(Methodology of A.S. Galanova)

The questionnaire is designed to assess two components in a teacher’s activities:

1. Educational (objective assessment and formation of the child’s personality, empathic attitude towards the child).

2. Organizational and motivational (creating a child’s interest in work, organizing a children’s team, effective organization of activities).

The first component is assessed by questionnaire items 1-8, the second component – ​​9-12.

Each item in the questionnaire consists of two statements that are opposite in meaning. The student must evaluate which of these statements is more true in relation to this teacher. The rating is given on a 5-point scale, where points “5” and “4” refer to the “positive” pole, points “1” and “2” - to the “negative”, and point “3” is intermediate.

The higher the teacher’s final score, the more positively students evaluate his activities.

Instructions:

Read each item on the questionnaire, which consists of two opposing statements.

If you are I completely agree with approval from the left column, circle the number " 5 ».

If you are not quite sure, i.e. If you think this is “most likely true”, circle the number “ 4 ».

If you are I completely agree with approval from the right column, circle the number " 1 ».

If you are not quite sure, circle the number " 2 ».

If you find it difficult to answer, circle the number " 3 ».

Make sure that no item on the questionnaire is missed.

Questionnaire for expert assessment of a teacher (for middle school students, grades 5-8)

Questionnaire for expert assessment of a teacher (for senior students, grades 9 -11)

Data processing

For each questionnaire, 3 indicators are calculated:

X1 – assessment for block 1: points for points 1-8 are summed up;

X2 - score for block 2: scores for points 9-12 are summed up and multiplied by two;

Xo – general expert assessment: X1 and X2 are summed up

After processing each questionnaire, the final indicators for this teacher:

X1 – arithmetic average for 1 block; calculated by the formula: X1=sum of X1: Ν(Ν - number of questionnaires);

X2 – arithmetic mean for block 2; calculated by the formula: X2=sum of X2: Ν(Ν - number of questionnaires);

Ho – arithmetic mean of the general expert assessment; calculated by the formula: Ho=sum of Ho: Ν(Ν - number of questionnaires).

The last indicator (Ho) is the main one. Based on its value, a conclusion is made about the assessment of the teacher’s performance. The value of the overall expert assessment:

16-35 points – low;

36-60 points – average;

61-80 points – high.

Indicators X1 and X2 are auxiliary. Each of them can range from 8 to 40 points. Based on the ratio of these indicators, one can judge the predominance of an educational or organizational-motivational component in a teacher’s activity.

3.3. Questionnaire "teacher-student"(method by N.V. Klyueva)

The questionnaire is intended for students in grades 6-11 and allows you to determine the degree of expression of the components of the teacher’s pedagogical activity

Instructions: Read each of the above statements carefully. If you think it is correct and consistent with your relationship with the teacher, then write “yes”; if it is incorrect, then “No”.

1. The teacher knows how to determine the success of his students in advance.

2. I find it difficult to get along with the teacher.

3. The teacher is a fair person.

4. The teacher skillfully prepares me for tests and exams.

5. The teacher clearly lacks sensitivity and relationship with people.

6. The teacher’s word is law for me.

7. The teacher carefully plans his work with me.

8. I am quite satisfied with the teacher.

9. The teacher is not demanding enough of me.

10. The teacher can always give reasonable advice.

11. I completely trust the teacher.

12. The teacher's assessment is very important to me.

13. The teacher mainly works according to a template.

14. Working with a teacher is a pleasure.

15. The teacher pays little attention to me.

16. The teacher, as a rule, does not take into account my individual characteristics.

17. The teacher does not feel my mood well.

18. The teacher always listens to my opinion.

19. I have no doubt about the correctness and necessity of the methods and means that the teacher uses.

20. I will not share my thoughts with the teacher.

21. The teacher punishes me for the slightest offense.

22. The teacher knows my strengths and weaknesses well.

23. I would like to become like the teacher.

24. The teacher and I have a purely business relationship.

The students’ response determines the degree of expression of the following components of the teacher’s pedagogical activity: gnostic, emotional, behavioral. Each student answer that matches the key is worth 1 point.

The Gnostic component includes the following questions:

Answer “Yes” - 1,4,7,10,19,22;

The answer is “No” - 13, 16.

The emotional component includes questions:

The answer is “Yes” - 8,11,14,23;

The answer is “No” - 2,5,17,20.

The behavioral component includes questions:

The answer is “Yes” - 3,6,12,18.

The answer is “No” - 9,15,21,24.

The gnostic component reveals the level of competence of the teacher as a specialist from the student’s point of view (maximum – 8 points), the emotional one – determines the degree of sympathy of the student for the teacher (maximum – 8 points), the behavioral component – ​​shows how the real interaction between teacher and student develops (maximum – 8 points ).

Questionnaire for teachers (evaluation of their teaching activities)

(Full name of teacher ________________________________________________________________
Subject: ________________________________ Class: ___________________________
We ask you to evaluate your teaching activities and capabilities according to the proposed parameters. Try to avoid self-flagellation or praise when assessing yourself. Remember, the best position is utmost objectivity and sincerity! Please mark the answer option you have chosen. Answer all the questions in a row, having first read the entire set of answers provided.

1. Knowledge of your subject:

a) solid, within the framework of the program, there is an interest in specialized and methodological literature;

b) at the program level, but there are gaps, factual distortions in teaching and testing of classes are allowed;

c) deep, significantly exceeding the program, free orientation in specialized and popular science literature.

2. Attitude to the subject:

a) with interest;
b) indifferent;

c) with passion, there is a need for teaching activities.

3. Ability to plan a curriculum:

a) thematic and lesson planning is carried out basically correctly;

b) cliches are often used in planning, the characteristics of the class are not always taken into account;

c) work is underway on a system of lessons on the topic, a variety of forms and methods of teaching, taking into account the characteristics of the class.

4. Feeling new:

a) a positive attitude towards new pedagogical ideas, but their implementation only under the influence of the administration;

b) skeptical or negative attitude, difficulty in engaging in the process of solving new problems;

c) independent search for new ideas, solving new pedagogical problems.

5.Knowledge of the psychological and pedagogical foundations of education:

a) sufficient orientation in the basic modern psychological - pedagogical concepts of teaching, but rare application of them in practice;

b) free orientation in modern concepts, using them as the basis of their teaching activities;

c) having only general ideas about modern concepts .

6. Pedagogical tact:

a) with external compliance, breakdowns in relations with students are observed;

c) is the basis in relationships with children, there is respect, trust, exactingness and fairness.

7.Individual approach to students:

a) is mainly provided;

b) sufficiently present, violations are rare;

c) the characteristics of students are systematically studied, the volume and complexity of knowledge are differentiated, assistance to those lagging behind, control of students of different “levels”.

8.Development of students’ educational work skills:

a) skeptical attitude towards this work, no positive results solving this problem;

b) the desire to develop in students the skills of rational organization of educational work;

c) purposeful and systematic work in this direction (development of self-control in learning, rational planning, proper pace of reading, writing, calculations, etc.)

9.Development of students’ thinking:

b) effective developmental training is provided, deep and comprehensive; c) formal implementation of program recommendations, focusing students only on memorization.

10.Development of students’ interest in the subject:

a) work is mainly carried out to develop interest in the subject;

b) such work is not being carried out;

c) special techniques are used (for example: demonstrating the practical significance of knowledge, entertaining, individual approach to students).

11.Ability to assess the quality of knowledge:

a) formalism and bias are allowed when assessing knowledge;

b) objectivity is observed in the assessment of knowledge;

c) careful study of evaluation criteria, skillful use of them in practice, objectivity.

Date of completion: “_______” ________________ 2011 Signature: ___________________

QUESTIONNAIRE “PSYCHOLOGICAL CLIMATE IN THE TEAM”

First read the proposed text on the left, then on the right, and then with a “+” sign, mark in the middle part of the sheet the assessment that corresponds to the truth in your opinion.

Ratings:

3-property always manifests itself in a team;

2-property manifests itself in a team in most cases;

1-property is rarely manifested in a team;

0 - both properties are manifested to the same extent.

Analysis of survey results

Based on the data obtained, we can conclude that a cheerful, cheerful tone, goodwill in relationships, and mutual sympathy prevail in the team. Team members enjoy spending time together and participating in joint activities. The team is active, full of energy, treats newcomers kindly, experiences the successes and failures of its comrades, and listens to the opinions of each member. Although, in difficult moments, disagreements and confusion arise in the team. There is a noticeable division into groups in the team. However, there is a sense of pride in the team if it is recognized by the leaders.

Questionnaire for teachers

FULL NAME. teachers__________________________________________________________

Item:__________________________________________________________

Class:____________________________________________________________

We ask you to evaluate your activities and capabilities according to the proposed parameters.

Try to avoid self-flagellation or praise when assessing yourself. Remember, the best position is extreme objectivity!

Please mark the answer option you have chosen. Answer all the questions in a row, having first read the entire set of answers provided.

1. Knowledge of your subject:

A) solid, within the framework of the program, there is an interest in specialized and methodological literature;

B) at the program level, but there are gaps, factual distortions in teaching and testing of classes are allowed;

C) deep, significantly exceeding the program, free orientation in specialized and popular science literature.

1. Relation to the subject:

A) with interest;

B) indifferent;

C) with passion, there is a need for teaching activities.

1. Ability to plan a curriculum:

A) thematic and lesson planning is carried out basically correctly;

B) cliches are often used in planning, the characteristics of the class are not always taken into account;

C) work is underway on a system of lessons on the topic, a variety of forms and methods of teaching, taking into account the characteristics of the class.

1. Feeling new:

A) a positive attitude towards new pedagogical ideas, but their implementation only under the influence of the administration;

B) skeptical or negative attitude, difficulty in engaging in the process of solving new problems;

C) independent search for new ideas, solving new pedagogical problems.

1. Knowledge of psychology - pedagogical foundations training:

A) sufficient orientation in the basic modern psychological and pedagogical concepts of teaching, and their rare application in practice;

B) free orientation in modern concepts, using them as the basis of one’s pedagogical activity;

C) the presence of only general ideas about modern concepts.

1. Pedagogical tact:

A) with external compliance, breakdowns in relations with students are observed;

C) is the basis in relationships with children, there is respect, trust, exactingness and fairness.

1. Individual approach to students:

A) is mainly provided;

B) sufficiently present, violations are rare;

C) the characteristics of students are systematically studied, the volume and complexity of knowledge, assistance to those lagging behind, and control of students of different “levels” are differentiated.

1. Development of students' learning skills:

A) a skeptical attitude towards this work, there are no positive results in solving this problem;

B) the desire to develop in students the skills of rational organization of educational work;

C) purposeful and systematic work in this direction (development of self-control in learning, rational planning. Proper pace of reading, writing, calculations, etc.)

1. Development of students' thinking:

B) effective developmental training is provided, deep and comprehensive;

1. Developing students' interest in the subject:

A) mainly work is being done to develop interest in the subject;

B) such work is not being carried out;

C) special techniques are used (for example: demonstrating the practical significance of knowledge, entertaining, individual approach to students).

1. Ability to assess the quality of knowledge:

A) formalism and bias are allowed when assessing knowledge;

B) objectivity is observed in the assessment of knowledge;

C) careful study of evaluation criteria, skillful use of them in practice, objectivity.

Date of completion:

Signature:

Teacher qualification card

(item)

(Full Name)

Questionnaire

to study difficulties in the work of a teacher

FULL NAME. teachers ______________________________________________________________

Date: Signature:

Technological control map

Teachers___________________________ school

For the 20___ - 20___ academic year.

Item:_______________________________

Teaching experience:_______________________________

Discharge:_________________________________

Certification:_______________________________________

Load:_______________________________

Classes:_________________________________

Control topic:________________________________________________________________

Purpose of control:________________________________________________________________

Forms of control: self-control, mutual control, administrative, individual.

I quarter

II quarter

III quarter

IV quarter

Self-determination in groups:

Group A: goal, task, motivation, types of lesson.

Group B: structure, dosage, methods, techniques, self-analysis of the lesson.

Group B: lesson – creativity – quality.

Forms for presenting the accumulated material:

Studying literature on the topic (self-education):

Speech at the pedagogical council:

Subject:

Date of:

at the methodological association:

Subject:

Date of:

on the administrative and methodological council:

Subject:

Date of:

at the seminar:

Subject:

Date of:

Other:

Open lessons, class hours:

Subject:

Date of:

Class:

Lectures:

Subject:

Date of:

Class:

Development of lessons, tests, lectures, seminars, practical exercises.

A selection of games, handouts and didactic material.

Themes:

Classes:

Teacher Information Card

Questionnaire for teachers

Materials for monitoring educational activities

Assessment of teacher motivational activity

Evaluation of the teacher’s use of various methods of motivating students

Portfolio structure

Portfolio of documents

Portfolio of works

Reviews portfolio

Sample portfolio structure:

1. General information : date of birth, education, qualifications, specialty, work experience, information about advanced training, awards.
2. Methodological activities:lesson models, lesson plans, methodological developments, lesson analysis, publications.
3. Working with students: description of students’ creative works; student research work; results of participation in olympiads and competitions; participation in school events; scenarios for extracurricular activities.
4. Creative activity:self-education, participation in seminars, competitions; participation in a methodological association, participation in experimental work, extracurricular activities, creative works teachers.

Questionnaire No. 1

Dear Colleagues!

1. Please rank on a 7-point scale the reasons that motivate you to improve your professional qualifications, assigning 1st rank to the reason that most motivates you to improve your qualifications, and 7th rank to the reason that least influences your decision improve your skills.

Questionnaire No. 2

Dear Colleagues!

When answering the survey questions, please put a mark (for example, “+”) in the column in which the points correspond to your opinion:

5 – if this statement is completely true;

4 – more likely to correspond than not;

3 – both yes and no;

2 – rather does not correspond;

1 – does not correspond.

Thank you for your cooperation!

Preview:

Method 1.

1. Formulate for yourself what noticeable successes you have achieved in life. Then determine what knowledge, abilities, and experience you needed to achieve these successes. Try to establish exactly those abilities and skills that led to the corresponding result.

As a guide, you can use the following list of knowledge, skills and abilities that ensure successful professional activity manager in the organization (see table 2).

With the help of such an analysis, you can identify not only the relationship between your abilities and the successes realized in practice, but also understand what you can generally achieve in life, that is, determine what personal potential you have to achieve your goals. Moreover, in addition to stating it, it is also important to outline ways further development this potential.

2. On the other hand, you should also clearly and distinctly imagine your weaknesses. Such awareness is necessary in order to avoid situations and actions in which these qualities may manifest themselves and lead to error, failure, or to take measures to get rid of these shortcomings.Knowing your weaknesses means strengthening your strengths.

Make a list of your major failures and mistakes. Note the absence or weak expression of which qualities led to these mistakes and defeats. Remember how you once overcame this or that failure.

As material for comparison, below are eleven basic limitations (“weak points”) that significantly reduce the efficiency of a modern manager. A list of these qualities is proposed by English management consultants M. Woodcock and D. Francis (1995) (see Table 2).

Having identified and analyzed the most significant achievements and mistakes in your life, fill out Table 1.

Table 1

Balance of personal successes and failures

table 2

Method 2

Advantages and disadvantages

The next step is to group the strengths and weaknesses you have identified into blocks of qualities and identify two or more important strengths and weaknesses in each block. weaknesses. The “snapshot” of abilities obtained in this way (Table 3) is a prerequisite for planning further steps to achieve the goals of professional growth and development.

Table 3

Analysis of strengths and weaknesses

Method 3

Self-analysis of pedagogical success

Instructions. On a sheet of paper, vertically divided in half, write down on the left all your successes, achievements, findings, research, and on the right what is not working, what knowledge and skills are missing, what professional problems concern you.

Example

Self-analysis sheet of pedagogical success

The information located in the left column, after studying, will form a positive array, which will form the basis of a map or base of pedagogical success and can be used to train other teachers, accumulate and disseminate teaching experience.

The information located in the right column will form the basis individual route professional and personal self-development of the teacher, plan methodological work schools and in-school teacher training systems.

Dear teacher!

This survey is carried out public organization"Psychological Center" and the magazine "Abiturient" in order to study some problems in the education system. By participating in this survey you will contribute to solving these problems. The survey is anonymous.

Thank you in advance for your participation.

1. Are you satisfied with your job?

Yes, it is quite

Yes, partly

Difficult to answer

2. If you are unhappy, indicate the main reasons

Low earnings

No growth prospects

Lack of interest in teaching activities

Poor team relationships

Poor relationship with management

Low level of preparedness of schoolchildren

Low cognitive level of schoolchildren

Low professionalism of teachers

Poor relationships with students

Disappointment in specialty

Difficult to answer

Other, namely

3. Would like to quit work

Difficult to answer

4. If you had the opportunity to start life over again, would you become a teacher?

Difficult to answer

5. Are you satisfied with the salary level?

Yes, it is quite

Yes, partly

Difficult to answer

6. What level of desired salary would you like to have?

7. How often does the school collect money from students for various events?

Every day

Two to three times a week

Once a week

Two to three times a month

Once a month

Once in two months

Once every three months

Once every four months

Semiannually

Once a year

Other, namely

8. What are the average one-time fees?

(indicate the amount in new manats)

9. Do your parents “thank” you (meaning gifts, money, services)

1. Often

Yes sometimes

Yes, but I refuse

• 10. If yes, then how?

(specify as a percentage)

Present

Money

Help in solving problems

Other, namely

11. In what cases do teachers have the opportunity to have additional income?

1. Admission to first grade

Transfer from class to class

Student assessment

Exam

Issuance of a certificate

Additional lessons with the student

Additional work in your specialty and not in your specialty

Other, namely

• 12. Do you take bribes yourself?

Often

Yes sometimes

Yes, but these were isolated cases

No, because I'm afraid of revelations

No, because of principles

No, because nothing to give

Other, namely

• 13. Do you give bribes (gifts, money, services) to solve your problems?

Often

Yes sometimes

Yes, but these were isolated cases

No, because I'm afraid of revelations

No, because of principles

No, because nothing to give

No, because That is unnecessary

Other, namely

• 14. In what cases are teachers forced to give bribes (gifts, money, services) and how often?

Always

Often

Sometimes

Never

Recruitment

Going on vacation

Load distribution

Class distribution

Sending to advanced training courses

Sending for retraining

Obtaining any certificates from the place of work

Skipping classes

Other, namely

15. From your point of view, what is the percentage relationship between bribery and extortion in our society and in your life?

Bribe – a person gives a bribe in his own way

the will to solve their problems.

Extortion - they demand from a person

money, gifts or any services

to solve his problem

Bribe

Extortion

In our society

In your life

16. What do you think is the percentage of teachers who take bribes?

17. What do you see as the main reasons for bribery in school?

Low wages

Low level of professionalism

Unfair distribution material goods in society

Lack of control

Corruption of society (normativity of bribery)

Corruption of authorities and officials

Other reasons viz.

18. Your attitude to bribery in general and to bribery in school

Positive

Indifferent

Negative

Difficult to answer

At all

At school

19. Do you think corruption in our country has increased/decreased over the past 5 years?

Significantly increased

Increased slightly

Remained at the same level

Decreased a little

Significantly decreased

I find it difficult to answer

20. In your opinion, what does Azerbaijan look like in terms of corruption levels compared to the majority? developed countries and CIS countries

The developed countries

CIS

Also

More corrupt

Less corrupt

Difficult to answer

21. Do you link the solution to the problem of corruption with a change in political power?

Yes, completely

Yes, partly

Difficult to answer

22. What do you think are Negative consequences increasing corruption in society

(specify as a percentage)

low level professionalism in almost all spheres of life______

pronounced stratification in society___________

weakening of the political status of the state on the world stage__________

poor psychological climate in society ____________

deprivation of statehood and independence_____________

increase in lack of spirituality_______________

departure of the intelligentsia_________________

extinction of the nation's gene pool_______________

survival of only certain categories of people: “predators” and sycophants____

increased tension in society, the possibility of revolutionary explosions______

no negative consequences

difficult to answer

another, namely

23. What do you think are the positive consequences of increasing corruption in society?

increase creative activity personalities______________

possible transformation of personality traits towards increased pragmatism, adaptability_______________

the ability to bypass some stupid laws_______________

increasing the dynamics of society development______________

increasing the weight of the state on the world stage________________

increasing the stability and stability of the state______________

the opportunity for an individual or organization to quickly achieve intended goals, bypassing the bureaucratic apparatus________________

no positive consequences_________

difficult to answer

another, namely

YOUR PROFILE DETAILS

1. Gender

2. Age

3. Education

University:

Year of ending:

4. What school do you work at?

Regular medium

Lyceum is free

Paid school or lyceum

Another, namely

5. Subject you teach

6. Total work experience

7. Experience pedagogical work

8. Do you work anywhere else?

Yes, by specialty

Yes, but not by specialty

9. Main language of communication

Azerbaijani

Russian

Azerbaijani and Russian

The other one, namely

10. Nationality

Azerbaijani

Russian

Metis (mixed)

Another, namely

11. Where are you from?

12. Have you changed your place of residence?

13.What is the level of material

your family's wealth

1. Quite wealthy

   Average income

   Poor

   Living below the poverty line

14. Marital status

Married

Not married (single)

Widow (widower)

Divorced (divorced)

15. Number of family members

16. Total monthly family income

(in new manats)

THANK YOU!