Difficulty answering
21. Do you link the solution to the problem of corruption with the change of political power
Yes, completely
Yes, partly
Difficult to answer
22. What do you think are the negative consequences of increasing corruption in society
(indicate as a percentage)
low level of professionalism in almost all spheres of life ______
pronounced stratification in society ___________
weakening of the political status of the state in the world arena __________
bad psychological climate in society _____________
deprivation of statehood and independence _____________
increasing lack of spirituality _______________
departure of the intelligentsia _________________
extinction of the nation's gene pool _______________
survival of only certain categories of people: "predators" and sycophants ____
an increase in tension in society, the possibility of revolutionary explosions ______
no negative consequences
difficult to answer
another, namely
23. What do you think are the positive consequences of increasing corruption in society
an increase in the creative activity of a person ______________
possible transformation of personality traits towards an increase in pragmatism, adaptability _______________
the ability to bypass some wacky laws _______________
increase in the dynamics of development of society ______________
increase in the weight of the state in the world arena ________________
increasing the stability and stability of the state ______________
the ability for an individual or organization to quickly achieve their goals, bypassing the bureaucratic apparatus ________________
no positive consequences _________
difficult to answer
another, namely
YOUR APPLICATION DATA
1. Gender
2. Age
3. Education
University:
Year of ending:
4. What school do you work in
Plain average
Lyceum free
Paid school or lyceum
Another, namely
5. The subject you teach
6. Total work experience
7. Experience in teaching
8. Do you work elsewhere
Yes, by specialty
Yes, but not by specialty
9. The main language of communication
Azerbaijani
Russian
Azerbaijani and Russian
Another, namely
10. Nationality
Azerbaijani
Russian
Metis (mixed)
Another, namely
11. Where are you from
12. Have you changed your place of residence
13. What is the level of material
your family's wealth
Quite secured
Average income
Poor
Living below the poverty line
14. Family status
Married (married)
Single (single)
Widow (widower)
Divorced (divorced)
15. Number of family members
16. Total monthly household income
(in new manats)
THANKS!
Purpose: to identify the teacher's ability to self-development. Answer the questions using the following points:
- 5 - if this statement is fully true;
- 4 - more likely than not;
- 3 - yes and no;
- 2 - rather not;
- 1 - does not match.
1. I strive to study myself.
2. I leave time for development, no matter how busy I am with work and household chores.
3. Arising obstacles stimulate my activity.
4. I seek feedback as it helps me to get to know and appreciate myself.
5. I reflect on my activity, allocating a special time for this.
6. I analyze my feelings and experiences.
7. I read a lot.
8. I am widely discussing issues of interest to me.
9. I believe in my capabilities.
10. I strive to be more open.
11. I am aware of the influence that the people around me have on me.
12. I manage my professional development and get positive results.
13. I enjoy learning new things.
14. Increasing responsibility does not scare me.
15. I would react positively to my promotion.
Calculate the total score:
75-55 - active development;
54-36 - there is no established system of self-development, the orientation towards development strongly depends on the conditions; 35-15 - stalled development.
Questionnaire No. 2
Purpose: to identify the factors that stimulate and hinder the learning, development, self-development of teachers at school.
- 5, yes (hinder or stimulate);
- 4, rather yes than no;
- 3, yes and no;
- 2, rather not;
- 1, no.
Barriers:
1. Own inertia.
2. Disappointment as a result of previous failures.
3. Lack of support and assistance in this matter from the leaders.
4. The hostility of others (envy, jealousy), poorly perceiving changes in you and the desire for new things.
5. Inadequate feedback from team members and managers, i. E. lack of objective information about yourself.
6. Health status.
7. Lack of time.
8. Limited resources, changed life circumstances.
Stimulating factors:
1. School methodical work.
2. Training courses.
3. Example and influence of colleagues.
4. The example and influence of leaders.
5. Organization of work at school.
6. Attention to this problem of leaders.
7. Trust.
8. The novelty of the activity, working conditions and the possibility of experimentation.
9. Self-education classes.
10. Interest in work.
11. Increasing responsibility.
12. The possibility of getting recognition in the team.
Micro-research data processing.
The teacher's ability for self-development FULL NAME. teachers Stimulating factors Barriers System of measures
1. Active self-development
2. Not developed self-development, depending on conditions
3. Stopped self-development
QUESTIONNAIRE FOR THE TEACHER "DIAGNOSTICS OF PROFESSIONAL TRAINING"
№
self-esteem
Yes
not really
No
1
Are you satisfied with your professional training?
In what areas of professional training would you like to improve your knowledge (indicate the number):
1. Scientific and theoretical training.
2. Methodical preparation.
3. Psychological and pedagogical training
Do you consider it expedient to deepen your professional knowledge on the following issues:
1. Improving thematic planning, taking into account the development of OUUN students.
2. Planning and delivering different types of lessons.
3. Introduction of modern pedagogical technologies.
4. Methods and techniques of developing education.
5. Multilevel differentiation in teaching.
6. Analysis and evaluation of the results of their activities and the activities of students.
7. Organization of educational and cognitive activities of students.
8. Control and correction of knowledge, abilities and skills of students.
9. Organization of teacher's personal work.
10. Other (add)
Is it difficult for you:
1. Formulate the objectives of the lesson at different levels.
2. Organize the actions of students to accept the goals of the activity.
3. Select the appropriate methods and methodological techniques to achieve the objectives of the lesson.
4. Motivate student activities.
5. Formulate problematic questions.
6. Create problem-search situations in training.
7. Organize the research work of students in the classroom.
8. Prepare assignments for students of varying degrees of difficulty.
9. To activate students in learning.
10. Organize collaboration between students.
11. Organize self and mutual control of students.
12. Organize timely control and correction of students' ZUN.
13. Develop the creativity of students.
14. Use various forms of encouraging schoolchildren.
15. Other (add)
What forms of advanced training of your professional knowledge and skills would you prefer in the first, second, etc. queue (indicate number):
1. Self-education.
2. Theoretical seminar.
3. Workshop.
4. Individual assistance from the school's methodological service.
5. Creative groups of teachers on psychological and pedagogical problems.
6. Methodical associations
If you were given the opportunity to choose seminars to improve your professional knowledge, in which of them would you take part? Which of them do you consider necessary in the first, second, etc. queue (specify numbers):
1. Psychological and pedagogical characteristics of students of different ages.
2. Forms and methods of pedagogical cooperation with students.
3. Types of lessons. Methodology for their preparation and implementation.
4. Forms of organization of educational and cognitive activities of students in the classroom and in extracurricular activities.
5. Teaching methods and their effective use in modern conditions.
6. Differentiation in training.
7. Individualization in teaching.
8. Techniques for enhancing the educational and cognitive activity of students.
9. Accounting and assessment of students' knowledge.
10. Pedagogical ethics of the teacher.
11. Diagnostics of the educational process.
12. Others (indicate your wishes)
Diagnostics of the professional difficulties of teachers in the organization of elective courses
(carried out in the form of a questionnaire or interview)