Equipe Educative 2017
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Questionnaire "Educative team 2017"

F
inanced by ERASMUS+ programme of the European Union
Quality of life in school environment

European exchanges on validation, valuing and dissemination of Practices of fighting against the School Leaving
Project 2015.1.FR01.KA201.015306

ESPE Toulouse
Midi-Pyrénées – federative research structure, learning, teaching and formation.
Toulouse University Jean Jaurès.


Dear colleagues,


This anonymous questionnaire is destined to the whole educative team of your establishment. It allows to share your opinion on the life quality in your establishment and to identify some of the school’s deregulations as well as the gears of progress.
As you know, it’s because of this tool that we will be able to offer an updated report and to define the interventional and prevention means.

The research team guarantees the anonymity of your answers.

We thank for your precious collaboration.

Pay attention: before leaving the questionnaire, click immediately on “Register my responses” to save your answers (button at the lower left corner at the end of the questionnaire).
Some specific information is essential to make corresponding the representations reported by pupils and the facts stated by the members of the educative team. However, as you already know it, we guarantee the confidentiality of your answers.
1. You respond as:
2. Other status related to this establishment (territorial administration...)
Concerning which establishment are you responding?
(only the researchers will be aware of this information that will allow us to sort the data. As all the confidential elements, they will be deleted from the data basis after conception of the data basis).
3. Name of the establishment
4. Town of the establishment
5. Country of the establishment
6. In which country are you working?
Estonie (Eesti)France, DOM et TOM
7. How many years are you working?
8. Are you...
9. Do you work...
Globally, regarding to your establishment, how do you estimate its life quality?
Very unsatisfactoryRather unsatisfactoryRather satisfactoryVery satisfactoryNo opinion
Very unsatisfactoryRather unsatisfactoryRather satisfactoryVery satisfactoryNo opinion
10. pupils
11. teachers
12. non-teaching personnel
Have you already experienced or do you have a knowledge of something inadmissible:
13. Between a pupil and one of the establishment’s personnels (directed against you or not)?
14. Between parents and adults of the establishment (directed against you or not)?
15. If you have experienced something inadmissible, what did you feel the most?
16. Other feelings that are not mentioned here
17. If that affected you or morally injured you, how much time did you thought about it ?
18. Comment on the feeling length
We know that some types of sanctions or punishments have a small or even no effect. What are those that you would suggest to restrain the pupils’ undesirable acts (that you put in practice on your own or not)?
19. 1st type
20. 2nd type
21. 3rd type
22. 4th type
23. 5th type
Could you suggest some actions that should be implemented to improve the "life quality" in the framework of YOUR educative community?
24. 1st action
25. 2nd action
26. 3rd action
In your opinion...
27. What do you think about this establishment’s premises?
28. How to make this establishment more motivating?
29. How to improve the life quality in this establishment?
30. How could the relations with pupils be improved?
31. How could the relations with colleagues be improved?
32. What should be changed regarding the teacher personnel?
33. What should be changed regarding the management personnel?
34. How to fight against violence?
35. How to help pupils in difficulty?
36. Have you already treated difficult situations that involve “victims” and “authors”?
Regarding these difficult situations
37. Type of committed acts
38. How many persons were implied?
39. Who informed you about this situation?
40. Average age difference between the victim(s) and the author(s)?
41. The place(s)?
42. At which moment(s) of the day?
Could you mention what did the VICTIMS declared concerning what they had experienced
43. The facts
44. Their feelings
45. The frequency of these acts
46. The length
47. The involved reasons
48. The felt emotions
Could you mention what did the AUTHORS declared concerning what they had experienced
49. The facts
50. Their feelings
51. The frequency of these acts
52. The length
53. The involved reasons
54. The felt emotions
Concerning this situation, do you know...
55. If these actions are repeated?
56. Who intervened to stop the situation?
57. When did we or when will we intervene?
58. How did we intervene?
59. Which punishment was planned or given?
60. What were the consequences?
61. Does there exist a special follow-up regarding this situation?
62. What the establishment’s personnel (teaching or non-teaching) could do to contain the undesirable acts?
In your opinion, what could be the reasons for undesirable acts in the establishment?
(Thank you for not writing more than one reason by gap of analysis, except the last gap)
63. 1st reason
64. 2nd reason
65. 3rd reason
66. 4th reason
67. 5th reason
68. What should be changed regarding the functioning of the establishment?
69. Concerning your relations with pupils
70. Do you think that the quality of relationships between adults in the school influences pupil behavior?
71. Do you think that the quality of relationships between adults in the school influences pupil behavior?
72. Globally, do you think that the establishment’s atmosphere:
73. Why is the atmosphere degrading?
74. How is the atmosphere improving?
75. Have you benefited from formations on the subjects of pupil acts, school related deregulations…?
76. Eventual comment about the assisted formations
77. Free expression
This questionnaire is a work tool, no evaluation or other destinations. We therefore thank you for sharing us your comments, questions, answers… that could help us to deepen our understanding of this subject.
78. Would you like to respond to questions related to your hierarchy?
If yes, then you can still stop whenever you wish, there are 12 questions:
- Framing
- Communication
- Evaluation
- Follow of the pupils
- Availability
- Incitement
- Promotion of professional development
- Intellectual stimulus
- Individual consideration
Your establishment’s objective framing, your hierarchy...
Not at allNot reallyA littleAbsolutelyNo answer
Not at allNot reallyA littleAbsolutelyNo answer
79. Does it (the hierarchy) suggest easily understandable and useful objectives?
80. Does it use the pupils’ performance results in order to develop the establishment’s goals?
Communication of your establishment’s objectives, your hierarchy…
Not at allNot reallyA littleAbsolutelyNo answer
Not at allNot reallyA littleAbsolutelyNo answer
81. Does it communicate efficiently the establishment’s missions?
82. Does it discuss with you the establishment’s academic objectives during the meetings?
Supervision and evaluation of teaching, your hierarchy...
Not at allNot reallyA littleAbsolutelyNo answer
Not at allNot reallyA littleAbsolutelyNo answer
83. Does it conduct the informal observations in classes?
84. Does it underline the strong points of your teaching practices?
The follow-up of pupil progress, your hierarchy...
Not at allNot reallyA littleAbsolutelyNo answer
Not at allNot reallyA littleAbsolutelyNo answer
85. Does the hierarchy meets you to discuss individually the pupils’ progress?
86. Does it discuss with the team the pupil results to identify the forces and weaknesses of the teacher work?
Protection of the time of teaching, your hierarchy...
Not at allNot reallyA littleAbsolutelyNo answer
Not at allNot reallyA littleAbsolutelyNo answer
87. Does it limit the intrusion of extra-curricular activities in the teaching time?
88. Does it encourage the teachers to use efficiently their time of teaching to acquire new competencies?
Visibility and accessibility of hierarchy, your hierarchy...
Not at allNot reallyA littleAbsolutelyNo answer
Not at allNot reallyA littleAbsolutelyNo answer
89. Does it take time to discuss in informal manner with pupils (during pauses or lunchtime)?
90. Does it take time to discuss in informal manner with teachers (during pauses or lunchtime)?
91. Does it take time to discuss in informal manner with non-teaching personnel (during pauses or lunchtime)?
92. Does it go to classes to discuss the problems of establishment with teachers?
93. Does it go to classes to discuss the problems of establishment with pupils?
Incitement to teachers, your hierarchy...
Not at allNot reallyA littleAbsolutelyNo answer
Not at allNot reallyA littleAbsolutelyNo answer
94. Does it show the teacher quality performances during meetings or in different ways?
95. Does it privately compliment teachers for their efforts and their performances?
Promotion of personnel’s professional development, your hierarchy...
Not at allNot reallyA littleAbsolutelyNo answer
Not at allNot reallyA littleAbsolutelyNo answer
96. Does it acquire from all personnels the participation in professional formations?
97. Does it assure that the formations assisted by personnels frame well the objectives of the establishment?
Incitement to learn, your hierarchy...
Not at allNot reallyA littleAbsolutelyNo answer
Not at allNot reallyA littleAbsolutelyNo answer
98. Does it recognise the pupil performance by formal prizes?
99. Does it contact the parents to share with them on the result improvements of their child?
Incitement, inspiration in the framework of your work, your hierarchy
Not at allNot reallyA littleAbsolutelyNo answer
Not at allNot reallyA littleAbsolutelyNo answer
100. Does it demonstrate control, competency and confidence?
101. Does it inspire pride in personnel that works with her?
Intellectual stimulus, your hierarchy...
Not at allNot reallyA littleAbsolutelyNo answer
Not at allNot reallyA littleAbsolutelyNo answer
102. Does it value the questioning of teacher working ways?
103. Does it take into account different points of view to solve a problem?
104. Does it encourage you to question the ideas that have never been questioned before?
Individual consideration, your hierarchy...
Not at allNot reallyA littleAbsolutelyNo answer
Not at allNot reallyA littleAbsolutelyNo answer
105. Does it give you useful suggestions for your personal evolution?
106. Does it listen attentively to your preoccupations?
107. Does it encourage you to express your ideas and opinions?
108. If you have comments, they are very welcome...
If you want to be contacted by the director of this research-action-prevention, you can precise:
109. Optional: Your surname
110. Optional: Your first name
111. Optional: Your e-mail address