Teacher Questionnaire

1. Teacher Questionnaire National Research Coordinators Meeting Windsor, June 2008

2. 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

3. FT participation and results • Scales: good reliability • Teachers of all subjects • Teachers’ response rate • Schools’ participation – teachers’ participation

4. FT participation [DPC data]

5. FT participation • 17 countries > 85% • 6 countries 85-80% • 8 countries < 80% (two countries < 50%) [FT Analysis Report Part II, Table 2]

6. 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]

7. Teacher characteristics • Age • No category can be omitted [T 9]

8. 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)

9. Scale reliability • Importance given to student opinions TSTUDIMP (Q14) • α .830 [T13] Proposal: to delete (also in ScQ): not appropriate to grade 8 students

10. 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

11. 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

12. Scale reliability • Teaching approaches/strategies TCHCONTR - STUDAUTO (Q18) α .296 and .610 [T17] • Very low reliability • No “content free” • To be dropped

13. 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)

14. 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

15. 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

16. 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)

17. 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

18. 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

19. 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

20. Survey activities questionnaire • Comments on teacher survey and on teacher questionnaire A. 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

21. 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

22. 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

23. Survey activities questionnaire • Lenght of the questionnaire • Clarification of the aims of the teacher survey • Procedures for presenting the survey to schools • Tracking forms

24. 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

25. International option • List of subjects provided by NRCs • Possibility for an oversampling of CCE teachers

26. 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.

27. Questions or comments?