Equipe Educative 2017

Questionnaire "Educative team 2017" Financed 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:

Teacher Non-teaching personnel School-life personnel School direction Secondary school management team General upper secondary school’s management team Technical upper secondary school’s management team Vocational upper secondary school’s management team Other

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?

... Albanie Algérie Allemagne Angleterre Argentine Autriche Belgique Bolivie Bosnie-Herzégovine Brésil Bulgarie Canada Chili Chine Danemark Écosse Émirats Arabes Unis Espagne Estonie (Eesti) États-Unis d'Amérique Finlande France, DOM et TOM Gabon Grèce Hongrie Irlande Islande Italie Japon Katar Luxembourg Maroc Norvège Pays-Bas Pologne Portugal Principauté d'Andorre Principauté de Monaco Qatar République Tchèque Roumanie Russie Suède Suisse Thaïlande Tunisie Turquie Estonie (Eesti)France, DOM et TOM

7. How many years are you working?

Less than 5 years From 6 to 10 years From 11 to 20 years More than 20 years

8. Are you...

A woman A man

9. Do you work...

Always alone, by choice Always alone, because I don’t have any other choice Always alone but I prefer to work in a group Most of the time in team Almost always in team No answer

Globally, regarding to your establishment, how do you estimate its life quality?

Very unsatisfactory Rather unsatisfactory Rather satisfactory Very satisfactory No 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?

I didn’t feel anything Feeling of helplessness Consternation Fear Sadness Anger Other feeling that is not mentioned here No answer

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 ?

Some minutes up to one day One or two days Three or four days One week More than one week Two weeks and more Other :

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”?

No Yes

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

Globally, my relations are good with all classes/with all pupils Some classes are different and the relations suffer from that It is not a question of class effect but only of some pupils No answer

70. Do you think that the quality of relationships between adults in the school influences pupil behavior?

Not at all A little A lot Absolutely No answer

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:

Improves starting from the beginning of the school year Does not significantly change Degrades starting from the beginning of the school year

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…?

No, but I don’t feel the need of it No, but I would like to do that Yes, I have all the information that I need Yes, but I would like to benefit from them even more

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

No Yes

Your establishment’s objective framing, your hierarchy...

Not at all Not really A little Absolutely No 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 all Not really A little Absolutely No 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 all Not really A little Absolutely No 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 all Not really A little Absolutely No 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 all Not really A little Absolutely No 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 all Not really A little Absolutely No 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 all Not really A little Absolutely No 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 all Not really A little Absolutely No 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 all Not really A little Absolutely No 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 all Not really A little Absolutely No 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 all Not really A little Absolutely No 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 all Not really A little Absolutely No 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