Leadership questionnaire scales
Feedback on Teaching and Learning Questionnaire (Secondary) scales
Feedback on Teaching and Learning Questionnaire (Primary) scales
Middles years improvement questionnaire scales
Following is a list of questionnaires currently available on-line from Certain Knowledge showing the scales and item groups associated with each questionnaire:
Leadership questionnaires scales
| Leadership for Learning Questionnaire (School Leaders) | |
| * Leader Efficacy and Culture scale: School Leaders’ perceptions of Personal Leader Efficacy, Teacher Learning Culture and Student Learning Culture | |
| * Leadership Improvement Practices scale: School Leaders’ perceptions of Leadership Improvement Practices | |
| Leadership for Learning Questionnaire (Teachers) | |
| * Teacher Efficacy and School Culture scale: Teachers’ perceptions of Personal Teacher Efficacy, Professional Learning Community and Student Learning Culture. | |
| * Leadership Scale: Teachers’ perceptions of school leaders’ approaches and practices regarding improved student learning. |
Feedback on Teaching and Learning Questionnaire (Secondary) scales
| Nature of Student Work domain | |
| * Value of Work scale : Work is seen to be important, meaningful and worth doing. | |
| * Challenge of Work scale: Work stretches students, challenging them to engage with new ideas and skills. | |
| * Work Interest scale: Work is experienced as interesting and absorbing rather than monotonous and boring. | |
| * Work Activities scale: Work is active and varied, instead of passive and routine. | Development of Student Skills domain |
| * Thinking Skills scale: Students are led by their teacher to the use of complex thinking skills that enable in-depth learning. | |
| * Collaborative Skills scale: Through practice in collaborative learning, students develop a range of associated skills. | |
| * Metacognitive Skills scale: The teacher helps students develop the skills necessary for learning how to learn and how to evaluate their own work. | |
| * Decision-Making Skills scale: Opportunity for students to make decisions about their own learning enhances their capacity to learn independently. | Classroom Culture domain |
| * Learning Values scale Students understand that the values emphasized in their class are depth of understanding and effortful learning for all students. | |
| * Positive Attitude scale: The teacher encourages student self-confidence, perseverance and efficacy. | |
| * Respect scale: The classroom is characterised by respect in attitude and behaviour among members of the class. | |
| * Supportiveness scale: There is a feeling of well-being, friendliness and supportiveness within the classroom. | |
| * Valuing The Individual scale: The teacher knows, understands and values the students as individuals. | |
| * Managing Behaviour scale: The class operates in an orderly way, with the teacher being aware of students’ feelings and behaviour, and following agreed procedures consistently. | Classroom Organisation domain |
| * Time for Learning scale: Time available for the class allows for sustained learning without interruption. | |
| * Personalisation scale: Individual variation in approaches to learning is recognised in the way learning is organised. | |
| * Organising Learning scale: Learning is effectively organised, with timing and sequence being logical and explanation and expectation being clear. | |
| * Feedback scale: Feedback is frequent, prompt, individual and formative. | |
| * Teacher Knowledge and Engagement scale: Students see the teacher as knowledgeable about content and process, as well as being someone who enjoys teaching the students in the class and the subject being taught. |
Feedback on Teaching and Learning Questionnaire (Primary) scales
| Nature of Student Work domain | |
| * Value of Work scale : Work is seen to be important, meaningful and worth doing. | |
| * Challenge of Work scale: Work stretches students, challenging them to engage with new ideas and skills. | |
| * Work Interest scale: Students experience their work as interesting and active rather than monotonous and passive. | Development of Student Skills domain |
| * Metacognitive Skills scale: The teacher helps students develop the skills necessary for learning how to evaluate their own work and for learning how to learn. | |
| * Complex Thinking Skills Scale: Students are led by their teacher to the use of complex thinking skills that enable in-depth learning. | |
| * Skills Of Collaboration And Independence scale: Through practice in collaborative learning, as well as independent learning, students develop a range of associated skills. | |
| Classroom Culture domain | |
| * Learning Values scale: Students understand that the values emphasized in their class are depth of understanding and effortful learning. | |
| * Attitudes and Relationships scale: The classroom is characterised by positive attitudes to learning, and by respect, fairness and supportiveness. | |
| * Managing Behaviour scale: The class operates in an orderly way, with the teacher being aware of students’ feelings and behaviour, and following agreed procedures consistently. | Classroom Organisation domain |
| * Organising Learning scale: Learning is effectively organised, with explanations and expectations being clear, and individual differences known and attended to by the teacher. | |
| * Feedback scale: Feedback is frequent, prompt, individual and formative. | |
| * Teacher Knowledge and Engagement scale: Students see the teacher as knowledgeable about content and process, as well as being strongly motivated and enjoying teaching the students in the class. |
Middles years improvement questionnaire scales
| Attitude to School Questionnaire (School Leaders) | |
| * Perceived Attitudes to School scale: School leaders’ perceptions of student attitudes. | |
| * Perceived Attitudes to Teaching and Learning scale: School leaders’ perceptions of student attitudes. | |
| * Teacher Attitudes to Change scale: School leaders’ attitudes to, feelings about and perception of change in the middle years. | |
| * Teacher Efficacy scale: School leaders’ perceptions of their capacity to make a difference to student learning, of their engagement in teaching and of student capacity to learn. | |
| * Perceived Attitudes to Classroom Behaviour items: School leaders’ perceptions of student attitudes. | |
| * Perceived Attitudes to Bullying/Safety items: School leaders’ perceptions of student attitudes. | |
| Attitude to School Questionnaire (Teachers) | |
| * Perceived Attitudes to School scale: Teachers’ perceptions of student attitudes. | |
| * Perceived Attitudes to Teaching and Learning scale: Teachers’ perceptions of student attitudes. | |
| * Teacher Attitudes to Change scale: Teachers’ attitudes to, feelings about and perception of change in the middle years. | |
| * Teacher Efficacy scale: Teachers’ perceptions of their capacity to make a difference to student learning, of their engagement in teaching and of student capacity to learn. | |
| * Perceived Attitudes to Classroom Behaviour items: Teachers’ perceptions of student attitudes. | |
| * Perceived Attitudes to Bullying/Safety items: Teachers’ perceptions of student attitudes. | |
| Attitude to School Questionnaire (Students) | |
| * Attitudes to School scale: Students’ perceptions of their connectedness to school, their treatment by teachers, their affect at school and the activities provided. | |
| * Attitudes to Teaching and Learning scale: Students’ perceptions of classroom teaching strategies, interactions and help, their attitudes to classroom work, and perceptions of own participation in learning. | |
| * Attitudes to Classroom Behaviour items: Students’ perceptions of classroom behaviour. | |
| * Attitudes to Bullying/Safety items: Students’ perceptions of bullying and safety in the school. | |
| Thinking and Learning Questionnaire (School Leaders) | |
| * Leader Efficacy and Commitment scale: Leaders’ perception of their capacity (individually and as a member of a team) to enable teachers to help students learn, especially in regard to the development of thinking and learning skills, as well as their perceived level of satisfaction with the task. | |
| * Professional Learning Culture scale: The quality of the school as a learning community for teachers and also for leaders, as perceived by leaders. | |
| * Student Learning Culture scale: Leaders’ perception of the kind of learning goal orientation the school values and presents to students as being important. | |
| * Leadership Improvement Practices scale: Leaders’ perceptions of the leadership practices that enable teachers in their school to implement improvement programs successfully. | |
| Thinking and Learning Questionnaire (Teachers) | |
| * Teacher Efficacy and Commitment scale: Teachers’ perception of their capacity to do those things that enable students to learn, their confidence about making a difference and their taking of responsibility for student engagement, thinking and learning, together with their commitment to the task. | |
| * Teacher Learning Culture scale: Teachers’ perceptions of their own approaches to teaching, especially re thinking and learning strategies, within the context of the perceived school professional culture. | |
| * Student Learning Culture scale: Teachers’ perception of the kind of learning goal orientation the school values and presents to students as being important. | |
| * Leadership scale: Teachers’ perceptions of school leadership approaches and practices regarding improved student learning, especially in the area of thinking and learning skills. | |
| Thinking and Learning Questionnaire (Students) | |
| * Motivation and Engagement scale: Self-perceptions about the main aspects of motivation, especially feelings of self-esteem and self-worth, but also expectations about success in learning and the goals that are valued. | |
| * Thinking and Learning scale: Students’ perceptions of their own metacognitive knowledge, awareness and self-regulation, together with their depth of cognitive processing and control over learning. | |
| * Student Learning Culture scale: Perceived culture of the school, in terms of goals emphasized by the school, the general classroom goals and goals relating to thinking and learning in particular. | |
| * Lack of Autonomy scale: Beliefs about learning and learning behaviours that make it difficult for the individual to take control of his/her own learning. | |
| Wellbeing and Engagement Questionnaire (School Leaders) | |
| * Leader Efficacy and Commitment scale: Leaders’ perception of their capacity (individually and as a member of a team) to enable teachers to help students learn, especially in regard to well-being and engagement, as well as their perceived level of commitment to the task. | |
| * Professional Learning Culture scale: The quality of the school as a learning community for teachers and also for leaders, as perceived by leaders. | |
| * Student Learning Culture scale: Leaders’ perception of the kind of learning goal orientation the school values and presents to students as being important. | |
| * Leadership Improvement Practices scale: Leaders’ perceptions of the leadership practices that enable teachers in their school to implement improvement programs successfully. | |
| Wellbeing and Engagement Questionnaire (Teachers) | |
| * Teacher Efficacy and Commitment scale: Teachers’ perception of their capacity to do those things that enable students to learn, their confidence about making a difference and their taking of responsibility for student learning and engagement, together with their commitment to the task. | |
| * Teacher Learning Culture scale: Teachers’ perceptions of their own approaches to teaching within the context of the perceived professional culture of the school. | |
| * Student Learning Culture scale: Teachers’ perception of the kind of learning goal orientation the school values and presents to students as being important. | |
| * Leadership scale: Teachers’ perceptions of school leadership approaches and practices regarding improved student learning, especially in the area of well-being and engagement. | |
| Wellbeing and Engagement Questionnaire (Students) | |
| * Social Well-being scale: The student’s sense of self, personally and socially, within the context of the school. | |
| * Motivation scale: Students’ perceived self-worth, self-esteem and self-efficacy (i.e. the capacity to do those things necessary to achieve their goal), and their future. | |
| * Engagement in Learning scale: This scale also measures motivational elements, but does so in relation to the learning goals of the individual and the school. | |
| Literacy and Learning Questionnaire (School Leaders) | |
| * Leader Efficacy and Commitment scale: Leaders’ perception of their capacity (individually and as a member of a team) to enable teachers to help students learn, especially in regard to well-being and engagement, as well as their perceived level of commitment to the task. | |
| * Professional Learning Culture scale: The quality of the school as a learning community for teachers and also for leaders, as perceived by leaders. | |
| * Student Learning Culture scale: Leaders’ perception of the kind of learning goal orientation the school values and presents to students as being important. | |
| * Leadership Improvement Practices scale: Leaders’ perceptions of the leadership practices that enable teachers in their school to implement improvement programs successfully. | |
| * School Literacy Provision scale: Implementation of procedures developing student literacy. | |
| Literacy and Learning Questionnaire (Teachers) | |
| * Teacher Efficacy and Commitment scale: Teachers’ perception of their capacity to do those things that enable students to learn, their confidence about making a difference and their taking of responsibility for student learning and literacy, plus their commitment to the task. | |
| * Teacher Learning Culture scale: Teachers’ perceptions of their own approaches to teaching within the context of the perceived professional culture within the school. | |
| * Student Learning Culture scale: Teachers’ perception of the kind of learning goal orientation the school values and presents to students as being important. | |
| Literacy and Learning Questionnaire (Students) | |
| * Reading Self-efficacy scale: Students’ perceptions of their capacity to cope with various reading tasks; specific reading strategies and skills; valuing of reading outcomes, anxiety about reading; and enjoyment of reading | |
| * Well-being scale: Students’ sense of self, personally, socially and academically within the context of the school. | |
| * Engagement in Learning scale: Students’ perceptions of their learning goals, their energy and persistence in relation to learning, and their school’s goals for student learning. |
Please contact us if you require any further information on the questionnaire scales.
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