Becoming a Teacher - Research instruments

 

Anyone wishing to use or adapt any of the research instruments or individual questions used in the BaT study are welcome to do so but please notify the research team (see contact details) and please acknowledge this when disseminating findings from your own research.

 

The research instruments used in the study so far include the following;

Wave 1 - Initial Interviews

Case study interviews with student teachers
Case study interviews with ITT mentors
Case study interviews with ITT programme leaders
Case study interviews with ITT subject specialists
Self-complete questionnaire for student teachers

Wave 2 - End of ITT Interviews

Case study interviews with student teachers
Telephone interviews with student teachers

Wave 3 - End of Induction year interviews

Case study interviews with first year teachers
Case study interviews with Induction tutors
Telephone interviews with first year teachers
E-journal exchanges with case study participants

Wave 4 - End of second year of teaching interviews

E-journals

E-mails were sent out to case study participants five times a year and typically included five of the following questions:

Becoming a Teacher: Fieldwork Interviews, Autumn 2003
Initial Interviews with Case Study Trainees

1 The 'story' behind your decision to train as a teacher

 

Q1 What's your 'story' - why did you choose to do a teacher training course, and how did you get to be on this particular programme?

Prompts (if necessary):

Q2 (For participants who confidently recall their 'story') Based on your experiences of ITT so far how do you feel about your decision to train to be a teacher?

 

2 Your views, before you started your training, about what being a teacher involved.

Q3 Before you started your ITT, what did you imagine being a teacher involved?

Prompts (if necessary):

Q4 (For participants who could confidently recall re Q3) Have your experiences of ITT so far made you think differently about what being a teacher is like/about?

 

3 Your initial views about what teacher training should involve

In a minute, we'll turn to talk about the ITT programme you're following. Firstly, I'd like to get an idea of what you thought, before you started your training, ITT programmes in general should involve.

 

Q5 When you were thinking about applying to do ITT, did you have any ideas about what ITT in general should equip people with and did you have any ideas about how ITT programmes should seek to achieve that? Why?

Prompts (if necessary):

Q6 (For participants who could confidently recall re Q5) Have your experiences of ITT so far made you think differently about any of this (what you thought the ideal ITT course should involve)?

 

Q7 Before you started your ITT, did you have any ideas about any further training or courses that you may need, after completing an ITT programme? If so, what form did you think this should this take, what did you think this should involve and why? (Who would provide this and how should it be done)?

Prompts (if necessary):

Q8 (For participants who could confidently recall re Q7) Have your experiences of ITT so far made you think differently about this (e.g. what further training you / people should get post-ITT)?

 

4 Your expectations, before you started your training, of this particular training programme

Q9 You talked earlier about this particular training route and how it might compare with other routes [where they were familiar with other routes - see Q 1]. Before actually starting your ITT, did you think there was anything specific to this particular institution / training provider that might help or hinder your learning to be a teacher?

Prompts (if necessary):

Q10 (For participants who could confidently recall re Q9) Have your experiences of ITT so far made you think differently about how helpful the programme (including different elements of the programme and different programme personnel) would be?

 

5 Your initial ideas and plans regarding what you will do after completing your ITT

Q11 Before you began your ITT, what plans, if any, did you have for your career, after completing your training. If you did have such plans, how firmly committed to them were you?

Prompts (if necessary):

Q12 (For participants who could confidently recall re Q11) Have your experiences of ITT so far had any influence on your career plans? (If so, please explain).

 

Q13 You talked earlier about the extent to which you thought that teaching suited you as a person … I'm also interested in whether or not, before you actually started your ITT, you had any thoughts about whether you would make a good teacher? (If Yes, in what ways?) Why did you think this?

 

Q14 (For participants who could confidently recall re Q13) Have your experiences of ITT so far changed how you think about this (how good a teacher you can be)?

 

6 Your early experiences of being a trainee teacher

Q15 You've talked about some of your (early) experiences of ITT already in relation to some of the previous questions, but I wonder if you could provide a brief overview of, say, the first 5 or 6 weeks of your programme and how you felt about those different experiences?

Prompts (if necessary):

Q16 (If not covered above and for participants who are based in schools or who have been into schools by this time) What did your initial experiences of being in school involve and how did you feel about these experiences?

Prompts (if necessary):

Q17 Would you say that your experience as a trainee teacher has had any impact on your life outside of your training to be a teacher? If so, please explain/describe.

 

Q18 If, after completing your training, you take up a teaching post (ref to Q11 prompt 2 if preferred type of teaching post has been stated), what impacts, if any, do you think being a teacher will have on your life outside of school?

 

Q19 Would you say that any of your personal circumstances or any aspects of your life outside of teacher training have impacted on your training to be a teacher? {Family responsibilities, financial issues, time factors?}

 

Q20 Thank you very much. I think that's covered everything I wanted to ask and has been very helpful. Is there anything else you would like to add?

 

Becoming a Teacher: Fieldwork Interviews, Autumn 2003

Initial Interviews with Case Study Trainees' Programme Personnel

School Mentor / teacher-tutor

 

1 Personal 'story' of becoming a mentor

Q1 How long have you been an ITT mentor on this programme?

 

Q2 And has your mentoring always been within this programme, or have you been / are you also associated with any other training routes? (If other training routes, which, when and for how long?)

Prompt (if necessary):

Q3 How did you come to be a mentor? (on this programme / and the first time you became a mentor, if appropriate). {Were they selected, appointed, asked to do it etc.?}

Prompt (if necessary)

2 What the programme involves and why it is like it is

Q4 Can you tell me a bit about the way the ITT programme is organised?

Prompts (if necessary):

Q5 Can you tell me a bit about why the programme has been designed in this way?

Prompts (if necessary):

Q6 Would you say that different people or groups associated with the programme (including people in schools and universities, where appropriate) share your understanding of why the programme is like it is or do you think that some people have a different understanding or different priorities? (Explain, e.g. why / why not {they share the understanding}, as appropriate).

 

Q7 Are you involved in any monitoring and evaluation of the ITT programme?

Prompts (if necessary):

3 How they see their role as mentor within the programme

Q8 Can you tell me how the role of mentor in this programme is defined, say within the programme documentation? What is your part in the training process?

Prompts (if necessary):

Q9 (If not answered above) What does your role as mentor in this programme tend to involve on a day by day or week by week basis?

Prompts (if necessary):

Q10 What, if anything, would you say supports or helps you in your mentoring work? And what, if anything, hinders you? {Institutional arrangements, time, others' perceptions of the mentoring role, prior training / skills / experiences}.

Q11 Would you say that any other roles that you have undertaken before have helped
you in your mentor role? If so, what roles and in what way have they helped?

Prompts (if necessary):

Q12 Are you, or have you been, given any training or CPD for your role on this programme? If so, please describe it (including activities, duration and who provided it) and tell me how you felt about it?

Prompts (if necessary):

Q13 Still on this idea of preparation and support for your role, do you think there is any further training or support that you would like or feel that you need? If so, who do you think could make the most useful contributions to such training / support? {e.g. schoolteachers, university lecturers, more experienced mentors}.

 

4 What the ideal ITT programme (or programmes) would involve, for them, and why?

Q14 What do you think the ideal ITT programme would involve and why?

Prompts (if necessary):

Q15 (If not mentioned above) For you, what ideally is (or are) the ultimate goal or goals of ITT?

Prompts (if necessary):

Q16 (If not mentioned above) Which of the present ITT routes do you think work best and why?

Prompts (if necessary):

5 Mentors' perspectives on recruitment and retention

Q17 What do you think are the main attributes of applicants to ITT programmes who are likely to make successful trainees and teachers?

 

Q18 What do you think helps or hinders recruitment on this programme?

 

Q19 In your experience, what do you think are the main reasons why some trainees drop out of ITT?

Prompt (if necessary):

Q20 Thank you very much. I think that's covered everything I wanted to ask and has been very helpful. Is there anything else you would like to add?

 

Becoming a Teacher: Fieldwork Interviews, Autumn 2003

Initial Interviews with Case Study Trainees' Programme Personnel

ITT 'Programme Leaders'

Q1 How long have you been ITT programme leader for this programme?

 

Q2 Have you had this role on any other programme? (If other training routes, which, when and for how long?)

 

1 What the programme involves and why it is like it is

Q3 Can you tell me about the way the ITT programme is designed?

Prompts (if necessary):

Q4 (If not mentioned above) Can you talk about why the programme has been designed this way?

Prompts (if necessary):

Q5 Do you have any ideas about how the programme might develop in the future?

Prompts (if necessary):

2 How they see their role as ITT programme leader within the programme

Q6 Can you tell me how the role of ITT programme leader in this programme is defined, say within the programme documentation? What is your part in the training process?

Prompts (if necessary):

Q7 (If not answered above) What does your role as ITT programme leader in this programme tend to involve on a day by day or week by week basis?

Prompt (if necessary):

Q8 (If not mentioned / in addition to the factors mentioned above, if appropriate) What (if anything) would you say supports or helps you in your work as programme leader? And what, if anything, hinders you? {external or internal / institutional factors, e.g. finance, time, prior training/ skills/ experiences, issues relating to staff / trainee recruitment and retention?}

 

3 Specific institutional arrangements

Q9 Is there presently any kind of development support or training for other staff members on the programme or are there any plans in this area? If so, what does this involve and for whom? (tutors, mentors, etc.) And what are the main aims of producing such training / development support? {e.g. inform them of duties? allow them to understand the principles on which the programme is based? help them to feel supported?}
Prompt (if necessary):

Q10 Can you tell me a little bit about the different schools associated with the partnership / consortium (where / as appropriate) and how they came / come to be involved?

Prompt (if necessary):

Q11 Can you tell me a little bit about how school mentors / teacher-tutors come to be involved in the ITT programme {e.g. are they selected / appointed / asked to undertake the role?}

Prompt (if necessary):

Q12 What form does monitoring and evaluation of the ITT programme take? (Who is involved?)

Prompts (if necessary):

4 What the ideal ITT programme (or programmes) would involve, for them, and why?

Q13 What do you think the ideal ITT programme would involve and why?

Prompts (if necessary):

Q14 (If not mentioned above) For you, what ideally is (or are) the ultimate goal or goals of ITT?

Prompts (if necessary):

Q15 (If not mentioned above) Which of the present ITT routes do you think work best and why?

Prompts (if necessary):

5 ITT Programme Leaders' perspectives on recruitment and retention

Q16 What do you think are the main attributes of applicants to ITT programmes who are likely to make successful trainees and teachers?

 

Q17 What do you think helps or hinders recruitment on your programme?

Q18 In your experience, what do you think are the main reasons why some trainees drop out of ITT?
Prompt (if necessary):


Q19 Thank you very much. I think that's covered everything I wanted to ask and has been very helpful. Is there anything else you would like to add?

 

Becoming a Teacher: Fieldwork Interviews, Autumn 2003

Initial Interviews with Case Study Trainees' Programme Personnel

Subject-specialist or age-specialist tutors

Q1 How long have you been a subject/age specialist tutor in this programme?

Q2 Have you had this role on any other programme? (If other training routes, which, when and for how long?)

 

1 What the programme involves and why it is like it is

Q3 Can you tell me a bit about the way the ITT programme is organised (including
the programme as a whole and subject-specific components, where appropriate)?
Prompts (if necessary):


Q4 Can you tell me a bit about why the programme has been designed in this way?

Prompts (if necessary):


Q5 Would you say that different people or groups associated with the programme (including people in schools and universities, where appropriate) share your understanding of why the programme is like it is or do you think that some people have a different understanding or different priorities? (Explain, e.g. why / why not [they share the understanding], as appropriate).


Q6 Are you involved in any monitoring and evaluation of the ITT programme?
Prompts (if necessary):


2 How they see their role as subject- / age-specialist tutor within the programme

Q7 Can you tell me how the role of the subject- / age-specialist tutor is defined, say within the programme documentation? What is your part in the training process?

Prompts (if necessary):

Q8 (If not answered above) What does your role as a subject / age specialist in this programme tend to involve on a day by day or week by week basis?

Prompts (if necessary):

Q9 What, if anything, would you say supports or helps you in your work as a subject- /age-specialist tutor? And what, if anything, hinders you? {Institutional arrangements, time, others' perceptions of the role, prior training / skills / experiences}.

 

Q10 Would you say that any other roles that you have undertaken before have helped you in your work as a subject- / age-specialist tutor? If so, what roles and in what way have they helped?

Prompts (if necessary):

Q11 Are you, or have you been, given any training or CPD for your role on this programme? If so, please describe it (including activities, duration and who provided it) and tell me how you felt about it?

Prompts (if necessary):


Q12 Still on this idea of preparation and support for your role, do you think there is any further training or support that you would like or feel that you need? If so, who do you think could make the most useful contributions to such training / support?

 

3 What the ideal ITT programme (or programmes) would involve, for them, and why?

Q13 What do you think the ideal ITT programme would involve and why?

Prompts (if necessary):

Q14 (If not mentioned above) For you, what ideally is (or are) the ultimate goal or goals of ITT?

Prompts (if necessary):

Q15 (If not mentioned above) Which of the present ITT routes do you think work best and why?

Prompts (if necessary):


4 Subject-specialist/age-specialist perspectives on recruitment and retention

Q16 What do you think are the main attributes of applicants to ITT programmes who are likely to make successful trainees and teachers?

Prompt (if necessary):

Q17 What do you think helps or hinders recruitment in your subject / age-range specialism?

 

Q18 In your experience, what do you think are the main reasons why some trainees drop out of ITT in your subject / age-range specialism?

Prompt (if necessary):

Q19 Thank you very much. I think that's covered everything I wanted to ask and has been very helpful. Is there anything else you would like to add?

 

Becoming a Teacher Wave 1 Questionnaire

SECTION A: ABOUT YOU

Q1. Which of these qualifications, if any, do you have? MULTIPLE RESPONSE OK
Postgraduate/higher degree (e.g. PhD, MA, MSc), or equivalent answer Q2
Undergraduate/first degree (e.g. BA, BSc), or equivalent answer Q2
Higher National Certificate/Diploma, HE diploma, or equivalent
Access qualification, or equivalent
A-levels/Scottish Highers, or equivalent
AS-levels, or equivalent
GNVQ/GSVQ Level 3, or equivalent go to Q4
Ordinary National Certificate/ Diploma, or equivalent
NVQ/SVQ level 3, or equivalent
International Baccalaureate
Other (please specify)
Not stated

To be routed from Q1 (postgrads/undergrads)

 

Q2. What was/were the main subject(s) of your degree(s)? MULTIPLE RESPONSE OK
Biological sciences
Business and administrative studies
Computer Science
Creative arts and design
Education
Engineering and Technology
Humanities (including English, Classics, history)
Languages
Law
Mathematical sciences
Medicine and related subjects
Physical sciences
Social, Economic and Political Science (including psychology)
Other (please specify)
Not stated
Base: All who have an undergraduate or postgraduate degree or equivalent


Q3. What class of undergraduate/first degree, if any, did you obtain? SINGLE RESPONSE ONLY
First class or equivalent
2.1, or equivalent
2.2, or equivalent
Third class, or equivalent
Pass/Ordinary degree, or equivalent
I do not have an undergraduate/first degree
Not stated
Base: All who have an undergraduate degree or equivalent

 

Q4. What was/were your MAIN activity/ies IN THE YEAR BEFORE starting this teacher training programme? MULTIPLE RESPONSE OK
At school
At university full-time
At university part-time
At HE college full-time
At HE college part-time
At FE college (including sixth form college) full-time
At FE college (including sixth form college) part-time
Working full-time
Working part-time
Voluntary work
Looking after the home/family
Unemployed and seeking work
"Year off"/travelling
Not working for some other reason (please specify)
Not stated


Q5. BEFORE starting this teacher training programme, did you have any experience of paid or voluntary work with children and/or young people in any of the following areas? MULTIPLE RESPONSE OK
Holiday playscheme worker (e.g. local authority playscheme, Camp America or similar)
Lunchtime supervisor in a school
Nursery nurse/assistant
Scouts/Guides, or other community scheme
Sports/activity coaching
Youth worker
None of these
Not stated

 

Q6. BEFORE starting this teacher training programme, did you have any experience of paid or voluntary teaching/teaching assistant work with children and/or young people in any of the following areas? MULTIPLE RESPONSE OK
Private tuition
Paid school/further education (FE) demonstrator/teaching assistant/learning support assistant
Volunteer school/further education (FE) demonstrator/teaching assistant/ learning support assistant
Teaching English for Speakers of Other Languages (TESOL) (including TEFL)
Teaching as part of a postgraduate course
Teaching as a career (returnee to the profession)
None of these go to Q8
Not stated

To be routed from Q6

 

Q7. Was any of your previous experience of teaching/teaching assistant work undertaken overseas, or not? SINGLE RESPONSE ONLY
Yes - overseas but not in UK
Yes - overseas and in UK
No - UK only
Not stated
Base: All with some teaching experience prior to starting course

 

SECTION B: CAREER OPTIONS

All to answer

 

Q8. In addition to teaching, what other career alternatives, if any, have you considered? MULTIPLE RESPONSE OK
Banking and Finance
Business services (for example, marketing, advertising, human resources)
Careers related to sport
Careers related to the arts
Construction (for example, civil engineering)
Consumer services (for example, retail, travel industry)
Education (not teaching)
Information and Communication Technology (for example, software design)
Journalism/the media
Law
Manufacturing (for example, product design, engineering)
Public services (for example, medical services, youth work, social work)
Transport and Communications (for example, logistics)
Voluntary/charity sector
Not stated

 

Q9 In weighing up whether or not to undertake a teacher training programme, how much, if at all, did the following factors attract or deter you? SINGLE CODE ONLY PER FACTOR
Strongly attracted Moderately attracted Neither attracted nor deterred Moderately deterred Strongly deterred Don't know Not
applicable Not stated
Helping young people to learn
Working with children or young people
Being inspired by a good teacher
Giving something back to the community
The challenging nature of the job
Long holidays
Job security
Staying involved with a subject specialism
Wanting to teach pupils better than in own experience
The professional status of teaching
Opportunities for career development
Fit with family or other commitments
Speaking to teachers about the profession
Collegiality/teamwork aspects of teaching
Financial incentives attached to teacher training
One or more of friends is/was a teacher
Spending more time in higher education
One or both of parents is/was a teacher
Salary
How the public perceives teachers/teaching
Media campaigns (e.g. "Those who can, teach")
Benefits package (e.g. occupational pension)
Teachers' morale
Advertisements from ITT programme providers/institutions
Being unable to get onto a course for a preferred profession
TV drama programmes depicting the profession (e.g. Grange Hill, Teachers, Hope and Glory)


SECTION C: YOUR ITT PROGRAMME

Q10. There are several different routes to becoming a teacher in England. Which, if any, of the following routes into teacher training were you aware of WHEN YOU FIRST APPLIED to train as a teacher? MULTIPLE RESPONSE OK
BEd
BA or BSc with QTS
University-based PGCE
Flexible, university-based PGCE
School Centred Initial Teacher Training (SCITT)-based Programme
Graduate and Registered Training Programmes (GRTP)
Not stated

 

Q11 Please write the name of the qualification you will gain on completion of your training.
Level Subject
Primary only English
Secondary only Technology
Early years Science
Primary/secondary Maths
Primary/early years Humanities
Not stated Languages
Other
Not stated

 

Q12. Which of the following different types of teacher training route BEST DESCRIBES the type of training that you are currently doing? SINGLE RESPONSE ONLY
BEd
BA or BSc with QTS
University-based PGCE
Flexible university-based PGCE
School Centred Initial Teacher Training (SCITT)-based Programme (excluding GRTP)
GRTP (including SCITT-based GRTP)
Other (please specify)
Not sure
Not stated

 

Q13. Thinking back to when you applied, was this your first choice of teacher training route, or not? SINGLE RESPONSE ONLY
Yes answer Q14
No go to Q15
Not stated

To be routed from Q13

 

Q14. Why did you choose this particular teacher training route? MULTIPLE RESPONSE OK
I thought it was the best option financially
I thought that prospective employers may prefer applicants who have followed this training route
I wanted to get a broader qualification before specialising in teaching
I wanted to be trained by qualified teachers in schools
I wanted to train alongside people in my peer group/in the same situation as me
It was available at the school/institution I wanted to attend
It was available in my local area
It was entirely school-based rather than based in a university
It was the only option open to me
The balance of in-school and out-of-school training appeals to me
The flexibility of the programme suits my other commitments
Other (please specify)
Not stated
Base: All who are on their first choice teacher training route
Now go to Q16
To be routed from Q13

 

Q15. Why are you NOT doing your first choice of teacher training route? MULTIPLE RESPONSE OK
I applied too late
I could not get the funding required
I did not achieve the standard of qualifications required
It wasn't available at the school/institution I wanted to attend
It wasn't available in my local area
It wasn't financially viable
My application was rejected
The programmes(s) I applied to was/were over-subscribed
Other (please specify)
Not stated
Base: All who are not on their first choice teacher training route

All to answer

 

Q16. Which of the following sources of information, if any, did you use when you were deciding on your choice of teacher training route(s) and institution(s)? MULTIPLE RESPONSE OK
Discussions with people who were doing/had done the programme(s) I was considering
Discussions with tutors/teachers working on the programme(s) I was considering
TTA information line
TTA website
UCAS website/directory
Other course directories or course guides
University/college or other provider "open days"
University/college or other provider prospectuses
University/college or other provider websites
Other (please specify)
Not stated

All to answer

 

Q17a. What were your reasons for choosing this particular school/institution to undertake your teacher training programme? MULTIPLE RESPONSE OK
Q17b. What would you say was the ONE MOST IMPORTANT reason? SINGLE RESPONSE ONLY
17a 17b
Geographical location of school/institution
Good standard of schools in the local area
I could not get onto the programme that I wanted to do
I had no other options available
I had previous experience of/in the school/institution
I know other people doing the programme
I know other people training at this school/institution
I live in the local area/I could stay at home
I studied an undergraduate degree at this institution
My partner lives/works/studies/trains in the area
Reputation of institution/programme
Reputation of particular trainers working on the programme
Other (please specify)
Not stated


SECTION E: EXPECTATIONS OF TEACHER TRAINING

Q18. Thinking back to IMMEDIATELY BEFORE you started your teacher training programme, which of the following, if any, were you particularly looking forward to? MULTIPLE RESPONSE OK
Becoming part of a school community
Being in classrooms and interacting with pupils
Developing an understanding of teaching and learning
Finding out about research on teaching and learning
Learning from practising teachers
Learning to teach my subject
Other (please specify)
Not stated

 

Q19. Which of the following, if any, did you have concerns or worries about IMMEDIATELY BEFORE you started your teacher training programme? MULTIPLE RESPONSE OK
Whether I would be able to cope with the academic difficulty of the programme
Whether I would be able to maintain discipline in the classroom
Whether I would be able to bring about pupil learning
Whether I would be able to develop rapport with the children I teach
Whether I would be able to manage the workload
Whether I would be able to pass the skills tests
Whether I would be able to deal with pastoral issues
Whether I would get sufficient help for teaching
Whether I would get along with teachers and other staff in school
Whether I would manage financially
Whether I would enjoy the training/teaching
Other (please specify)
Not stated


Q20. And IMMEDIATELY BEFORE you started this programme, how confident were you, if at all, that it would prepare you to be an effective teacher? SINGLE RESPONSE ONLY
Please note that, as with all of your responses, your answer to this question is entirely confidential.
Very confident
Fairly confident
Not very confident
Not confident at all
Don't know
Not stated

 

Q21 Again, thinking back to IMMEDIATELY BEFORE you started your training, how important or unimportant did you think it was that trainees should develop the following knowledge and skills from their teacher training programme?
Very
important Fairly
important Neither important nor unimportant Fairly unimportant Very
unimportant Don't know Not stated
Ability to bring about pupil learning
Ability to maintain discipline in the classroom
Knowledge about their teaching subject(s)
Knowledge/understanding of pupil motivation and behaviour
Ability to use a range of teaching methods
Knowledge/understanding of how pupils learn
Time management skills
Knowledge/understanding of the principles of assessment for learning
Ability to deal with pastoral issues
Staff supervision/management skills
Knowledge/understanding of education policy
Awareness of research findings about effective teaching methods
Knowledge/understanding of the philosophy of education
Knowledge/understanding of the history of education

 

Q22 Thinking back to IMMEDIATELY BEFORE you started your training, how important or unimportant did you think it was that a teacher training programme should include the following?
Very important Fairly important Neither important nor unimportant Fairly unimportant Very unimportant Don't know Not stated
Watching schoolteachers teach
Having school teachers/mentors observe your lessons and give feedback
Getting assistance with lesson planning
Being given specific strategies for teaching specific subjects/topics
Sharing the teaching of lessons with experienced teachers
Having university/college tutors observe your lessons and give feedback
Studying ideas about how pupils learn
Learning to teach by trial and error in the classroom
Sharing the teaching of lessons with other trainee teachers
Studying current research on teaching methods

 

SECTION F: YOUR CAREER PLANS

Q23. How likely or unlikely are you to enter teaching when you finish this training programme? SINGLE RESPONSE ONLY
Very likely
Fairly likely
Fairly unlikely
Very unlikely
Not stated

 

Q24. What else are you considering doing once you complete this training programme? MULTIPLE RESPONSE OK
Doctorate or Masters level qualification in education
Further postgraduate study in another subject
A job in educational research
A job in education, but not teaching (e.g. LEA post)
A career outside education
Taking time out to travel
Taking time out for some other reason (please specify)
Other (please specify)
I am only considering teaching at this stage
Not stated

 

Q25. And thinking about your first, POST-QUALIFICATION teaching post, do you prefer to work full time or part time? SINGLE RESPONSE ONLY
Full time (30+ hrs a week)
Part time (less than 30 hrs a week)
No preference
Not stated

 

Q26a. Where would you prefer your first teaching post to be? SINGLE RESPONSE ONLY
In the UK
Outside the UK
No preference
Not stated

 

Q26b. What type of pupils/students would you prefer to work with? MULTIPLE RESPONSE OK.
Nursery/Foundation children
Primary pupils
Secondary pupils
Middle school pupils
Special school pupils
Sixth form/Further Education students
No preference
Not stated

 

Q27. And which, if any, education sector would you prefer to work in? SINGLE RESPONSE ONLY
State
Independent
No preference
Not stated

 

Q28. Which, if any, of the following types of school would you prefer to work in? SINGLE RESPONSE ONLY
Girls only
Boys only
Co-educational
No preference
Not stated

 

Q29. And would you prefer to work in …? (SINGLE RESPONSE ONLY)
A non-selective school
A selective school
A partially selective (e.g. specialist) school
No preference
Not stated

 

Q30. Which of the following, if any, are you looking for in your first teaching post? MULTIPLE RESPONSE OK.
Attractive salary
Benefits package
Challenging pupils
Convenient geographical location
Denominational or Faith school
Few discipline problems in school
Financial incentives (e.g. relocation package)
Good Induction programme
Inner city school
Opportunities for career progression
Opportunities for professional learning
Permanent contract
Rural school
School in challenging circumstances
School with a good track record
Staff collegiality/teamwork
Urban school
Working hours fit with family or other commitments
Other (please specify)
Not stated

 

Q31. Do you expect to be working in teaching in 5 years' time, or not? SINGLE RESPONSE ONLY
Yes Go to Q33
No Answer Q32
Don't know Go to Q33
Not stated

To be routed from Q31


Q32. Why do you NOT expect to be teaching in 5 years' time? MULTIPLE RESPONSE OK
I plan to be in a better-paid career
I plan to be in a career with a better work-life balance
I plan to take a career break for family reasons
I plan to take a career break to go travelling
I plan to use teaching as a stepping stone into another education-related career (not classroom-based)
I plan to move into another career (unrelated to education) by that time
Other (please specify)
Don't know
Not stated
Base: All who do not expect to be in teaching in 5 year's time

 

SECTION F: YOUR DETAILS

All to answer

Q33. Are you … ? SINGLE RESPONSE ONLY
Male
Female
Not stated

 

Q34. What was your age last birthday? SINGLE RESPONSE ONLY
20-24
25-29
30-34
35-39
40-44
45 or more
Not stated


Q35. To which of the following groups do you consider you belong? SINGLE RESPONSE ONLY
White:
British
Irish
Any other white background
Mixed:
White and Black Caribbean
White and Black African
White and Asian
Any other mixed background
Asian or Asian British:
Indian
Pakistani
Bangladeshi
Any other Asian background
Black or Black British:
Caribbean
African
Any other Black background
Chinese or any other ethnic group:
Chinese
Any other ethnic group
Not stated

 

Q36. Which of the following incorporates your country of citizenship? SINGLE RESPONSE ONLY UNLESS HOLDER OF DUAL CITIZENSHIP.
United Kingdom
Europe (any European Union (EU) country, excluding the UK)
Europe (any non-European Union (EU) country)
Rest of the world
Not stated

 

Q37. Which of the following applies to you? SINGLE RESPONSE ONLY
Single
Living with partner
Married
Divorced/separated
Widow/widower
Not stated

 

Q38. How many children aged 16 or under do you have, who live with you and for whom you are legally responsible? SINGLE RESPONSE ONLY
None
One
Two or more
Not stated

 

Q39. We would like to re-contact you in May-June 2004 to include you in the next questionnaire survey of teacher trainees, to find out your views on how this year's training has gone, and what your career plans are for the future. Would you be prepared for us to re-contact you?
Yes Please go to the last page to fill in your contact details
No Please fill in the last page only if you would like to be included in the prize draw
Not stated

 

Q40. There will be opportunities for a small number of trainees to take part in in-depth, face-to-face interviews and e-mail exchanges with researchers throughout the life of this project. Please indicate below whether you are interested in taking part.
Yes Please go to the last page to fill in your contact details
No
Not stated

 

Becoming a Teacher: Fieldwork Interviews, Summer 2004
End of ITT year Interviews with Case Study Trainees

1 Experiences of initial teacher training

Q1. At the end of your ITT programme, how well prepared do you feel in general to take up your first teaching post?

[areas to prompt: subject knowledge
meeting the needs of all pupils (EAL SEN inclusion issues)
working with teacher colleagues, support staff and other professionals
building relationships with pupils and parents]

{areas to probe: teaching methods
assess pupils' learning
classroom management
deployment and management of other adults in the classroom}


Q2. Which aspects of your ITT programme do you think have been most useful in preparing you to become a teacher?

Q3. Is there anything, by way of training or preparation, that you feel your ITT programme should have included but didn't?

Q4. (If not covered in any of the above) Has your ITT programme included any sessions / assistance on things you may do after your training? {applying for jobs, induction requirements, CPD / skills development}

 

2 Identity as a teacher

Q5. Having almost completed your ITT programme, what do you now see as the characteristics of a good teacher?

Q6. Over the course of your ITT, do you think you have changed in any respects either professionally or personally:

Q7. (If not mentioned above) To what extent, if at all, would you say that your views about teaching and learning have changed during your ITT programme? If your views have changed, was this as a result of any particular aspects of the programme?
[Areas to prompt: course tutors' views
mentors' views
standards for QTS
personal experience - either during training, or outside the training programme]

{Areas to probe: literature/research on education
peer mentoring}
3 NQT post and expectations of the NQT year
[those with no intention of entering teaching are to be routed to the Appendix]


Q8. What are your plans for next year?
[prompt: have you been appointed to a post as an NQT?
are you applying for NQT posts?
have you decided not to enter the teaching profession - immediately/at all?]

If appointed to an NQT post
[prompt: how did you find out about it?
were your employers aware of your training route? (if yes, did you get any indication that this was a factor in securing the post?
how well suited do you feel for this particular post / school?)
are you moving from the area to take up the post?
what sorts of things were you looking for in the school?
is there anything you thought would help or hinder you as an
NQT in this school?
how long do you intend to stay in this school?]


Q9. Have you experienced any issues or problems when looking for a post?

[What I want to do now, is move on to talk about your expectations of your first year of teaching. {For those yet to be appointed to an NQT post, ask them to talk about their expectations in general. For those appointed to NQT posts, clarify throughout whether they are talking about their expectations of their job, or generally} ]

 

Q10. What are you most/least looking forward to about starting your first post as a qualified teacher?

Q11. What do you think your main roles and responsibilities will be as a newly qualified teacher and to what extent do you see these as being different from those you have had as a trainee teacher?

[probe: in the classroom
curriculum development
assessment
professional development
working relationship with other members of staff]

Q12. In an ideal world, what sort/s of support do you think you would like to have as a newly qualified teacher?


Q13. What support do you expect to receive, if any, as a newly qualified teacher?

Q15. How useful, if at all, do you think your CEDP will be in helping you to identify and address any professional development needs you may have? [Explore reasons]

 

Q16. Thank you very much. I think that's covered everything I wanted to ask and has been very helpful. Is there anything else you would like to add?

 

Becoming a Teacher Project - Wave 2
End of Initial Teacher Training Telephone Survey

SECTION A: ABOUT YOU

1a. According to the information you gave us earlier this year, your initial teacher training route has been a <<ROUTE>> at <<INSTITUTION>>. Can you confirm this? SINGLE RESPONSE ONLY
Yes, both route and institution/DRB right
No, route is wrong
No, institution is wrong
No, both wrong
Base: All for whom institution data was available form Wave 1

IF RESPONDENT DOES NOT CONFIRM ROUTE AT QA1a

1b. Which of the following different types of initial teacher training route best describes the type of training you have been undertaking immediately prior to this interview? READ OUT. SINGLE RESPONSE ONLY
BEd
BA or BSc with QTS
University-based PGCE
Flexible university-based PGCE
School Centred Initial Teacher Training (SCITT)-based Programme (excluding GRTP)
GTP (including SCITT-based GTP)
RTP (including SCITT-based RTP)
Base: All for whom route data whom Wave 1 was wrong or no route or institution data was available from Wave 1

IF RESPONDENT DOES NOT CONFIRM INSTITUTION/DRB AT QA1a
1c. Where have you been undertaking your initial teacher training? INTERVIEWER WRITE IN VERBATIM. PROBE FOR INSTITUTION/DRB NOT NAME OF CITY/ TOWN/ COUNTY/ LEA etc.
Base: All for whom institution data whom Wave 1 was wrong or no route or institution data was available from Wave 1

IF RESPONDENT CONFIRMS "GRTP (including SCITT-based GRTP)" AT QA1a
1d. Can you tell me whether this was a … ? READ OUT. SINGLE RESPONSE ONLY
GTP (including SCITT-based GTP)
RTP (including SCITT-based RTP)
Respondent doesn't know whether GTP/RTP
Base: All for whom route data was available from Wave 1 and who confirmed GRTP was their route at A1a

Route Summary
BEd
BA or BSc with QTS
University-based PGCE
Flexible university-based PGCE
School Centred Initial Teacher Training (SCITT)-based Programme (excluding GRTP)
GRTP (including SCITT-based GRTP)
GTP (including SCITT-based GTP)
RTP (including SCITT-based RTP)
Respondent doesn't know whether GTP or RTP

ASK ALL

 

2. Have you taken part in … ? READ OUT. SINGLE RESPONSE ONLY

a. the undergraduate credit scheme
b. the teacher associate scheme
Yes
No
Don't know

 

3. Have you completed, or are you about to complete, your Initial Teacher Training (ITT) course? SINGLE RESPONSE ONLY
Yes - have completed
Yes - will complete shortly/by Dec 2004
No - have delayed/deferred completion (to 2005 onwards)
No - left before completion
No - will leave shortly

 

4. Which year groups/age range(s) have you trained/did you train to teach? DO NOT PROMPT. MULTICODE OK
Nursery/Foundation
Early Years (general)
Reception (4-5)
Y1(5-6)
Y2 (6-7)
Key Stage 1 (5-7) (general)
Y3 (7-8)
Y4 (8-9)
Y5 (9-10)
Y6 (10-11)
Key Stage 2 (7-11) (general)
Key Stage 1&2 (4-11) (general)
Y7 (11-12)
Y8 (12-13)
Y9 (13-14)
Key Stage 3 (11-14) (general)
Key Stage 2&3 (7-14) (general)
Y10 (14-15)
Y11 (15-16)
Key Stage 4 (14-16) (general)
Key Stage 3&4 (11-16) (general)
Post-16
Key Stage 3&4+post-16 (11-18) (general)

 

5. Which subject and/or area specialism(s) do you have/will you have/would you have had, if any? DO NOT PROMPT. MULTICODE OK
Art
Biology
Chemistry
Classics
Dance
Design &Technology [including textiles]
Drama
English
Geography
History
Information and Communications Technology/ICT
Mathematics
Modern Foreign Languages/MFL
Music
Pastoral and Social Education (PSE)/Pastoral, Social and Health Education (PSHE) [including careers and citizenship]
Physics
RE
PE
Science
Social sciences [including business studies, economics, sociology, politics and psychology]
Special Educational Needs/SEN/Special Needs
TESOL/Teaching English as an Additional Language
Early Years
General Primary
Foundation
Key Stage 1
Key Stage 2
Key Stage 3
Key Stage 4
Post-16 (including adult education)
Other (please specify)
None/Nothing

ASK ALL WHO SAY "YES - HAVE COMPLETED" OR "YES - WILL COMPLETE SHORTLY" AT QA3. OTHERS GO TO QA6b

 

6a. How long has it taken you to complete your initial teacher training/will it have taken you to complete your initial teacher training by the time you finish? DO NOT PROMPT. SINGLE RESPONSE ONLY
Less than a year
One year/12 months
One and a half years/18 months
Two years/24 months
Two and a half years/30 months
Three years/36 months
Four years
Other (please specify)
Don't know
Base: All who have completed, or will complete their course shortly

ASK ALL
6b. Has your training been full-time or part-time? DO NOT PROMPT. SINGLE RESPONSE ONLY
Full-time
Part-time
Don't know

ASK ALL WHO SAY "NO - HAVE DELAYED/DEFERRED COMPLETION" AT QA3. OTHERS GO TO QB1

 

7.a What would you say were the reasons underlying your decision to delay completing your training course? DO NOT PROMPT. MULTICODE OK
Could not manage the workload
Decided to move onto a different course
Did not feel was getting appropriate support
Family reasons/commitments
Financial difficulties
Found training too difficult
Ill-health
Poor grades/failed course
Was advised to leave by training provider
Was not enjoying the school placements
Other (please specify)
Poor behaviour/attitude from children
Prefer not to say
Don't know
Base: All who have delayed/deferred completion of their course

ASK ALL WHO SAY "NO - LEFT BEFORE COMPLETION/NO - WILL LEAVE SHORTLY" AT QA3. OTHERS GO TO QB1
7.b What would you say were the reasons underlying your decision to leave your training course before completing it? DO NOT PROMPT. MULTICODE OK
Changed mind about teaching as a career
Could not manage the workload
Decided to move onto a different course
Decided to move into another career
Did not feel was getting appropriate support
Did not have a realistic idea of the demands of training/teaching before starting the course
Family reasons/commitments
Financial difficulties
Found training too difficult
Found teaching too difficult
Ill-health
Poor grades/failed course
Was advised to leave by training provider
Was not enjoying the school placements
Was not enjoying the teaching
Was not enjoying the training
Other (please specify)
Prefer not to say
Don't know
Base: All who have left/will leave their course shortly
ASK ALL WHO SAY "NO - LEFT BEFORE COMPLETION/NO - WILL LEAVE SHORTLY" AT QA3. OTHERS GO TO QB1

 

8. What would you say were the factors, if any, which would have helped you to complete your training course? DO NOT PROMPT. MULTICODE OK
Finding the training easier
Finding the teaching easier
Less training in-school
(More) financial assistance
More flexibility in the programme to accommodate other commitments (e.g. childcare, care for elderly relatives, relatives in poor health etc.)
More manageable workload
More support from ITT provider
More support from school mentor(s)
More training in-school
More training out-of-school
Placement at different school(s)
Better course structure
Better personal preparation
Less stressful
Clean bill of health/Good health
Change in the education system
Less paperwork/bureaucracy
Better respect/Discipline of the pupils
More support in general
Other (please specify)
None/Nothing
Don't know
Base: All who have left/will leave their course shortly

 

9. With whom, if anyone, did you discuss your intention to leave your training course, prior to leaving? DO NOT PROMPT. MULTICODE OK
Course leader
Personal tutor
Subject tutor
Other tutor
Fellow students/trainees
School mentor
Other teacher in school
Members of my family (including partner/wife/husband)
Friends
Other (please specify)
No one/did not discuss intention to leave with anyone
Don't know
Base: All who have left/will leave their course shortly

ASK ALL WHO SAY NO ONE AT QA9. OTHERS GO TO QA11

 

10. Why did you not discuss your intention to leave your training course with anyone? DO NOT PROMPT. MULTICODE OK
Had no choice but to leave because of other commitments Had not found the advice/guidance of others helpful in the past Knew teaching was definitely not the career for me Nothing anyone said would have helped Was a private matter/no one else's business Other (please specify) Base: All who did not discuss their intention to leave with anyone)

 

11. Currently, do you anticipate returning to ITT in the future? SINGLE RESPONSE ONLY
Yes
No
Don't know/undecided
Base: All who have left/will leave their course shortly

ASK ALL WHO SAY YES AT QA11. OTHERS GO TO QB1

 

12. Currently, do you anticipate following the same teacher training route when you return to ITT in the future? SINGLE RESPONSE ONLY
Yes
No
Don't know/undecided
Base: All who anticipate returning to ITT

ASK ALL WHO SAY NO AT QA12. OTHERS GO TO QB1

 

13. Which route would you be most likely to follow in the future? DO NOT PROMPT. SINGLE RESPONSE ONLY
BEd
University-based PGCE
Flexible university-based PGCE
School Centred Initial Teacher Training (SCITT)-based Programme (excluding GRTP)
GTP (including SCITT-based GTP)
Other (please specify)
Don't know
Base: All who anticipate returning to a different route

 

14. Why do you say that? DO NOT PROMPT. MULTICODE OK
Want a route with a more manageable workload
Want a route which provides more in-school training
Want a route which provides more flexibility in the programme to accommodate other commitments
Other (please specify)
Don't know
Base: All who anticipate returning to a different route

 

SECTION B: EXPERIENCES OF TEACHER TRAINING

1. Thinking about your ITT programme, how would you rate the … you received during your training? READ OUT. ROTATE ITEM ORDER AND REVERSE RESPONSE ORDER. SINGLE RESPONSE ONLY PER ITEM

a. assessment of your teaching
b. feedback on your teaching c. support

Very good
Good
Neither good nor poor
Poor
Very poor
Can't generalise
Don't know
Not applicable

 

2. Would you say that the balance between the theoretical elements - by which we mean professional studies and subject or methods studies - and the practical teaching elements of your training has been … ? READ OUT. ROTATE ORDER. SINGLE RESPONSE ONLY
Too heavily weighted in favour of the theoretical elements
About right
Too heavily weighted in favour of practical teaching elements
Don't know
Not applicable

 

3. Generally speaking, how clear would you say the links between the theoretical and practical elements of your training have been? Again, by theoretical we mean professional studies and subject or methods studies. READ OUT. ROTATE ORDER. SINGLE RESPONSE ONLY
Always clear
Usually clear
Often not clear
Never clear
Don't know
Not applicable

 

4. Generally speaking, how would you rate the relationships you formed with the following people during your initial teacher training? READ OUT. DO NOT ROTATE ITEM ORDER BUT REVERSE RESPONSE ORDER. SINGLE RESPONSE ONLY PER ITEM
a. Other ITT trainees
b. School mentors in your teaching placement schools
c. Other teaching staff in your teaching placement schools

Very good
Good
Neither good nor poor
Poor
Very poor
Can't generalise
Not applicable
Don't know

d. Non-teaching staff in your teaching placement schools
e. Staff in Higher Education Institutions (if applicable)
f. Other staff associated with your ITT programme

Very good
Good
Neither good nor poor
Poor
Very poor
Can't generalise
Not applicable
Don't know

Thank and go to QE5 for all who say NO at QA3

 

5. How confident are you, if at all, that your ITT has prepared you to be an effective teacher? READ OUT. ROTATE ORDER. SINGLE RESPONSE ONLY
Very confident
Fairly confident
Not very confident
Not at all confident
Don't know
Not applicable
Base: All who have completed, or will complete their course shortly

 

6. If you could go back in time, would you follow the same teacher training route, or not? SINGLE RESPONSE ONLY
Yes, and with the same provider
Yes, but with a different provider
No
Don't know
Base: All who have completed, or will complete their course shortly

ASK ALL WHO SAY NO AT QB6. OTHERS GO TO QC1

 

7. Which route would you now be most likely to follow? DO NOT PROMPT. SINGLE RESPONSE ONLY
BEd
BA or BSc with QTS
University-based PGCE
Flexible university-based PGCE
School Centred Initial Teacher Training (SCITT)-based Programme (excluding GRTP)
GTP (including SCITT-based GTP)
RTP (including SCITT-based RTP)
Other (please specify)
Don't know
Base: All who would not follow the same route

 

8. Why do you say that? DO NOT PROMPT. MULTICODE OK
Would want a route with a more manageable workload
Would want a route which provides a better balance of in-school and out-of-school training
Would want a route which provides (more) financial assistance
Would want a route which provides more flexibility in the programme to accommodate other commitments (e.g. childcare, caring for an elderly relative etc.)
Would want a course with a shorter training duration
Would want a route offering more practical/hands-on experience
Would want a route that provides better levels of support
Would want a route that had more subject-based learning
Would want a course that is less repetitive
Would want a course that is better organised/structured
Would want a course where I had contact with other students/less isolated
Would want a route with a longer training duration Would want a route that led to employment
Would want a course that is less intensive
Would have liked to teach primary aged children
Would want to go through another route to increase my confidence
Don't want to do teaching anymore/Teaching is not for me
Would have preferred to have done a PGCE course
Have met other students who are better prepared
I would have aimed more specifically at my requirements
Other (please specify)
Don't know
Base: All who would not follow the same route

 

SECTION C: EXPECTATIONS OF INDUCTION YEAR

1. Are you hoping to take up a teaching post on completion of your training? SINGLE RESPONSE ONLY
Yes
No
Don't know/undecided
Base: All who have completed, or will complete their course shortly

ASK ALL WHO SAY YES AT QC1. OTHERS GO TO QC11.

 

2. Do you have a confirmed teaching post yet? SINGLE RESPONSE ONLY
Yes - definitely
Yes - provisionally
Am looking/applying but have not got a job yet
Haven't started looking yet
No
Base: All who hope to take up a teaching job

ASK ALL WHO SAY YES DEFINITELY/PROVISIONALLY AT QC2. OTHERS GO TO QC5

 

3a. Can you tell me the name of the local education authority you were resident in while you undertook your initial teacher training? INTERVIEWER WRITE IN VERBATIM

3b. And as a newly qualified teacher, can you tell me the name of the local education authority in which you will be resident? INTERVIEWER WRITE IN VERBATIM. IF MORE CLARIFICATION IS NEEDED, INTERVIEWER READ OUT: If you don't yet know exactly where you will be living, please give me the name of the local education authority you are most likely to live in. INTERVIEWER WRITE IN VERBATIM

3a/b Relationship between the LEA trained in and the LEA where respondent will be living as NQT
Same LEA as ITT/NQT
Neighbouring LEA in same GOR as ITT/NQT
Neighbouring LEA in different GOR to ITT/NQT
Non-neighbouring LEA but same GOR as ITT/NQT
Different GOR to ITT/NQT
Wales/Scotland/Overseas/Unknown Base: All who have a definite/provisional post

 

4. What would you say are the things which attracted you to the post? DO NOT PROMPT. MULTICODE OK

Things about the school Challenging pupils
Denominational or Faith school
Few discipline problems in school
Independent school
Inner city school
Large school
Placement school
Rural school
School in challenging circumstances
School with a good track record
School with experience of working with NQTs
Small school
Specialist school
Staff collegiality/teamwork
Urban school
Things about school's location Convenient geographical location
Wanted to work close to where my family lives
Wanted to work close to where friends live Wanted to work close to where partner lives
Wanted to work in the area where I lived prior to becoming a trainee
Wanted to work in the area where I lived while I was a trainee
Wanted to work in the area where I'm from/grew up
Things about the position
Attractive salary
Benefits package
Financial incentives (e.g. relocation package)
First job offer
Flexible position
Good Induction programme
Job-share position
Opportunities for career progression
Opportunities for professional learning
Permanent contract
Supply position Working hours fit with family or other commitments
Other Staff are pleasant/friendly
Good environment/atmosphere/school Students are friendly/pleasant
Familiar with the place
Well resourced/supported
Good facilities
Like the location/area
They offered me the job/position
Excellent teachers
Ethos of the school
The subject/course/curriculum
The age of the pupils/students
Smaller classes
Love teaching/job satisfaction
Primary/infant school
Comprehensive/secondary school
Diversity of the school Good department
Mixed/co-ed school
Other (please specify)
No other option/alternative
Don't know
Base: All who have a definite/provisional teaching post

 

5. Can you tell me, is the post you have/plan to get …? READ OUT. SINGLE RESPONSE ONLY. AT QC5b PROBE FOR PREFERENCE BEFORE CODING "NO PREFERENCE"
a. Full time (30+ hrs a week)
Part time (less than 30 hrs a week)
No preference
Don't know
b. Permanent
Fixed term
Supply
No preference
Don't know
Base: All who hope to take up a teaching post

 

6. And is the school/college you'll be working in/hope to work in … ? READ OUT. SINGLE RESPONSE ONLY. AT QC6c/d/e PROBE FOR PREFERENCE BEFORE CODING "NO PREFERENCE"
a. In the UK
Outside the UK
No preference
Don't know

b. Nursery
Primary
Middle
Secondary (11-16, 11-18, 13-18)
Special
Sixth Form College/FE college
No preference
Don't know

c. State sector
Independent sector
No preference
Don't know

d. Girls only
Boys only
Co-educational
No preference
Don't know

e. A non-selective school
A selective school
A partially selective (e.g. specialist) school
No preference
Don't know

f. A faith school
A non-denominational school
No preference
Don't know
Base: All who hope to take up a teaching post

 

7. Going into your first teaching post, what would you say are your strengths as a teacher? DO NOT PROMPT. MULTICODE OK
Ability to bring about pupil learning
Ability to deal with pastoral issues
Ability to maintain discipline in the classroom
Ability to use a range of teaching methods
Ability to develop productive relationships with colleagues
Ability to develop productive relationships with pupils
Ability to develop productive relationships with parents
Ability to work with pupils with special educational needs SEN)/inclusion
Ability to work with other (non-education) professionals
Awareness of research findings about effective teaching methods
Confidence in front of pupils
Knowledge about my teaching subject(s)
Knowledge/understanding of education policy
Knowledge/understanding of how pupils learn
Knowledge/understanding of pupil motivation and behaviour
Knowledge/understanding of the history of education
Knowledge/understanding of the philosophy of education Knowledge/understanding of the principles of assessment for learning My commitment My enthusiasm
My organisational skills
Staff supervision/management skills
Time management skills
Lesson planning/preparation
General life experience
Good communication skills Patience with the pupils
Easily approachable
Creative/innovative skills Widespread knowledge of general subjects/skills
Good motivational skills
Working in a team
Resource management
High expectations for myself/students
Professionalism
Reflective/willing to learn
Flexibility
Good personality (e.g. sense of humour, nice, kind)
Empathy/affinity with students
Able to relate to the individual
Hard working/practical
Extra-curricular activities
Better knowledge of foundation course/subjects
Report writing
Marking and assessments
Administration/paperwork
Mentoring/support
Key Stage criteria
Differentiation
English as an Additional Language (EAL) needs
Teaching gifted/talented children
Health and safety
Knowledge of National Curriculum
Child protection issues
Other (please specify)
Don't know
Base: All who hope to take up a teaching post

 

8. How important, if at all, would you say each of the following types of knowledge and skill are for teachers? READ OUT. ROTATE ITEM ORDER AND REVERSE RESPONSE ORDER. SINGLE CODE ONLY PER ITEM

Ability to bring about pupil learning
Ability to deal with pastoral issues
Ability to maintain discipline in the classroom
Ability to use a range of teaching methods

Very important
Fairly important
Not very important
Not at all important
Don't know

Awareness of research findings about effective teaching methods
Knowledge about their teaching subject(s)
Knowledge/
understanding of education policy
Staff supervision/management skills

Very important
Fairly important
Not very important
Not at all important
Don't know
Base: All who hope to take up a teaching post

 

9. Going into your first year of teaching, what would you say are the areas in which you think you would benefit from additional training or professional development? DO NOT PROMPT. MULTICODE OK
Ability to bring about pupil learning
Ability to deal with pastoral issues
Ability to maintain discipline in the classroom
Ability to use a range of teaching methods
Ability to develop productive relationships with colleagues
Ability to develop productive relationships with pupils
Ability to develop productive relationships with parents
Ability to work with pupils with special educational needs
(SEN)/inclusion
Ability to work with other (non-education) professionals
Awareness of research findings about effective teaching methods
Developing my confidence as a teacher, generally
Knowledge about my teaching subject(s)
Knowledge/understanding of education policy
Knowledge/understanding of how pupils learn
Knowledge/understanding of pupil motivation and behaviour
Knowledge/understanding of the history of education
Knowledge/understanding of the philosophy of education
Knowledge/understanding of the principles of assessment for learning
Staff supervision/management skills
Teaching A-level
Time management skills
Using ICT in subject teaching
Lesson planning/preparation
General life experience
Good communication skills
Creative/innovative skills
Widespread knowledge of general subjects/skills
Good motivational skills
Resource management
Reflective/willing to learn
Good personality (e.g. sense of humour, nice, kind)
Empathy/affinity with students
Able to relate to the individual
Hard working/practical
Extra-curricular activities
Better knowledge of foundation course/subjects
Report writing
Marking and assessments
Administration/paperwork
Mentoring/support
Key Stage criteria
Citizenship
Differentiation
English as an Additional Language (EAL) needs Teaching gifted/talented children
Health and safety
Knowledge of National Curriculum
Child protection issues
Other (please specify)
Don't know
Base: All who hope to take up a teaching post

 

10. In your first year of teaching, what support do you feel should be provided for you as a newly qualified teacher? DO NOT PROMPT. MULTICODE OK
Advice/guidance about further academic study or research
Being assessed
Being observed in lessons
Careers advice/guidance
"Critical Friend"/"Buddy"
Contact with other NQTs
Help with lesson planning
Keeping up-to-date with new developments in teaching
Meetings with induction tutor
Meetings with mentor
No additional non-teaching responsibilities without support
No expectation of teaching classes with high proportion of pupils with challenging behaviour
No requirement to teach outside subject or area specialism
Observing the lessons of others
Reduced teaching timetable
Reduced volume of work/overall workload
Regular teaching of the same class(es)
Thorough induction into school
Support from headteacher/other members of staff
Being provided with a mentor
Further/additional professional development/courses
Regular feedback
Support help with pastoral issues
Dealing with parents
Assessment techniques
Classroom/behaviour/discipline management
Contact with the establishment where you trained
Support from the LEA
Support for Special Educational Needs (SEN)
Support in ICT
Financial support
Advice/help to balance home/work life
Laptop facilities
Help with administration/paperwork
Being provided with the necessary resources
Target setting/give us targets to work towards
Other (please specify)
None/nothing
Don't know
Base: All who hope to take up a teaching post

ASK ALL WHO SAY NO AT QC1. OTHERS GO TO QD1

 

11. What would you say are the reasons underlying your decision to not/maybe not take up a teaching post on completion of your training? DO NOT PROMPT. MULTICODE OK
Changed mind about teaching as a career
Could not manage the workload
Decided to move into another career
Did not have a realistic idea of the demands of teaching before starting the course
Did not think I could manage the workload
Family reasons/commitments
Financial difficulties
Found teaching too difficult
Ill-health
Poor grades
Want to take a break before getting a teaching job (e.g. going travelling)
Was not enjoying the teaching
Lack of suitable posts
Bad experience in another school
I want to further my education
Too young/need to mature/grow up a bit first
Other (please specify)
Don't know
Base: All who do not hope to take up a teaching post after completion of their training

 

12. What are you planning to do or what might you do now you have completed/once you complete this training programme? DO NOT PROMPT. MULTICODE OK
Doctorate or Masters level qualification in education
Further postgraduate study in another subject
A job in educational research
A job in education, but not teaching (e.g. LEA post)
A career outside education
Taking time out to travel
Taking time out for some other reason (please specify)
Will work part-time
To find a job
Other (please specify)
Don't know
Base: All who do not hope to take up a teaching post after completion of their training

 

13. Currently, do you anticipate taking up a teaching post in the future? SINGLE RESPONSE ONLY
Yes
No
Don't know
Base: All who do not hope to take up a teaching post after completion of their training

ASK ALL WHO SAY YES AT QC13. OTHERS GO TO QD1

 

14. How soon do you anticipate taking up a teaching post? SINGLE RESPONSE ONLY
In a year from now
Two-three years from now
Four-five years from now
Six or more years from now
Base: All who anticipate taking up a teaching post in the future

Thank and go to QE5 for all who say NO at QC1

 

SECTION D: CAREER DEVELOPMENT AND EPD

1. Do you expect to be working in teaching in 5 years' time, or not? SINGLE RESPONSE ONLY
Yes GO TO QE1
No GO TO QD2
Don't know GO TO QE1
Base: All who have completed their training and hope to take up a teaching post

 

2. Why do you not expect to be teaching in 5 years' time? DO NOT PROMPT. MULTICODE OK
I plan to be in a better-paid career
I plan to be in a career with a better work-life balance
I plan to take a career break for family reasons
I plan to take a career break to go travelling
I plan to use teaching as a stepping stone into another education-related career (not classroom-based)
I plan to move into another career (unrelated to education) by that time
Pressure of the workload
Too stressful
Other (please specify)
Don't know
Base: All who do not expect to be in teaching in 5 years' time

 

SECTION E: RECONTACTING YOU IN THE FUTURE

1. We'd like to re-contact you in May-June 2005 to include you in the next questionnaire survey, to find out how your first year in teaching has gone, and what your career plans are for the future. Would you be prepared for us to re-contact you then? We'll only contact you in relation to this research project.

I agree to be re-contacted to take part in the next survey GO TO QE2
I do not want to be re-contacted to take part in the next survey GO TO QE5
Base: All who have completed their training and hope to take up a teaching post

 

3. If we can't contact you here, would you be prepared for us to contact you at your school?
I agree to be re-contacted at school if necessary GO TO QE4
I do not wish to be re-contacted at school GO TO CLOSE
Base: All who have a confirmed or provisional teaching post

 

5. We'd like to include you in the prize draw but, to do so, need your contact details. Would you be prepared for us to re-contact you about the prize draw? This would be the only reason for re-contacting you.
I agree to be re-contacted about the prize draw GO TO QE6
I do not wish to be re-contacted about the prize draw GO TO CLOSE
Base: All who did not complete their training and all who completed their training but do not hope to be taking up a teaching post and all who do not wish to take part in Wave 3 of the research

Thank and close

Becoming a Teacher: Fieldwork Interviews, Summer 2005
Case Study NQT End of Induction year Interview Schedule - Summer 2005

1 Background Information

1. How's life then now that you're a teacher?

(Areas to prompt: Work/life balance
How do you now feel about your decision to become a teacher?)

 

2. Please could you tell me briefly about the school(s) you have been working in and the roles and responsibilities you have had this year?
(Areas to prompt: Is this what they expected to be doing?
How were roles and responsibilities decided?
Have roles and responsibilities changed over the year?
Have these counted towards induction?
Have they held any pastoral roles?)

{Areas to probe: Classes/subjects/key stages taught - is this what trained to teach?
Workload (inc. extra curricular activities; reduced timetable?)
Type of school (inc. ethos) & perceived impact of this?}

 

3. Looking back, please could you outline your impression of how things have gone during your first year as a qualified teacher?

{Areas to probe: Have they been recommended to pass their induction?
What things have been good? Is this what they anticipated?
What things have been bad? Is this what they anticipated?
What things have helped? Is this what they anticipated?
What things have not helped? Is this what they anticipated?
Any particular highs/lows - their causes and consequences
Type of school (inc. ethos) & perceived impact of this?}

 

2 Induction Activities

4. Have you taken part in any professional development / induction activities this year, whether formal or informal?

(Areas to prompt: Who/what was involved?
Did they find it useful - if so, in what ways?
How, if at all, have these activities influenced them as a teacher?
How were these activities decided upon and prioritised?
Is there a whole school induction policy?
Were they able to choose / indicate the activities they wanted to
be involved in? [Was this acted upon? Yes / No - why?])
{Areas to probe: In-school / external activities
Intended outcomes of these activities.}

 

5. Please tell me what sorts of support, if any, you have received this year

(Areas to prompt: Who / what was involved?
How did they feel about it?
How, if at all, has this influenced them as a teacher?
Were they able to choose / indicate the sorts of support they felt they needed? [Was this acted upon? Yes / No - why?])

{If not covered in any of the above prompt NQT's views on working with their induction tutor and / or mentor and how the NQT sees the role of their induction tutor / mentor.}

 

6. In addition to the things you've already talked about, have you sought any extra support / professional development? If so, from where / whom and why?

{Areas to probe: Did they receive what they were looking for? If not, why not?
Did they find it useful - if so, in what ways?}

 

7. Have you received all the support and opportunities for professional development you have felt necessary? If not, why do you think this has been?

 

8. How useful, if at all, has your CEDP been in helping you to identify / address any development needs you had?

{Areas to probe: How has it been used, who by, & have they any opportunities to
update it?
How do they feel about the induction standards? Have they had any help meeting them?}

 

3 Development as a teacher

9. Since completing your training, do you think that you have changed in any respects either professionally or personally?

(Areas to prompt: How have they changed?
Why have they changed?
Any significant moments / activities leading to change?
Impacts of this?
Motivation and commitment to the profession.)

{Areas to probe: Changed views of teaching and learning?
Changes in teaching methodologies and strategies?}

10. What things would say have most helped or hindered your development as a teacher this year?

{Areas to probe: How have they helped / hindered?
Perceived impact.}

(Area to prompt: Are there any other things which you thought might have
helped, but did not experience?)

 

11. Have you learnt anything this year about being a teacher that you did not learn during your ITT?

 

12. Looking back, are there aspects of your ITT that you have found helpful/unhelpful in preparing you for your current role? Why?

{Areas to probe: Are there any particular things from their ITT they have
built on in their teaching?
Are there any things they do differently now compared to during their ITT? If so, why?
Role of theory / research?}

(Area to prompt: Are there any other things which you thought might have
helped, but did not experience?)

 

13. To what extent would you say that you are / you feel yourself to be, an effective teacher at this point in time?

{Areas to probe: Their conceptions of an effective teacher
Ways in which they feel they need to improve / develop.}

 

14. (If not previously mentioned) How do you feel about your workload?

{Where appropriate Area to probe: How have you approached it?}

4 Future Plans

15. What are your plans for next year?

(Areas to prompt: Are they staying in same school / moving school
Any extra responsibilities / promotion anticipated?)

{Areas to probe: Reasons for this
Is this what they originally intended?}

[NB. Those leaving / who have left teaching will be re-routed to Appendix A.]

 

16. In sum, what are you most / least looking forward to about next year?

 

17. What support or professional development needs, if any, do you see yourself having next year? How, if at all, do you think these might be met?

{Areas to probe: Who involved?
In school / out of school
Formal / informal
Links with performance management?}

 

18. Could you briefly outline your long term future career plans?

(Areas to prompt: How long are they planning to stay in teaching?
Is there anything about the teaching profession which might encourage them or dissuade them from continuing in teaching?)

{Areas to probe: Have their ideas changed at all? If so, how / why?}

 

19. Looking back on your NQT experiences, are there any ways you think things could be made better for NQTs, or any recommendations you would like to make?

 

20. Finally, looking back on your ITT experiences, are there any ways you think things could be made better in ITT, or any recommendations you would like to make?

 

21. Thank you very much. I think that has covered everything I wanted to ask and has been very helpful. Is there anything else you would like to say?

 

End of NQT year Interviews with Induction Tutors - Summer 2005

1 Background

1. Please tell me briefly what roles you hold in the school?

(Areas to prompt: Year groups / Key stages taught
Subject specialism
Role in ITT
SMT.)

 

2. Are you involved in, or have you previously been involved in ITT?

(Areas to prompt: Role in ITT
ITT routes involved with.)

 

3. How long have you been an Induction tutor?

(Areas to prompt: In this school / elsewhere.)

 

4. How did you come to be an Induction tutor?

(Areas to prompt: What training, if any, have they received for this role?
What benefits/ drawbacks, if any, do they see in being an Induction tutor?
What helps and hinders them? )

 

5. How many NQTs have you worked with and from what ITT routes?

 

2 Role of Induction Tutor, the induction programme and arrangements

6. Can you tell us about the induction arrangements in your school - who is involved, what happens and what is your role?

(Areas to prompt: Activities - where they take place, who organises them, who's
involved?
Monitoring and Evaluation - What arrangements, if any, are in place for monitoring and evaluating the school's induction process?)

 

7. (If not mentioned above) Can you talk about why the induction arrangements have been organised / designed in this way?

(Areas to prompt: Principles or underlying ideas guiding the programme design
Any practical influences / shapers (internal / external)?
What role do NQTs have in developing induction programmes?
Who else has input into developing induction programmes?
CEDP and how / if NQTs' prior experiences are taken into
account?)

 

8. What, if anything, would you say supports or helps you in your role as an Induction tutor? And what, if anything, hinders you?

{Areas to probe: Institutional arrangements
Time
Others' perceptions of the Induction tutor's role
Prior training / skills / experiences.}

 

3 General views on induction

9. What do you see as the main aims and objectives (both formal and informal) of the school's NQT induction arrangements?
(Areas to prompt: Views on induction standards.)

{Areas to probe: Would they say different people or groups associated
with the school induction programme share their views?}

 

10. Please could you outline what you see as the main strengths and weaknesses of your school's approach to NQT induction?

[NB. Remind Induction tutor - the following questions are designed to find out your views on the needs of NQTs in general, as opposed your views about a specific NQT]

 

11. In general, what would you say tend to be the main strengths and weaknesses of NQTs coming into their first teaching posts?

(Areas to prompt: What do they think are the main challenges facing NQTs in
their first year of teaching?
What do they think are the main ways in which NQTs change /
develop over their induction year?
(If appropriate) Have they noticed any differences in trainees from different routes?)

{Areas to probe: Influence of ITT programmes
Views on the QTS standards.}

 

12. What would your ideal NQT induction programme involve and why?

 

13. What aspects of the school's induction arrangements do you think are most useful / helpful for NQTs?

 

14. In what ways, if any, do you think different trainees have different needs? And if so, what do you think makes that difference?

 

15. Thank you very much. I think that has covered everything I wanted to ask and has been very helpful. Is there anything else you would like to say?

 

BECOMING A TEACHER - WAVE 3
END OF YEAR NQT TELEPHONE SURVEY

SECTION A: BACKGROUND INFORMATION

A1. Firstly, can I check which of the following best describes your current employment status? READ OUT. DO NOT ROTATE ORDER. SINGLE CODE ONLY

1 In a fixed-term teaching post at a school/college

 

2 In a permanent teaching post at a school/college

 

3 Supply teaching

 

4 On a break (e.g. maternity leave, carers' leave, sick leave, study leave) before taking up a teaching post

 

5 Unemployed but looking for a teaching post

 

6 Unemployed and not looking for a teaching post

 

7 Working, but not as a teacher

 

8 On a break (e.g. maternity leave, carers' leave, sick leave, study leave) before taking up work, but not as a teacher

 

A2. Have you worked as a teacher at any time since you completed your initial teacher training (ITT)? SINGLE CODE ONLY
Yes
No
Refused
Base: All who are not working as a teacher

 

A3. Although you haven't worked as a teacher, have you looked for work as a teacher at any time since you completed your initial teacher training? SINGLE CODE ONLY
Yes
No
Base: All who have not worked as a teacher since completing training

 

A4. Have you had access to a formal induction programme? SINGLE CODE ONLY
Yes
No
Don't know
Base: All who have worked as a teacher at some point since completing training

 

A5. Did you encounter/Have you encountered any particular difficulties when looking for a teaching post? SINGLE CODE ONLY
Yes
No
Don't know
Base: All who have looked for a teaching post since completing training

 

A6. What were they? DO NOT PROMPT. MULTICODE OK
Couldn't find post at a school/college in the location I wanted
Couldn't find post at a school/college I wanted
Couldn't find a post teaching the subject specialism I wanted
Couldn't find a post teaching the area specialism (e.g. SEN/ESOL) I wanted
Couldn't find a post teaching the age range I wanted
Couldn't find a post offering induction
Couldn't find a permanent post
Couldn't find a fixed-term post
Couldn't find a full-time post
Couldn't find a part-time post
Couldn't find any type of post
Lacked sufficient experience for posts available
Performed badly at the interviews
Shortage/lack of supply work
Too many people applying for the same job
Other
Don't know
Base: All who encountered difficulties when looking for a teaching post

 

A7. Currently, do you anticipate taking up a teaching post in the future? SINGLE CODE ONLY
Yes
No
Don't know
Refused
Base: All who are not working as a teacher and not looking for a teaching post

 

A8. How soon do you anticipate taking up a teaching post? SINGLE CODE ONLY
Less than a year (up to July 2006)
More than a year but less than two years from now
Two-three years from now
Four-five years from now
Don't know
Base: All who are not working as a teacher and are not looking for a teaching post currently but anticipate taking up a teaching post in the future

 

A9. What would you say are the reasons underlying your decision to leave teaching (at the moment)? DO NOT PROMPT. MULTICODE OK
Behaviour of pupils/pupil discipline
Believed I would not be able to manage the workload
Changed mind about teaching as a career
Could not find a job
Decided to move into another career
Did not enjoy working with pupils
Did not get on with other teachers
Did not get enough support
Did not have a realistic idea of the demands of teaching
Family reasons/commitments
Financial difficulties
Found I could not manage the workload
Fund teaching too difficult
Ill-health
Poor reports/feedback
School management style(s)
Was failing induction year
Was not enjoying the teaching
Other (please specify)
Don't know
Base: All who are not working as a teacher and not looking for a teaching post

 

A10. What are you doing now/planning to do in the future? DO NOT PROMPT. MULTICODE OK
Doctorate or Masters level qualification in education
Further postgraduate study in another subject
A job in educational research
A job in education, but not teaching (e.g. LEA post)
A career outside education
Taking time out to travel
Taking time out for some other reason (please specify)
Other (please specify)
Don't know
Base: All who are not working as a teacher and not looking for a teaching post

 

A11a. How many full-time or part-time, permanent and fixed-term posts have you had since completing your initial teacher training (TEXT SUB FOR A1 CODES 1 AND 2: including your current post)?

RECORD NUMBER OF POSTS
None
1 post
2 posts
3+ posts
Don't know
Base: All who are currently teaching or have worked as a teacher at some point since completing training

A11b. How many supply posts have you had since completing your initial teacher training? IF CANNOT GIVE EXACT FIGURE, GOOD ESTIMATE IS OK

RECORD NUMBER OF POSTS
None
1 post
2 posts
3-5 posts
6-10 posts
10+ posts
Don't know
Base: All who are currently teaching or have worked as a teacher at some point since completing training

 

A12. Were any of the full-time or part-time, permanent and fixed-term posts at one of your initial teacher training placement schools? SINGLE CODE ONLY
Yes
No
Don't know
Refused
Base: All who have had at least one full-time or part-time, permanent or fixed-term teaching post since completing training

 

A13. Is your current post ... ? READ OUT. SINGLE CODE ONLY
Full-time
Part-time
Base: All who are in a permanent or fixed-term teaching post

 

A14. And is the school/college you are working in … ? READ OUT. SINGLE CODE ONLY FOR EACH

a. In the UK
or Outside the UK

b. Nursery
or Primary
or Middle
or Secondary
or Special
or Sixth Form College/FE college

c. State sector
or Independent sector

d. Girls only
or Boys only
or Co-educational

e. A non-selective school
or A selective school
or A partially selective (e.g. specialist) school

f. A faith
or non-denominational school
Base: All who are in a permanent or fixed-term teaching post

 

A15. Is the school or college you are working in a school or college … READ OUT. SINGLE CODE ONLY FOR EACH

a. in special measures?
b. with serious weaknesses?
c. in challenging circumstances?
d. which is high up in the league tables?

Yes
No
Don't know
Base: All who are in a permanent or fixed-term teaching post

 

A16. Which year groups/age ranges have you taught over the last school year? DO NOT PROMPT. MULTICODE OK. IF RESPONDENT MENTIONS KEY STAGES, PROBE FOR ACTUAL/SPECIFIC YEAR GROUPS TAUGHT
Nursery
Foundation
Reception (4-5)
Y1 (5-6)
Y2 (6-7)
Y3 (7-8)
Y4 (8-9)
Y5 (9-10)
Y6 (10-11)
Y7 (11-12)
Y8 (12-13)
Y9 (13-14)
Y10 (14-15)
Y11 (15-16)
Post-16
Base: All who are currently teaching or have worked as a teacher at some point since completing training

 

A17. Which subjects or area specialisms have you taught in the last school year? DO NOT PROMPT. MULTICODE OK
Art
Biology
Chemistry
Classics
Dance
Design & Technology [including textiles]
Drama
English
Geography
History
Information and Communications Technology/ICT
Maths
Modern Foreign Languages/MFL
Music
Pastoral and Social Education (PSE)
/Pastoral, Social and Health Education (PSHE)
[including careers and citizenship]
Physics
RE
PE
Science
Social sciences
[including business studies, economics, sociology, politics and psychology]
Special Educational Needs/SEN/Special Needs
TESOL/Teaching English as an Additional Language
Early Years
General Primary
Foundation
Key Stage 1
Key Stage 2 Key Stage 3
Key Stage 4
Post-16 (including adult education)
Other (please specify)
None
Don't know
Base: All who are currently working as a teacher or have worked as a teacher at some point since completing training

 

SECTION B: EXPERIENCES OF THE NQT YEAR

B1. What would you say are your strengths as a teacher? DO NOT PROMPT. MULTICODE OK
Ability to bring about pupil learning Ability to deal with pastoral issues Ability to maintain discipline in the classroom Ability to use a range of teaching methods Ability to develop productive relationships with colleagues Ability to develop productive relationships with pupils
Ability to develop productive relationships with parents Ability to work with pupils with English as an Additional Language (EAL) Ability to work with pupils with special educational needs (SEN)/inclusion Ability to work with non-educational professionals Confidence in front of pupils Creative/innovative skills
Knowledge of general subjects/skills

Knowledge about my teaching subject(s) Knowledge/understanding of how pupils learn Knowledge/understanding of pupil motivation and behaviour Knowledge/understanding of the principles of assessment for learning
Lesson planning/preparation
My commitment
My enthusiasm
My organisational skills
Staff supervision/management skills
Time management skills Good personal skills (e.g. patient/calm/fair) Ability to tailor lessons to meet needs of a range of pupil abilities (differentiation)
Good communication skills Other (please specify) Don't know
Base: All who are currently working as a teacher or are not currently teaching but are intending to in the future and have done so in the past
ASK ALL RESPONDENT TYPES 1-3 AT A1 AND ALL RESPONDENT TYPES 4-8 AT A1 WHO ARE CODE 1 AT A2

 

B2. To what extent do you agree or disagree with the following statements? READ OUT. ROTATE ITEM ORDER AND REVERSE RESPONSE ORDER. SINGLE CODE ONLY FOR EACH

Strongly agree Tend to agree Neither agree nor disagree Tend to disagree Strongly disagree Don't know

a. My Initial Teacher Training programme prepared me to be an effective teacher

b. I enjoy working as a teacher

c. I have used teaching methodologies during my NQT year which I did not learn during Initial Teacher Training

d. Now that I have been working as a newly qualified teacher I appreciate more of the content of my Initial Teacher Training programme

Base: All who are currently teaching or have worked as a teacher at some point since completing training

ASK ALL RESPONDENT TYPES 1-3 AT A1

 

B3. What additional training or professional development activities, if any, have you received during your NQT year? DO NOT PROMPT. MULTICODE OK
Subject-specific training
Training related to general teaching/learning approaches
Training related to subject-specific teaching/learning approaches
Training related to specialism-specific teaching/learning approaches
(e.g. SEN, ESOL)
Management and leadership training
Training to develop pastoral skills/knowledge/role
(e.g. child protection)
Any other training No training
Don't know
Base: All who are in a teaching post

ASK ALL RESPONDENT TYPES 1-3 AT A1 AND ALL RESPONDENT TYPES 4-8 AT A1 WHO ARE CODE 1 AT A2

 

B4. Have you started, continued with or completed any additional qualifications in the last year? SINGLE CODE ONLY
Yes
No
Base: All who are currently teaching or have worked as a teacher at some point since completing training

ASK ALL WHO HAVE UNDERTAKEN ADDITIONAL QUALIFICATIONS (CODE 1) AT B4

 

B5. What qualifications have you started, continued with or completed? DO NOT PROMPT. MULTICODE OK
Masters level qualification in education
Masters level qualification in another subject
Doctorate level qualification in another subject
Additional A-levels/AS Levels
Sports/coaching qualifications
PGCE
Additional national qualifications (e.g. GCSEs, NVQs)
Other (please specify)
Don't know
Base: All who have undertaken additional qualifications


SECTION C: INDUCTION AND SUPPORT IN THE NQT YEAR

ASK ALL RESPONDENT TYPES 1-3 AT A1

C1. In addition to the timetabled school day, how many hours do you usually work in a standard working week? Please include overtime, preparation and marking etc. in your calculation. IF CANNOT GIVE EXACT FIGURE, GOOD ESTIMATE IS OK
1-5 hours
6-10 hours
11-15 hours
16-20 hours
21+ hours
Don't know
Base: All who are in a teaching post

ASK ALL RESPONDENT TYPES 1-3 AT A1 AND ALL RESPONDENT TYPES 4-8 AT A1 WHO ARE CODE 1 AT A2

 

C2. How would you rate the … you received during your NQT year? READ OUT. ROTATE ITEM ORDER AND REVERSE RESPONSE ORDER. SINGLE CODE ONLY FOR EACH

a. assessment of your teaching b. feedback on your teaching c. support

Very good
Good
Neither good nor poor
Poor
Very poor
Can't generalise
Don't know
Not applicable
Base: All who are currently teaching or have worked as a teacher at some point since completing training

ASK ALL RESPONDENT TYPES 1-2 AT A1 WHO ARE CODE 1 AT A4

 

C3. At your current school, do you have an induction tutor or mentor who supervises your induction programme? By tutor or mentor, we mean someone who is directly involved in your development as an NQT, but who is not necessarily the person with overall responsibility for induction in your school. SINGLE CODE ONLY
Yes
No
Don't know
Base: All who are in a permanent or fixed-term teaching post and have had access to a formal induction programme

ASK ALL WHO HAVE AN INDUCTION TUTOR/MENTOR (CODE 1) AT C3.

 

C4. Is your induction tutor/mentor … READ OUT. SINGLE CODE ONLY FOR EACH

Yes No Don't know N/A
a) also your line manager
b) someone who works in the same key stage as you
c) someone who works in the same subject area as you
d) the school's/college's NQT co-ordinator
e) the school's/college's headteacher/principal
Base: All who have an induction tutor/mentor

ASK ALL RESPONDENT TYPES 1-2 AT A1

 

C5. Generally speaking, how would you rate the relationships you have formed with the following people during your NQT year? READ OUT. DO NOT ROTATE ITEM ORDER BUT REVERSE RESPONSE ORDER. SINGLE CODE ONLY FOR EACH

Very good Good Neither good nor poor Poor Very poor Can't generalise Don't know N/A
a. Pupils
Base : All who are in a permanent or fixed term teaching post

b. Parents
Base: All who are in a permanent or fixed term teaching post

c. Your induction tutor/mentor
Base: All who are in a permanent or fixed term teaching post and have an induction tutor/mentor

d. Your line manager
Base: All who are in a permanent or fixed term teaching post and have an induction tutor/mentor who is not their line manager

e. The NQT co-ordinator
Base: All who are in a permanent or fixed term teaching post and have an induction tutor/mentor who is not the NQT co-ordinator

f. The headteacher/
principal
Base: All who are in a permanent or fixed term teaching post and have an induction tutor/mentor who is not the headteacher/principal

g. Other teaching staff
Base: All who are in a permanent or fixed term teaching post

h. Non-teaching staff
Base: All who are in a permanent or fixed term teaching post

ASK ALL CODE 1 AT A4

 

C6. Who or what, if anything, has helped you in working towards the induction standards this year? This could include a particular person, activity or process. DO NOT PROMPT. MULTICODE OK
Being assessed
Being observed in lessons
Contact with other NQTs
Colleagues at school/college
CPD co-ordinator
"Critical Friend"/"Buddy"
Family (including partner/wife/husband)
Friends
Having no additional non-teaching
responsibilities without support
Headteacher/Principal
Head of department
Help with lesson planning
Induction mentor/tutor
Line manager
Nature of my initial teacher training
NQT co-ordinator
Observing the lessons of others
Reduced teaching timetable
Reduced volume of work/overall workload
Regular teaching of the same class(es)
Teaching assistants
There being no expectation of having to teach
classes with a high proportion of pupils with
challenging behaviour
There being no requirement to teach outside
subject or area specialism
Thorough induction into school
Additional training
Other (please specify)
Nothing
Don't know
Base: All who have had access to a formal induction programme

ASK ALL CODE 1 AT A4

 

C7. And who or what, if anything, has hindered you in working towards the induction standards this year? Again, this could include a particular person, activity or process. DO NOT PROMPT. MULTICODE OK
Did not have an induction tutor/mentor
Family commitments
Had to cover classes
Had to teach pupils with challenging behaviour
Ill-health
Induction into school wasn't thorough enough
Involvement in extra-curricular activities
Lack of permanent/fixed term contract
Lack of support from family (including partner/wife/husband)
Lack of support from friends
Lack of support from fellow NQTs
Lack of support from headteacher
Lack of support from head of department
Lack of support from induction tutor/mentor
Lack of support from line manager
Lack of support from other staff at school
Nature of my initial teacher training
Not assessed enough
Teaching outside subject/area specialism
The children/pupils
Timetable wasn't reduced enough
Workload
Bureaucracy of NQT year standards
Other
Nothing
Don't know
Base: All who have had access to a formal induction programme

ASK ALL RESPONDENT TYPES 1-3 AT A1 AND ALL RESPONDENT TYPES 4-8 AT A1 WHO ARE CODE 1 AT A2

 

C8. Have you got a career entry development profile (CEDP)? SINGLE CODE ONLY
Yes
No
Don't know
Base: All who are currently teaching or have worked as a teacher at some point since completing training
ASK ALL RESPONDENT TYPES 1-3 AT A1 AND ALL RESPONDENT TYPES 4-8 AT A1 WHO ARE CODE 1 AT A2

 

C9. {Apart from your CEDP} do you have a written set of development objectives/plans? SINGLE CODE ONLY
Yes
No
Don't know
Base: All who are currently teaching or have worked as a teacher at some point since completing training

ASK ALL WHO HAVE A CEDP (CODE 1) AT C8.

 

C10. To what extent do you agree or disagree with the following statements? READ OUT. ROTATE ITEM ORDER AND REVERSE RESPONSE ORDER. SINGLE CODE ONLY FOR EACH. ASK ALL RESPONDENT TYPES 1-3 AT A1 AND ALL RESPONDENT TYPES 4-8 AT A1 WHO ARE CODE 1 AT A2

Strongly agree Tend to agree Neither agree nor disagree
Tend to disagree Strongly disagree Don't know
a. My Career Entry Development Profile (CEDP) has helped me identify my strengths and weaknesses
Base: All who have a CEDP

b. I have had enough opportunities to update my CEDP
Base: All who have a CEDP

c. My CEDP is a useful link between initial teacher training and induction
Base: All who have a CEDP and have had access to a formal induction programme

d. My CEDP has been used effectively in arranging my induction
Base: All who have a CEDP and have had access to a formal induction programme

e. I feel my induction tutor/mentor is using my CEDP to support my development
Base: All who have a CEDP and have an induction tutor/mentor

ASK ALL CODE 1 AT A4

 

C11. Have you been recommended to pass your induction year? SINGLE CODE ONLY
Yes
No
Don't know yet
Prefer not to say
Base: All who have had access to a formal induction programme

ASK ALL WHO HAVEN'T BEEN RECOMMENDED TO PASS (CODE 2) AT C11

 

C12. Can you tell me why not? DO NOT PROMPT. MULTICODE OK
I was judged not to have met all of the standards
I have been supply teaching
I haven't been in the job long enough
I did not have enough support from my school
Prefer not to say
Other
Don't know
Base: All who have not been recommended to pass their induction year

ASK ALL WHO WERE JUDGED NOT TO HAVE MET ALL OF THE STANDARDS (CODE 1) AT

 

C13. Are you planning to appeal?
Yes
No
Don't know
Prefer not to say
Base: All who were judged not to have met all of the induction standards

 

SECTION D: SPECIFIC ENTITLEMENTS POLICY AND PRACTICE

ASK ALL RESPONDENT TYPES 1-2 AT A1

D1a/b. How much non-contact time do you have? WEEKLY FIGURE.
None
Up to 1 hour
1-2 hours
3-4 hours
5-6 hours
7-8 hours
9-10 hours
Don't know
Base: All who are in a permanent or fixed-term teaching post
ASK ALL RESPONDENT TYPES 1-3 AT A1 AND ALL RESPONDENT TYPES 4-8 AT A1 WHO ARE CODE 1 AT A2

 

D2. Which, if any, of the following activities or roles have you undertaken in your NQT year? READ OUT. MULTICODE OK
Roles:
Form tutor
Subject co-ordinator
Head of department

Activities:
Covered classes
Extra-curricular activities
Taken pupils on school trips which are part of the curriculum
Taught pupils with challenging behaviour
None of these
Base: All who are currently teaching or have worked as a teacher at some point since completing training

ALL RESPONDENT TYPES 6-8 AT A1 NOW GO TO SECTION F.

ASK ALL RESPONDENT TYPES 1-3

 

D3. During your NQT year, approximately how many times, if at all, have you been observed in lessons? SINGLE CODE ONLY.
None
1-2
3-4
5-6
7-8
9-10
11-15
16 or more
Don't know
Base: All who are in a teaching post

ASK ALL WHO SAY THEY HAVE BEEN OBSERVED (CODES 2-8) AT D3

 

D4. Who were you observed by? DO NOT PROMPT. MULTICODE OK
CPD co-ordinator
Head of department
Head of year
Headteacher/Principal
Key stage co-ordinator
My induction mentor/tutor
My line manager
NQT co-ordinator
OFSTED/HMI
Someone from my initial teacher training provider
Someone from the LEA
Subject co-ordinator
Other staff member at school/college
Staff member from another school/college
Governors
Other NQTs
Trainees
External consultant
Special educational needs co-ordinator
Parents
School Improvement officer
Subject mentor
Director of studies
Year group partner
School advisor
Pupils
Diocesan/Church representative
Someone considering training as a teacher
Someone from the DfES
Educational psychologist
Other
Don't know
Base: All who have been observed in lessons

 

SECTION E: THE FUTURE

E1. Which of the following best describes what you think or already know your employment status will be at the start of next term? READ OUT. DO NOT ROTATE ORDER. SINGLE CODE ONLY
A In a fixed-term teaching post at the same school/college
B In a fixed-term teaching post at a new school/college
C In a permanent teaching post at the same school/college
D In a permanent teaching post at a new school/college
E Supply teaching
F On a break (e.g. maternity leave, carers' leave, sick leave,
study leave) before taking up a teaching post
G Unemployed but looking for a teaching post
H Unemployed and not looking for a teaching post
I Working, but not as a teacher in a school
J On a break (e.g. maternity leave, carers' leave, sick leave,
study leave) before taking up work, but not as a teacher
Teaching abroad
Other
Don't know
Base: All who are currently teaching or intending to teach

ASK RESPONDENT TYPES A, B, C, D AT E1

 

E2. Will that be … ? READ OUT. DO NOT ROTATE ORDER. SINGLE CODE ONLY
Full-time
Part-time
Don't mind
Don't know
Base: All who will/are planning to be in a permanent or fixed-term teaching post at the start of next term

ASK RESPONDENT TYPES H, I, J AT E1

 

E3. Currently do you anticipate taking up a teaching post at any time in the future? SINGLE CODE ONLY
Yes
No
Don't know
Base: All who are not planning to be teaching at the start of the next term

ASK RESPONDENT TYPES F and G AT E1 AND ALL CODE 1 at E3

 

E4. How soon do you anticipate taking up a teaching post? SINGLE CODE ONLY
Less than a year (up to July 2006)
More than a year but less than two years from now
Two-three years from now
Four-five years from now
Six or more years from now
Don't know
Base: All who plan to take up a teaching post in the future

ASK RESPONDENT TYPE F AT E1 AND ALL RESPONDENT TYPES 4-5 AT A1 WHO ARE CODES A-D AT E1

 

E5. Do you have a confirmed post yet? SINGLE CODE ONLY
Yes - definitely
Yes - provisionally
Am looking/applying but have not got a job yet
Haven't started looking yet
No
Base: All who expect to be on a break before taking up a teaching post at the start of next term and those currently intending to teach and expecting to be in fixed-term/permanent post at start of next term

ASK RESPONDENT TYPES H, I, J AT E1 WHO ARE CODE 2 at E3

 

E6. What would you say are the reasons underlying your decision to leave teaching? DO NOT PROMPT. MULTICODE OK.
Behaviour of pupils/pupil discipline
Could not find a job
Did not have a realistic idea of the demands of teaching
Family reasons/commitments
Found I could not manage the workload
Poor work-life balance
Was failing induction year
Did not get enough support from induction tutor/mentor
Believed I would not be able to handle the workload
Other (please specify)
Base: All who do not plan to take up a teaching post in the future

ASK RESPONDENT TYPES H, I, J AT E1 WHO ARE CODE 2 at E3

 

E7. What are you most likely to be doing at the start of next term? DO NOT PROMPT. MULTICODE OK
A job in education, but not teaching (e.g. LEA post)
A career outside education
Other (please specify)
Base: All who do not plan to take up a teaching post in the near future

ALL RESPONDENT TYPES H, I, J AT E1 NOW GO TO SECTION F

ASK ALL RESPONDENT TYPES B AND D AT E1

 

E8. Why are you planning to move schools/colleges? DO NOT PROMPT. MULTICODE OK
Been made redundant Career development Don't get on with the pupils at my current school/college Don't get on with the staff at my current school/college Have found/would like a permanent post Have found/would like a fixed-term post Hoping for a better workload/work-life balance
My contract has ended Plan to be in a better-paid post Plan to be at a school/college somewhere else in the country Plan to be at a school/college that is in challenging circumstances Plan to be at a school/college that is not in challenging circumstances Personal reasons
Bad discipline/ behavioural problems at current school/college Maternity leave Other (please specify) Don't know Base: All who will be working in a new school college at the start of next term
ASK ALL RESPONDENT TYPES A, B, C, D, E, F AND G AT E1

 

E9. What support, if any, do you feel should be provided for you, as a teacher, in the next 12 months? DO NOT PROMPT. MULTICODE OK
A tutor/mentor
Advice/guidance about further academic study or research
Being assessed
Being observed in lessons
Being provided with a Learning Support Assistant (LSA)/
Teaching Assistant (TA)/ Classroom assistant (CA)
Careers advice/guidance
"Critical Friend"/"Buddy"
Contact with people I trained with
Contact with my "NQT peer group"
(i.e. teachers going into their second year of teaching, like me)
Help with lesson planning
Keeping up-to-date with new developments in teaching
Meetings with a tutor/mentor
No additional non-teaching responsibilities without support
No expectation of covering classes
No expectation of teaching classes with high proportion of
pupils with challenging behaviour
No requirement to teach outside subject or area specialism
Observing the lessons of others
Reduced teaching timetable
Reduced volume of work/overall workload
Regular teaching of the same class(es)
Regular feedback on performance
General support from school
Additional training/professional development opportunities
Support with subject co-ordination
Support in dealing with children with challenging behaviour
PPA/planning, preparation and assessment
Other (please specify)
None/nothing
Don't know
Base: All who are currently teaching or planning to teach and plan to be a teaching at the start of next term

 

E10. And what would you say are the areas, if any, in which you think you would benefit from additional training or professional development in the next 12 months? DO NOT PROMPT. MULTICODE OK
Ability to deal with pastoral issues
Ability to maintain discipline in the classroom Ability to use a range of teaching methods
Ability to develop productive relationships with parents
Ability to work with pupils with English as an Additional
Language (EAL)
Ability to work with pupils with special educational needs
(SEN)/inclusion
Awareness of research findings about effective teaching methods
Developing my confidence as a teacher, generally
Knowledge about my teaching subject(s)
Knowledge of general subjects/skills
Knowledge/understanding of education policy
Knowledge/understanding of pupil motivation and behaviour
Knowledge/understanding of the principles of assessment for learning
Marking and assessments
Staff supervision/management skills
Teaching A-level
Time management skills
Using ICT in subject teaching
Subject co-ordination
Teaching literacy/numeracy skills
Differentiation
Knowledge/understanding of National Curriculum
Ability to work with early years pupils
Ability to work with gifted/talented pupils
Planning/organising
Teaching GCSE
Other (please specify)
None
Don't know
Base: All who are currently teaching or planning to teach and plan to be a teaching at the start of next term

E11. Do you expect to be working in teaching in 4 years' time, or not? SINGLE CODE ONLY
Yes
No
Don't know
Base: All who are currently teaching or planning to teach and plan to be a teaching at the start of next term

ASK ALL WHO SAY THEY DO NOT EXPECT TO BE IN TEACHING IN 4 YEARS' TIME (CODE 2) AT E11

 

E12. Why do you not expect to be teaching in 4 years' time? DO NOT PROMPT. MULTICODE OK
I plan to be in a better-paid career
I plan to be in a career with a better work-life balance
I plan to take a career break for family reasons
I plan to take a career break to go travelling
I plan to use teaching as a stepping stone into another
education-related career (not classroom-based)
I plan to move into another career (unrelated to education)
by that time
Moving abroad
Other (please specify)
Don't know
Base: All who are currently teaching or are planning to teach but do not expect to be teaching in 4 years time

 

SECTION F: RE-CONTACTING

F1. We'd like to re-contact you to include you in the questionnaire survey in the future, to find out things are going, and what your career plans are. Would you be prepared for us to re-contact you? We will only contact you in relation to this research project.
I agree to be re-contacted to take part GO TO QF2
I do not want to be re-contacted to take part GO TO QF10

ASK ALL RESPONDENT TYPES A-D AT E1 AND ALL WHO ARE CODE 1 OR CODE 2 at E4

 

F8. If we can't contact you here, would you be prepared for us to contact you at your school?
I agree to be re-contacted at school if necessary GO TO QF9
I do not wish to be re-contacted at school GO TO CLOSE
Base: All who will/are planning to be in a teaching post at the start of next term and all who are planning to take up a teaching post less than 2 years from now and agreed to be recontacted

 

F10. We'd like to include you in the prize draw but, to do so, need your contact details. Would you be prepared for us to re-contact you about the prize draw? This would be the only reason for re-contacting you.
I agree to be re-contacted about the prize draw GO TO QF11
I do not wish to be re-contacted about the prize draw GO TO CLOSE
Base: All who do not agree to be recontacted for the next wave

THANK AND CLOSE

 

Case Study End of second year of teaching Wave 4 interview schedule – Summer 2006

1 Background Information

1. Have there been any changes in your life as a teacher since last year? And any ways in which it you feel it has remained the same?

School

(Areas to prompt:

Roles and Responsibilities

(Areas to prompt:If applicable (i.e. for those who haven’t already confirmed in W3 or e-journals), Have they passed their induction? Ask them to explain the circumstances

Whether their roles and responsibilities changed since last year / during the year

{Areas to probe: Classes/subjects/key stages taught – is this what they trained to
teach. If not, how do they feel about this.

 

Behaviour of pupils

1. Do they perceive themselves as autonomous as teachers}

 

2. In your current post do you manage others (e.g. teaching assistants)?
(Areas to prompt:

3. Looking back, please could you outline your impression of how things have gone during the year?
(Areas to prompt:

 

4. Confirm whether or not they will be remaining in the teaching profession next year. (Those who have left or have made a definite decision to leave should be routed to the Appendix)

 

2 Opportunities for development as a teacher

5. What things would you say have most helped or hindered your development as a teacher this year?
(Area to prompt:

{Areas to probe: Perceived impact.}

 

6. What (other) types of activities have you taken part in this year, if any, that have helped your development as a teacher?
(Areas to prompt:

Who / what was involved

Where did they happen? How these activities were decided upon and prioritised Who they were initiated by (e.g. were they able to choose)

Whose needs are they intended to meet

Which professional development activities have they found most useful and why)

(If applicable) Were these part of their induction arrangements

Part of any formal post-induction arrangements

Part of whole-school Inset activities

Part of appraisal

Was their CEPD used in any way)

           
7a. Please tell me what sorts of support (or additional support), if any, you have received this year?
(Areas to prompt:

Who / what was involved

How did they feel about it

How, if at all, has this influenced them as a teacher

Whether they able to choose / indicate the sorts of support they felt they needed

 

7b. (If not mentioned above) Have you had any support or opportunities for development with you (a) local authority; or (b) your ITT provider?

 

7c. (If not mentioned above) During the last year have you had any opportunities for collaboration and teamwork?
(Areas to prompt:

8. (If not covered in any of the above) Do you have a mentor, whether formal (e.g. as part of an induction or post-induction programme) or informal?
(Areas to prompt:

9. Have you received all the support and opportunities for professional development you have felt necessary? If not, why do you think this has been?

 

10. Have you been involved in the performance management review process?
(Areas to prompt:

If yes, what happened, how do they feel about it

If no, how do they feel about this)

 

3 Personal development as a teacher

11. In the last year, do you think that you have changed in any respects either professionally or personally?
(Areas to prompt:

{Areas to probe: Changed views of teaching and learning                        Changed views of what constitutes a good teacher                                    Changes in teaching methodologies and strategies}
           

12. Briefly, and in summary, what would you say are the main things you have learned this year about teaching or schools or students?

 

13. How would you describe your relationships with your head teacher, other teachers, and support staff?
(Areas to prompt: (If not mentioned already) Ask if a staffroom and if yes, if they use it,  what for etc.)

14. How would you describe your relationships with pupils and parents?

 

15. To what extent would you say that you are / you feel yourself to be, an effective teacher at this point in time?
            (Areas to prompt:

Whether they feel that their effectiveness has changed this year)

{Areas to probe: Their conceptions of an effective teacher                         Strengths and weaknesses as a teacher                      

Ways in which they feel they need to improve / develop}

 

16. How would you describe your current levels of motivation, commitment and job satisfaction?

 

17. (If not previously mentioned) How do you feel about your workload?
{Where appropriate Areas to probe: How have they dealt with it}
 

4 Future Plans

18. What are your plans for next year?
(Areas to prompt:

Are they staying in same school / moving school.

Any extra responsibilities / promotion anticipated

{Areas to probe: Is this what they originally intended}

 

19. In sum, what are you most / least looking forward to about next year?

 

20. What support or professional development needs, if any, do you see yourself having next year? How, if at all, do you think these might be met?
{Areas to probe: Are they different from this year, if so, why
(Areas to prompt:

 

21. Could you briefly outline your long term future career plans?
(Areas to prompt:

            {Areas to probe: Have their ideas changed at all? If so, how / why}

 

22. Looking back on your experiences as a teacher so far, are there any ways you think things could be made better for NQTs, or any recommendations you would like to make?

Thank you very much. I think that has covered everything I wanted to ask and has been very helpful. Is there anything else you would like to add?

Appendix

For those teachers who are leaving / have left the profession

 

A1. Can you tell me a bit about the main factors which have shaped your plans to [pursue a career outside teaching / take a break from teaching]?
{Areas to probe: Factors relating to the school (inc. leadership, management and culture)
                                    Factors relating to ITT and preparation for teaching
                                    Factors relating to the profession
                                    Factors relating to induction experience
                                    Factors relating to personal circumstances.}

 

A2. At what point during the year did you decide to do this?

 

A3. Did you discuss your plans with anyone?
{Areas to probe: If so, who & what advice, if any, were they given
What advice, if any, did they find valuable.}

 

A4. {Where appropriate} How do you think your intended new career will compare with teaching?

 

A5. Are there any ways that you think your experiences as a teacher might benefit you in the future?

 

A6. Do you think you might consider returning to teaching at some point in the future? If so, under what circumstances? (If not, why not?)

 

A7. Is there anything that might have encouraged you to stay in teaching?
{Areas to probe: Support / training / working conditions.}

 

A8. Looking back on your experiences as a teacher so far, are there any ways you think things could be made better for NQTs, or any recommendations you would like to make?

 

Thank you very much. I think that has covered everything I wanted to ask and has been very helpful.

 

Is there anything else you would like to add?

[Clarify whether they are willing to stay in touch with the project.]

 

BECOMING A TEACHER WAVE 4 TELEPHONE SURVEY QUESTIONNAIRE FINAL VERSION (06 JUNE 2006)

SECTION A: BACKGROUND

INFORMATION ASK ALL

 

A1. Firstly, can I check which of the following best describes your current employment status? READ OUT. DO NOT ROTATE ORDER. SINGLE CODE ONLY

1 In a fixed-term teaching post at a school/college

2 In a permanent teaching post at a school/college

3 Supply teaching

4 On a break (e.g. maternity leave, carers’ leave, sick leave, study leave) before taking up a teaching post

5 Unemployed but looking for a teaching post

6 Unemployed and not looking for a teaching post 7 Working, but not as a teacher

8 On a break (e.g. maternity leave, carers’ leave, sick leave, study leave) before taking up work, but not as a teacher 9 Other/none of these – SUSPEND INTERVIEW AND REFER TO IPSOS MORI HEADQUARTERS ALL WHO ARE CODES 4-8 AT A1

 

A2. Have you worked as a teacher at any time since you completed your Initial Teacher Training (ITT)? SINGLE CODE ONLY Yes No ALL WHO ARE CODES 4-8 AT A1 AND SAY YES AT A2

 

A3. Have you worked as a teacher at any time since September 2005? SINGLE CODE ONLY Yes No ALL WHO ARE CODE 2 AT A3

 

A4. Although you haven’t worked as a teacher in the past school year, have you looked for work as a teacher at any time since September 2005? SINGLE CODE ONLY Yes No ALL WHO ARE CODES 1-3 AT A1 OR CODE 1 AT A2

 

A5. Can I just check, have you had access to a formal induction programme since completing your ITT? SINGLE CODE ONLY Yes No Don't know ALL WHO ARE CODE 1 AT A5

 

A6. Have you passed or been recommended to pass your induction year? SINGLE CODE ONLY Yes, have passed induction Yes, recommended to pass induction No Prefer not to say Don’t know ALL WHO ARE CODE 3 AT A6

 

A7. Can you tell me why not? DO NOT PROMPT. MULTICODE OK I did not have enough support from my school I am only part-way through my induction I have been supply teaching I haven’t been in the job long enough I haven’t had a post for the number of terms required I was judged not to have met all the standards My induction period has been extended Other (please specify) Prefer not to say Don’t know ASK ALL WHOSE “INDUCTION PERIOD HAS BEEN EXTENDED” OR WHO WERE “JUDGED NOT TO HAVE MET ALL THE STANDARDS” AT A7. OTHERS GO TO ROUTING BEFORE A8.

 

A7a. You’ve said that {TEXT SUB AS APPROPRIATE FROM A7: you were judged not have met all the standards/your induction period has been extended}. What would you say are the reasons underlying this? DO NOT PROMPT. MULTICODE OK I could not manage the workload Did not get enough support Family reasons/commitments Financial difficulties Ill-health School management style(s) Other (please specify) Prefer not to say Don’t know ASK ALL WHO WERE “JUDGED NOT TO HAVE MET ALL THE STANDARDS” AT A7. OTHERS GO TO ROUTING BEFORE A8.

 

A7b. What do you intend to do now? DO NOT PROMPT. SINGLE CODE ONLY Appeal against the decision Leave teaching Retrain as a teacher Teach in the independent sector Teach in the Further Education (FE) sector Work in a school in the maintained/state school sector but not as a teacher Other (please specify) Don't know ALL WHO ARE CODES 4-5 AT A1 AND CODE 2 AT A3 GO TO SECTION E. ALL WHO ARE CODES 6-8 AT A1

 

A8. Currently, do you anticipate taking up a teaching post in the future? SINGLE CODE ONLY Yes No Don't know ALL WHO ARE CODE 1 AT A8

 

A9. How soon do you anticipate taking up a teaching post? SINGLE CODE ONLY Less than a year (up to July 2007) More than a year but less than two years from now Two-three years from now Four-five years from now Six or more years from now Don’t know ALL WHO ARE CODES 6-8 AT A1

 

A10. What would you say are the reasons underlying your decision to leave teaching {TEXT SUB FOR A8 CODE 1: at the moment}? DO NOT PROMPT. MULTICODE OK Behaviour of pupils/pupil discipline Believed I would not be able to manage the workload Changed mind about teaching as a career Could not find a job Decided to move into another career Did not enjoy working with pupils Did not get on with other teachers Did not get enough support Did not have a realistic idea of the demands of teaching Experienced homophobia Experienced racism Experienced sexual discrimination/harassment Failed induction year Family reasons/commitments Financial difficulties Found I could not manage the workload Found teaching too difficult Ill-health Poor reports/adverse feedback Poor work-life balance School management style(s) Was failing induction year Was not enjoying the teaching Other (please specify) Prefer not to say Don’t know ALL WHO ARE CODES 6-8 AT A1

 

A11. What are you doing now/planning to do in the future? DO NOT PROMPT. MULTICODE OK Doctorate or Masters level qualification in education Further postgraduate study in another subject A job in educational research A job in education, but not teaching (e.g. LEA post) A career outside education Taking time out to travel Taking time out for some other reason (please specify) Other (please specify) Don’t know ALL WHO ARE CODES 1-3 AT A1 OR CODE 1 AT A3

 

A12. Which of the following teaching posts have you held since September 2005 {TEXT SUB FOR A1 TYPES 1-3: including your current post}? READ OUT. MULTICODE OK Full-time fixed-term teaching post Part-time fixed-term teaching post Full-time permanent teaching post Part-time permanent teaching post Supply teaching post ALL WHO ARE CODES 1-2 AT A1

 

A13. Is your current post ... ? READ OUT. SINGLE CODE ONLY Full-time Part-time ALL WHO ARE CODES 1-2 AT A1

 

A14. And is the school/college you are working in … ? READ OUT. SINGLE CODE ONLY FOR EACH a. In the UK or Outside the UK b. Nursery or Primary or Middle or Secondary or Special or Sixth Form College/FE college c. State sector or Independent sector d. Girls only or Boys only or Co-educational e. A non-selective school or A selective school or A partially-selective school f. A faith or non-denominational school ALL WHO ARE CODES 1-2 AT A1

 

A15. Is the school or college you are working in a school or college … READ OUT. SINGLE CODE ONLY FOR EACH a. in special measures? b. with serious weaknesses? c. in challenging circumstances? d. which is high up in the league tables? Yes No Don't know ALL WHO ARE CODES 1-2 AT A1

 

A16. And can I just check, are you working in the same school as in July 2005? SINGLE CODE ONLY Yes No ALL WHO ARE CODES 1-3 AT A1 OR CODE 1 AT A3

 

A17. Which year groups/age ranges have you taught over the last school year? DO NOT PROMPT. MULTICODE OK. IF RESPONDENT MENTIONS KEY STAGES, PROBE FOR ACTUAL/SPECIFIC YEAR GROUPS TAUGHT Nursery Foundation Reception (4-5) Y1 (5-6) Y2 (6-7) Y3 (7-8) Y4 (8-9) Y5 (9-10) Y6 (10-11) Y7 (11-12) Y8 (12-13) Y9 (13-14) Y10 (14-15) Y11 (15-16) Post-16 ALL WHO ARE CODE 1-3 AT A1 OR CODE 1 AT A3

 

A18. Which subjects or area specialisms have you taught in the last school year? DO NOT PROMPT. MULTICODE OK Art Biology Chemistry Classics Dance Design & Technology [including textiles] Drama English Geography History Information and Communications Technology/ICT Maths Modern Foreign Languages/MFL Music Pastoral and Social Education (PSE)/Pastoral, Social and Health Education (PSHE) [including careers and citizenship] Physics RE PE Science Social sciences [including business studies, economics, sociology, politics and psychology] Special Educational Needs/SEN/Special Needs TESOL/Teaching English as an Additional Language Early Years General Primary Foundation Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4 Post-16 (including adult education) Other (please specify) None Don't know

 

SECTION B: EXPERIENCES OF THE LAST SCHOOL YEAR

ALL WHO ARE CODES 1-3 AT A1 OR CODES 4-5 AT A1 AND CODE 1 AT A3

 

B1. What would you say are your strengths as a teacher? DO NOT PROMPT. MULTICODE OK Ability to bring about pupil learning Ability to deal with pastoral issues Ability to maintain discipline in the classroom Ability to use a range of teaching methods Ability to tailor lessons to meet a range of pupil abilities (differentiation) Ability to develop productive relationships with colleagues Ability to develop productive relationships with pupils Ability to develop productive relationships with parents Ability to work with pupils with English as an Additional Language (EAL) Ability to work with pupils with special educational needs (SEN)/inclusion Ability to work with non-educational professionals Confidence in front of pupils Creative/innovative skills Good communication skills Good personal skills (e.g. patient, calm, fair) Knowledge of general subjects/skills Knowledge about my teaching subject(s) Knowledge/understanding of how pupils learn Knowledge/understanding of pupil motivation and behaviour Knowledge/understanding of the principles of assessment for learning Lesson planning/preparation My commitment My enthusiasm My organisational skills Staff supervision/management skills Time management skills Other (please specify) Don’t know ASK ALL RESPONDENT TYPES WHO ARE CODES 1-3 AT A1 OR CODES 4-5 AT A1 AND CODE 1 AT A3

 

B1a. How would you rate your effectiveness as a teacher? SINGLE CODE ONLY Very effective Fairly effective Not very effective Not at all effective Prefer not to say Don't know ASK ALL RESPONDENT TYPES 1-3 AT A1 AND ALL RESPONDENT TYPES 4-8 AT A1 WHO ARE CODE 1 AT A3

 

B2. To what extent do you agree or disagree with the following statements? READ OUT. ROTATE ITEM ORDER AND REVERSE RESPONSE ORDER. SINGLE CODE ONLY FOR EACH a. My Initial Teacher Training programme prepared me to be an effective teacher b. I enjoy working as a teacher ALL WHO ARE CODES 1-2 AT A6 c. My induction year prepared me to be an effective teacher ALL WHO ARE CODES 2-3 AT A5 OR CODES 3-5 AT A6 d. My first year of teaching after Initial Teacher Training prepared me to be an effective teacher Strongly agree Tend to agree Neither agree nor disagree Tend to disagree Strongly disagree Don't know ASK ALL WHO ARE CODES 1-3 AT A1 OR CODES 4-5 AT A1 AND CODE 1 AT A3

 

B3. What additional training or professional development activities, if any, have you received since September 2005? DO NOT PROMPT. MULTICODE OK Subject-specific training Training related to general teaching/learning approaches Training related to subject-specific teaching/learning approaches Training related to specialism-specific teaching/learning approaches (e.g. SEN, ESOL) Training to develop pastoral skills/knowledge/role (e.g. child protection) Management and leadership training Any other training (please specify) No training Don't know ASK ALL RESPONDENT TYPES 1-3 AT A1 AND ALL RESPONDENT TYPES 4-8 AT A1 WHO ARE CODE 1 AT A3

 

B4. Have you started, continued with or completed any additional qualifications in the last year? SINGLE CODE ONLY Yes No ASK ALL WHO HAVE UNDERTAKEN ADDITIONAL QUALIFICATIONS (CODE 1) AT B4

 

B5. What qualifications have you started, continued with or completed? DO NOT PROMPT. MULTICODE OK Masters level qualification in education Masters level qualification in another subject Doctorate level qualification in education Doctorate level qualification in another subject Additional A-levels/AS-levels Additional national qualifications (e.g. GCSE, NVQs) Sports/coaching qualifications PGCE Other (please specify) SECTION C: CPD AND SUPPORT IN THE LAST SCHOOL YEAR ASK ALL RESPONDENT TYPES 1-3 AT A1

 

C1. In addition to the timetabled school day, how many extra hours do you usually work in a standard working week? Please include overtime, preparation and marking etc. in your calculation. IF CANNOT GIVE EXACT FIGURE, GOOD ESTIMATE IS OK RECORD EXACT HOURS Don't know SOFT PROMPT FOR ALL OVER 20 HOURS Can I just check, does that figure EXCLUDE the hours you work as part of your timetabled school day? Yes GO TO C2 No RETURN TO C1 ASK ALL RESPONDENT TYPES 1-3 AT A1 AND ALL RESPONDENT TYPES 4-8 AT A1 WHO ARE CODE 1 AT A3

 

C2. How would you rate the … you received since September 2005? READ OUT. ROTATE ITEM ORDER AND REVERSE RESPONSE ORDER. SINGLE CODE ONLY FOR EACH a. assessment of your teaching b. feedback on your teaching c. support Very good Good Neither good nor poor Poor Very poor Can’t generalise Don’t know Not applicable ALL RESPONDENT TYPES 6-8 AT A1 NOW GO TO SECTION G. ASK ALL RESPONDENT TYPES 1-2 AT A1 WHO ARE CODE 2 OR 3 AT A5 OR CODES 1, 2, 4 or 5 AT A6

 

C3. At your current school, do you have a mentor? By mentor, we mean someone with whom you discuss your development as a teacher, but who is not necessarily the person with overall responsibility for Continuing Professional Development (CPD) in your school. SINGLE CODE ONLY Yes No Don’t know ASK ALL WHO HAVE A MENTOR (CODE 1) AT C3. OTHERS GO TO ROUTING AT C6.

 

C4. Is that mentor …? READ OUT. MULTICODE OK someone allocated formally to you by your school? someone you selected for yourself from a group of staff identified by the school? someone you selected for yourself on an informal basis? someone who selected you on an informal basis? Don’t know ASK ALL THOSE WHO HAVE A FORMAL MENTOR (CODES 1 OR 2) AT C4. OTHERS GO TO ROUTING AT C6.

 

C5. Is your mentor the same person as last year? SINGLE CODE ONLY Yes No, they are a different person Not applicable, I did not have a mentor last year ASK ALL RESPONDENT TYPES 1-2 AT A1 WHO ARE CODE 3 AT A6

 

C6. At your current school, do you have an induction mentor who supervises your induction programme? By mentor, we mean someone who is directly involved in your development during your induction year, but who is not necessarily the person with overall responsibility for induction in your school. SINGLE CODE ONLY Yes No Don’t know ASK ALL WHO HAVE FORMAL MENTOR/INDUCTION MENTOR (CODE 1 OR 2) AT C4 OR (CODE 1) AT C6.

 

C7. Is your mentor …? READ OUT. SINGLE CODE ONLY FOR EACH a) also your line manager? b) someone who works in the same key stage as you? c) someone who works in the same subject area as you? d) the school’s/college’s NQT co-ordinator? e) the school’s/college’s CPD co-ordinator? f) the school’s/college’s headteacher/principal? Yes No Don't know Not applicable (ONLY FOR b AND c) INTERVIEWER READ OUT VERBATIM Please remember when answering the following question that your answers are completely confidential and will not be reported in a way that can identify you or your school. The answers you give will help us gain a more rounded understanding of a range of teachers’ experiences. ASK ALL WHO HAVE FORMAL MENTOR/INDUCTION MENTOR (CODE 1 OR 2) AT C4 OR (CODE 1) AT C6.

 

C8. Is your mentor …? READ OUT. SINGLE CODE ONLY FOR EACH a) a similar age as you? By similar we mean within five or so years of your age. b) the same sex as you? Yes No Prefer not to say Don't know ASK ALL WHO HAD A DIFFERENT MENTOR LAST YEAR (CODE 2) AT C5.

 

C9. Was your mentor last year … ? READ OUT. SINGLE CODE ONLY FOR EACH a) a similar age as you? By similar we mean within five or so years of your age. b) the same sex as you? Yes No Prefer not to say Don’t know ASK ALL WHO ARE CODES 1-3 AT A1 OR CODES 4-5 AT A1 WHO ARE CODE 1 AT A3 AND WHO ARE CODES 1 OR 2 AT A6

 

C10. Since completing your induction, which of the following things, if any, have been put in place for you? MULTICODE OK Continued use of career entry and development profile (CEDP) Formal/timetabled meetings to review your progress Opportunities to follow-up issues (e.g. areas for development) identified in induction/NQT year Planned courses to meet identified needs Support groups/networks of recently qualified teachers Use of appraisal system to review progress and development needs None of these (DO NOT READ OUT) [N.B. SAME ROUTING AS AT C10]

 

C10a. To what extent do you agree or disagree that your career entry and development profile (CEDP) has been used effectively in assisting your development as a teacher in the last school year? SINGLE CODE ONLY Strongly agree Tend to agree Neither agree nor disagree Tend to disagree Strongly disagree Don't know ASK ALL RESPONDENT TYPES 1-2 AT A1

 

C11. Generally speaking, how would you rate the relationships you have formed or built upon with the following people since September 2005? READ OUT. DO NOT ROTATE ITEM ORDER BUT REVERSE RESPONSE ORDER. SINGLE CODE ONLY FOR EACH

a. Pupils

b. Parents

c. Your mentor (ONLY ASK THOSE WHO HAVE ONE, CODE 1 OR 2 AT C4)

d. Your induction tutor/mentor (ONLY ASK THOSE WHO HAVE ONE, CODE 1 AT C6)

e. Your line manager (ONLY ASK THOSE WHO DO NOT HAVE A MENTOR (CODES 2-3 AT C3 OR CODES 2-3 AT C6) OR WHO SAY THEIR TUTOR IS NOT THEIR LINE MANAGER OR DON’T KNOW (CODES 2-3 AT C7a))

f. The NQT co-ordinator (ONLY ASK THOSE WHO DO NOT HAVE A MENTOR (CODES 2-3 AT C3 OR CODES 2-3 AT C6) OR WHO SAY THEIR TUTOR IS NOT THE NQT CO-ORDINATOR OR DON’T KNOW (CODE 2-3 AT C7d))

g. The CPD co-ordinator (ONLY ASK THOSE WHO DO NOT HAVE A MENTOR (CODES 2-3 AT C3 OR CODES 2-3 AT C6) OR WHO SAY THEIR TUTOR IS NOT THE CPD CO-ORDINATOR OR DON’T KNOW (CODE 2-3 AT C7e))

h. The headteacher/principal (ONLY ASK THOSE WHO DO NOT HAVE A MENTOR (CODES 2-3 AT C3 OR CODES 2-3 AT C6) OR WHO SAY THEIR TUTOR IS NOT THEIR HEADTEACHER/PRINCIPAL OR DON’T KNOW (CODE 2-3 AT C7f))

i. Other teaching staff

j. Non-teaching staff Very good Good Neither good nor poor Poor Very poor Can’t generalise (some good, some poor) Don’t know Not applicable ASK ALL RESPONDENT TYPES 1-3 AT A1 AND ALL RESPONDENT TYPES 4-5 AT A1 WHO ARE CODE 1 AT A3

 

C12. Who or what, if anything, has helped you in your development as a teacher since September 2005 i.e. in the last school year? This could include a particular person, activity or process. DO NOT PROMPT. MULTICODE OK NOTE TO INTERVIEWER: IF RESPONDENT SAYS MENTOR, PLEASE PROBE TO SEE IF THEY MEAN THEIR FORMALLY ASSIGNED MENTOR (CODE 1 OR 2 AT C4) OR A MENTOR CHOSEN BY THE RESPONDENT ON AN INFORMAL BASIS (CODE 3 AT C4) OR A MENTOR WHO CHOSE THE RESPONDENT ON AN INFORMAL BASIS (CODE 4 AT C4) Additional training Being assessed Being observed in lessons Contact with other teachers with a similar amount of teaching experience Colleagues at school/college CPD co-ordinator “Critical Friend”/”Buddy” Family (including partner/wife/husband) Friends Having no additional non-teaching responsibilities without support Headteacher/Principal Head of Department Help with lesson planning Induction mentor/tutor Mentor formally assigned to me by the school Mentor chosen by me from a group of staff identified by school Mentor chosen by me on an informal basis Mentor who chose me on an informal basis Line manager Nature of my initial teacher training NQT co-ordinator Observing the lessons of others Reduced teaching timetable Reduced volume of work/overall workload Regular teaching of the same class(es) Teaching assistants/support staff There being no expectation of having to teach classes with a high proportion of pupils with challenging behaviour There being no requirement to teach outside subject or area specialism Thorough induction into school Other (please specify) Nothing Don’t know

 

C13. And who or what, if anything, has hindered you in your development as a teacher this year? Again, this could include a particular person, activity or process. DO NOT PROMPT. MULTICODE OK Did not have a formal mentor assigned by my school Did not have an induction mentor Family commitments Had to cover classes Had to teach pupils with challenging behaviour Ill health Induction into school wasn’t thorough enough Involvement in extra-curricular activities Lack of permanent/fixed term contract Lack of support from family (including partner/wife/husband) Lack of support from friends Lack of support from headteacher Lack of support from head of department Lack of support from induction tutor/mentor Lack of support from my formal mentor assigned by my school Lack of support from line manager Lack of support from other staff at school Nature of my initial teacher training Not assessed enough Teaching outside subject/area specialism The children/pupils Timetable wasn’t reduced enough Workload Other (please specify) Nothing Don't know ASK ALL RESPONDENT TYPES 1-3 AT A1 AND ALL RESPONDENT TYPES 4-5 AT A1 WHO ARE CODE 1 AT A3

 

C14. Since you started teaching, have you personally been involved/taken part in any of the following activities? READ OUT a) TO g). MULTICODE OK a) Sharing good practice with an online peer community b) Joint CPD with colleagues from other schools c) Joint INSET days with colleagues from other schools d) Staff exchanges/joint teacher meeting with colleagues from other schools e) Joint CPD with colleagues from other departments/key stages/year groups in your school f) Joint INSET days with colleagues from other departments/key stages/year groups in your school f) Sharing of teaching resources g) Team teaching None of these Don't know

 

SECTION D: SPECIFIC ENTITLEMENTS POLICY AND PRACTICE ASK ALL RESPONDENT TYPES 1-2 AT A1

D1a. How much non-contact time would you say you get per week on average? We are interested in the amount of non-contact time you actually get rather than the amount of non-contact time you are notionally allocated. ENTER ANSWER IN HOURS. RECORD HOURS Don't know Refused ASK IF 10 OR MORE AT D1a

 

D1b. So that’s {ENTER HOURS FROM D1a} hours of non-contact time per week on average? Yes GO TO D2a No GO BACK TO D1a ASK ALL RESPONDENT TYPES 1-3 AT A1 AND ALL RESPONDENT TYPES 4-5 AT A1 WHO ARE CODE 1 AT A3

 

D2a. Which, if any, of the following activities or roles have you undertaken since September 2005? READ OUT. MULTICODE OK Roles: Form tutor Subject co-ordinator Head of department Activities: Covered classes Extra-curricular activities Taken pupils on school trips which are part of the curriculum Taught pupils with challenging behaviour None of these [SAME ROUTING AS D2a]

 

D2b. Since September 2005, have you been involved in any of the following…? MULTICODE OK Contributing to the development and training of other teachers in your school Curriculum development/course design Discussions about the goals and policies of your school/department/year group/key stage Formal discussions about the allocation of financial resources Formal discussions on any whole-school issues with the headteacher/members of the senior leadership team Membership of school committees Membership of school working parties The recruitment of staff None of these ASK ALL RESPONDENT TYPES 1-3 AT A1 AND ALL RESPONDENT TYPES 4-5 AT A1 WHO ARE CODE 1 AT A3

 

D3. In the last school year, approximately how many times, if at all, have you been observed in lessons? SINGLE CODE ONLY. None 1-2 3-4 5-6 7-8 9-10 11-15 16 or more Don't know ASK ALL WHO SAY THEY HAVE BEEN OBSERVED (CODES 2-8) AT D3

 

D4. Who were you observed by? DO NOT PROMPT. MULTICODE OK NOTE TO INTERVIEWER: IF RESPONDENT SAYS MENTOR, PLEASE PROBE TO SEE IF THEY MEAN THEIR FORMALLY ASSIGNED MENTOR (CODE 1 OR 2 AT C4) OR A MENTOR CHOSEN BY THE RESPONDENT ON AN INFORMAL BASIS (CODE 3 AT C4) OR A MENTOR WHO CHOSE THE RESPONDENT ON AN INFORMAL BASIS (CODE 4 AT C4) CPD co-ordinator Director of Studies External consultant Governors Head of department Head of year Headteacher/Principal Key stage co-ordinator My mentor formally assigned to me by my school My mentor who I chose from a group of staff identified by my school My mentor who I chose on an informal basis My mentor who chose me on an informal basis My line manager NQTs Other staff at my school/college OFSTED/HMI Parents Pupils School Improvement Officer Someone from the LEA Special Educational needs co-ordinator Staff member from another school/college Subject co-ordinator Subject mentor Trainees Year group partner Someone else (please specify) Don't know ASK ALL WHO SAY THEY HAVE BEEN OBSERVED (CODES 2-8) AT D3

 

D5. Were you observed by anyone for any of the following reasons? READ OUT. MULTICODE OK As part of a research project As part of a school inspection As part of an open evening/school open day As part of the interview for a job that you had applied for As part of the interview for a job that someone else had applied for To assist in your development/training as a teacher To assist in the training of students/other teachers Other (please specify) None of these Don’t know ASK ALL RESPONDENT TYPES 1-3 AT A1 AND ALL RESPONDENT TYPES 4-5 AT A1 WHO ARE CODE 1 AT A3

 

D6. And approximately how many times, if at all, have you observed the lessons of colleagues in the last school year? SINGLE CODE ONLY. None 1-2 3-4 5-6 7-8 9-10 11-15 16 or more Don't know SECTION E: THE FUTURE ALL RESPONDENTS WHO ARE CODE 1-5 AT A1

 

E1. Which of the following best describes what you think or already know your employment status will be at the start of next term? READ OUT. DO NOT ROTATE ORDER. SINGLE CODE ONLY A In a fixed term teaching post at the same school/college B In a fixed term teaching post at a new school/college C In a permanent teaching post at the same school/college D In a permanent teaching post at a new school/college E Supply teaching F On a break (e.g. maternity leave, carers’ leave, sick leave, study leave) before taking up a teaching post G Unemployed but looking for a teaching post H Unemployed and not looking for a teaching post I Working, but not as a teacher in a school J On a break (e.g. maternity leave, carers’ leave, sick leave, study leave) before taking up work, but not as a teacher Other (please specify) }GO TO SECTION F Don’t know }GO TO SECTION F ASK RESPONDENT TYPES A, B, C, D AT E1

 

E2. Will that be … ? READ OUT. DO NOT ROTATE ORDER. SINGLE CODE ONLY Full-time Part-time Don’t mind Don’t know ASK RESPONDENT TYPES H, I, J AT E1

 

E3. Currently do you anticipate taking up a teaching post at any time in the future? SINGLE CODE ONLY Yes No Don't know ASK RESPONDENT TYPES H, I, J AT E1 WHO ARE CODE 2 at E3

 

E4. What would you say are the reasons underlying your decision to leave teaching? DO NOT PROMPT. MULTICODE OK. Behaviour of pupils/pupil discipline Believed I would not be able to manage the workload Changed mind about teaching as a career Could not find a job Decided to move into another career Did not enjoy working with pupils Did not get on with other teachers Did not get enough support from induction tutor/NQT mentor Did not get enough support from mentor Did not get enough support from other staff in school Did not get enough support from friends/family Did not have a realistic idea of the demands of teaching Have experienced homophobia Have experienced racism Have experienced sexual discrimination/harassment Failed/was failing induction year Family reasons/commitments Financial difficulties Found I could not manage the workload Found teaching too difficult Ill-health Poor reports/feedback Poor work-life balance School management style(s) Was not enjoying the teaching Other (please specify) Prefer not to say Don’t know ASK RESPONDENT TYPES H, I, J AT E1 WHO ARE CODE 2 at E3

 

E5. What are you most likely to be doing at the start of next term? DO NOT PROMPT. MULTICODE OK Doctorate or Masters level qualification in education Further postgraduate study in another subject A job in educational research A job in education, but not teaching (e.g. LEA post) A career outside education Taking time out to travel Taking time out for some other reason (please specify) Other (please specify) ALL RESPONDENT TYPES H, I, J AT E1 NOW GO TO SECTION F ASK ALL RESPONDENT TYPES B AND D AT E1

 

E6. Why are you planning to move schools/colleges? DO NOT PROMPT. MULTICODE OK Been given a promotion Been made redundant Career development Discipline/behavioural problems at current school/college Don’t get on with the pupils at my current school/college Don’t get on with the staff at my current school/college Have found/would like a permanent post Have found/would like a fixed-term post Hoping for a better workload/work-life balance My contract has ended Personal reasons Plan to be in a better-paid post Plan to be at a school/college somewhere else in the country Plan to be at a school/college that is in challenging circumstances Plan to be at a school/college that is not in challenging circumstances Other (please specify) Don’t know ASK ALL RESPONDENT TYPES A,B,C,D,E,F & G AT E1 E7. And what would you say are the areas, if any, in which you think you would benefit from additional training or professional development in the next 12 months? DO NOT PROMPT. MULTICODE OK Ability to deal with pastoral issues Ability to maintain discipline in the classroom Ability to use a range of teaching methods Ability to develop productive relationships with parents Ability to work with early years pupils Ability to work with gifted/talented pupils Ability to work with pupils with English as an Additional Language (EAL) Ability to work with pupils with special educational needs (SEN)/inclusion Awareness of research findings about effective teaching methods Differentiation Developing my confidence as a teacher, generally Knowledge about my teaching subject(s) Knowledge of general subjects/skills Knowledge/understanding of education policy Knowledge/understanding of National Curriculum, Knowledge/understanding of pupil motivation and behaviour Knowledge/understanding of the principles of assessment for learning Marking and assessments Planning/organising Subject co-ordination Staff supervision/management skills Teaching GCSE Teaching A-level Teaching literacy/numeracy skills Time management skills Using ICT in subject teaching Other (please specify) Don’t know None

 

E8. Do you expect to be working in teaching in 3 years’ time, or not? SINGLE CODE ONLY Yes No Don’t know ASK ALL WHO SAY THEY DO NOT EXPECT TO BE IN TEACHING IN 3 YEARS’ TIME (CODE 2) AT E8

 

E9. Why do you not expect to be teaching in 3 years’ time? DO NOT PROMPT. MULTICODE OK I plan to be in a better-paid career I plan to be in a career with a better work-life balance I plan to take a career break for family reasons I plan to take a career break to go travelling I plan to move abroad I plan to use teaching as a stepping stone into another education-related career (not classroom-based) I plan to move into another career (unrelated to education) by that time Other (please specify) Don’t know SECTION F: ABOUT YOU ASK ALL CODES 1-3 AT A1

 

F1. Could you tell me the name of the LEA in which you’re currently teaching? INTERVIEWER KEY IN FIRST LETTER OF LEA AND THEN SELECT LEA FROM LIST WHICH WILL CONTAIN NAME OF EVERY LEA IN THE COUNTRY STARTING WITH THAT LETTER.

 

SECTION G: RE-CONTACTING

Finally, can I just check that the contact details we have for you are correct. G1. The first line of the address I have for you is [INSERT FROM SAMPLE]. Is that still your address? Yes GO TO QG2 No GO TO QG4 Do not want to be contacted again [DO NOT READ OUT] GO TO QG7

 

G2. And can you just confirm that the postcode at this address is INSERT FROM SAMPLE. INTERVIEWER READ OUT USING THE PHONETIC ALPHABET FOR CLARITY. Yes GO TO QG5 No GO TO QG3 Do not want to be contacted again [DO NOT READ OUT] GO TO QG7

 

G3. Can I take the correct postcode? INTERVIEWER RECORD POSTCODE Don’t know Do not want to be contacted again [DO NOT READ OUT] GO TO QG7 NOW GO TO QG5

 

G4. I’d like to take down the details of your current address.

G4.1. Can I start with your postcode? INTERVIEWER RECORD POSTCODE Don’t know Do not want to be contacted again [DO NOT READ OUT] GO TO QG7 G4.2. Next can you give me the main postal town? For example, I used to live in Oadby in Leicester, but the main postal town was Leicester INTERVIEWER RECORD TOWN. DO NOT ABBREVIATE Don’t know Do not want to be contacted again [DO NOT READ OUT] GO TO QG7 G4.3. Can you now give me the name and/or number of your home, and the street name? INTERVIEWER RECORD NAME/NUMBER/STREET NAME. USE SPACES AND COMMAS AND DO NOT ABBREVIATE, e.g. Flat 21 Digby House, Gasworks Place NOT Flat 21/DigbyHse/Gasworks Pl Don’t know Do not want to be contacted again [DO NOT READ OUT] GO TO QG7

G4.4. And finally, can you now give me the rest of your address? INTERVIEWER RECORD REMAINDER OF ADDRESS. USE SPACES AND COMMAS AND DO NOT ABBREVIATE, e.g. Off Gasworks Street, Oadby NOT Off Gaswrks St/Oadby NOW GO TO QG5 Do not want to be contacted again [DO NOT READ OUT] GO TO QG7 G5. And is that likely to be your address when we re-contact you in 12 months’ time? Yes GO TO CLOSE No GO TO QG6 Do not want to be contacted again [DO NOT READ OUT] GO TO QG7

G6. Can I please take the details of your new address. Yes GO TO G6.1 Don't know yet GO TO CLOSE Do not want to be contacted again [DO NOT READ OUT] GO TO G7 G6.1. Can I start with your postcode? INTERVIEWER RECORD POSTCODE Don’t know Do not want to be contacted again [DO NOT READ OUT] GO TO QG7 G6.2. Next can you give me the main postal town? For example, I used to live in Oadby in Leicester, but the main postal town was Leicester INTERVIEWER RECORD TOWN. DO NOT ABBREVIATE Don’t know Do not want to be contacted again [DO NOT READ OUT] GO TO QG7 G6.3. Can you now give me the name and/or number of your home, and the street name? INTERVIEWER RECORD NAME/NUMBER/STREET NAME. USE SPACES AND COMMAS AND DO NOT ABBREVIATE, e.g. Flat 21 Digby House, Gasworks Place NOT Flat 21/DigbyHse/Gasworks Pl Don’t know Do not want to be contacted again [DO NOT READ OUT] GO TO QG7

G6.4. And finally, can you now give me the rest of your address? INTERVIEWER RECORD REMAINDER OF ADDRESS. USE SPACES AND COMMAS AND DO NOT ABBREVIATE, e.g. Off Gasworks Street, Oadby NOT Off Gaswrks St/Oadby THANK & CLOSE Do not want to be contacted again [DO NOT READ OUT] GO TO QG7 ALL WHO DO NOT WANT TO BE RECONTACTED AT ANY G1-G6 OR WHO ARE CODE 2 AT A2 OR WHO ARE CODES 6-8 AT A1 AND CODE 2 AT A3. ALL OTHERS CLOSE.

G7. We’d like to include you in the prize draw but, to do so, need your contact details. Would you be prepared for us to re-contact you about the prize draw? This would be the only reason for re-contacting you. I agree to be re-contacted about the prize draw GO TO QG8 I do not wish to be re-contacted about the prize draw GO TO CLOSE

G8. The first line of the address I have for you is INSERT FROM SAMPLE. Will that be your address for the next three months? Yes GO TO QG9 No GO TO QG11

G9. And can you just confirm that the postcode at this address is INSERT FROM SAMPLE. INTERVIEWER READ OUT USING THE PHONETIC ALPHABET FOR CLARITY. Yes GO TO CLOSE No GO TO QG10

G10. Can I take the correct postcode? INTERVIEWER RECORD POSTCODE Don’t know THANK AND CLOSE

G11. I’d like to take down the details of an address we can contact you at over the next three months.

G11.1. Can I start with the postcode? INTERVIEWER RECORD POSTCODE Don’t know

G11.2. Next can you give me the main postal town? For example, I used to live in Oadby in Leicester, but the main postal town was Leicester INTERVIEWER RECORD TOWN. DO NOT ABBREVIATE Don’t know G11.3. Can you now give me the name and/or number of your home, and the street name? INTERVIEWER RECORD NAME/NUMBER/STREET NAME. USE SPACES AND COMMAS AND DO NOT ABBREVIATE, e.g. Flat 21 Digby House, Gasworks Place NOT Flat 21/DigbyHse/Gasworks Pl Don’t know

G11.4. And finally, can you now give me the rest of your address? INTERVIEWER RECORD REMAINDER OF ADDRESS. USE SPACES AND COMMAS AND DO NOT ABBREVIATE, e.g. Off Gasworks Street, Oadby NOT Off Gaswrks St/Oadby THANK AND CLOSE



 

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