Version_v1_2026_02
Intl. Teacher ID
Country code 3-character
Country Identifier
Intl. School ID
PISA Assessment Cycle (2 digits + 2 character Assessment type - MS/FT)
National Centre 6-digit Code
Stratum ID 5-character (cnt + original stratum ID) (Zur Anonymisierung geleert (FDZ))
REGION
Adjudicated sub-region code 7-digit code (3-digit country code + region ID + stratum ID)
OECD country
Date of the database creation
How old are you?
What is your employment status as a teacher at this school?
What is your current employment status as a teacher, in terms of working hours: All my teaching employments together
How many years of work experience do you have: Year(s) working as a teacher at this school
How many years of work experience do you have: Year(s) working as a teacher in total
This school year, do you teach the following [ISCED levels]: [ISCED 2]
This school year, do you teach the following [ISCED levels]: [ISCED 3]
Do you currently work as a teacher of [national modal grade for 15-year-olds] at another school?
Please indicate at how many other schools you currently work as a teacher of [national modal grade for 15-year-olds].
During most recent complete calendar week, approx. how many hours spent on tasks related to your job at this school?
Hours spent: Teaching
Hours spent: Individual planning or preparation of lessons either at school or out of school
Hours spent: Team work and dialogue with colleagues within this school
Hours spent: Marking/correcting of student work
Hours spent: Counselling students (including student supervision, mentoring, virtual counselling, career guidance and behaviour guidance)
Hours spent: General administrative work (including communication, paperwork and other clerical duties)
Hours spent: Communication and co-operation with parents or guardians
Hours spent: Engaging in extracurricular activities (e.g. sports and cultural activities after school)
This school year, do you teach mathematics to students in [national modal grade for 15-year-olds]?
Across all of the classes you are teaching, what proportion of your students are students with [special needs]?
Did you complete a teacher education or training programme?
Reading, writing and literature: Included in my teacher education or training programme or other professional qualification
Reading, writing and literature: I teach it to the [national modal grade for 15-year-olds] in the current school year
Mathematics: Included in my teacher education or training programme or other professional qualification
Mathematics: I teach it to the [national modal grade for 15-year-olds] in the current school year
Science: Included in my teacher education or training programme or other professional qualification
Science: I teach it to the [national modal grade for 15-year-olds] in the current school year
Technology: Included in my teacher education or training programme or other professional qualification
Technology: I teach it to the [national modal grade for 15-year-olds] in the current school year
Social studies: Included in my teacher education or training programme or other professional qualification
Social studies: I teach it to the [national modal grade for 15-year-olds] in the current school year
Modern foreign languages: Included in my teacher education or training programme or other professional qualification
Modern foreign languages: I teach it to the [national modal grade for 15-year-olds] in the current school year
Ancient languages (e.g. Latin): Included in my teacher education or training programme or other professional qualification
Ancient languages (e.g. Latin): I teach it to the [national modal grade for 15-year-olds] in the current school year
Arts: Included in my teacher education or training programme or other professional qualification
Arts: I teach it to the <national modal grade for 15-year-olds> in the current school year
Physical education: Included in my teacher education or training programme or other professional qualification
Physical education: I teach it to the [national modal grade for 15-year-olds] in the current school year
Religion and/or ethics: Included in my teacher education or training programme or other professional qualification
Religion and/or ethics: I teach it to the [national modal grade for 15-year-olds] in the current school year
Practical/vocational skills: Included in my teacher education or training programme or other professional qualification
Practical/vocational skills: I teach it to the [national modal grade for 15-year-olds] in the current school year
Knowledge of subject: Included in my teacher education or training programme or other professional qualification
Knowledge of subject: Included in my professional development activities during the last 12 months
Teaching my subject: Included in my teacher education or training programme or other professional qualification
Teaching my subject: Included in my professional development activities during the last 12 months
Knowledge of the curriculum: Included in my teacher education or training programme or other professional qualification
Knowledge of the curriculum: Included in my professional development activities during the last 12 months
Student assessment practices: Included in my teacher education or training programme or other professional qualification
Student assessment practices: Included in my professional development activities during the last 12 months
ICT skills for teaching: Included in my teacher education or training programme or other professional qualification
ICT skills for teaching: Included in my professional development activities during the last 12 months
Student behaviour/class management: Included in my teacher education or training programme or other professional qualification
Student behaviour/class management: Included in my professional development activities during the last 12 months
Approaches to individualised learning: Included in my teacher education or training programme or other professional qualification
Approaches to individualised learning: Included in my professional development activities during the last 12 months
Teaching special needs students: Included in my teacher education or training programme or other professional qualification
Teaching special needs students: Included in my professional development activities during the last 12 months
Teaching multicultural/multilingual setting: Included in my teacher education or training programme or other professional qualification
Teaching multicultural/multilingual setting: Included in my professional development activities during the last 12 months
Use of evaluation results: Included in my teacher education or training programme or other professional qualification
Use of evaluation results: Included in my professional development activities during the last 12 months
Teacher-parent co-operation: Included in my teacher education or training programme or other professional qualification
Teacher-parent co-operation: Included in my professional development activities during the last 12 months
Second language teaching: Included in my teacher education or training programme or other professional qualification
Second language teaching: Included in my professional development activities during the last 12 months
Teaching equity/diversity: Included in my teacher education or training programme or other professional qualification
Teaching equity/diversity: Included in my professional development activities during the last 12 months
Are you required to take part in professional development activities?
Degree you need professional development in: Knowledge and understanding of my subject field(s)
Degree you need professional development in: Pedagogical competencies in teaching my subject field(s)
Degree you need professional development in: Knowledge of the curriculum
Degree you need professional development in: Student assessment practices
Degree you need professional development in: ICT (information and communication technology) skills for teaching
Degree you need professional development in: Student behaviour and classroom management
Degree you need professional development in: Approaches to individualised learning
Degree you need professional development in: Teaching students with special needs
Degree you need professional development in: Teaching in a multicultural or multilingual setting
Thinking of professional development activities during last 12 months, did these positively impact your teaching?
How often: Exchange teaching materials with colleagues
How often: Engage in discussions about the learning development of specific students
How often: Work with other teachers in my school to ensure common standards in evaluations for assessing student progress
How often: Attend team conferences
How often use for teaching: Tutorial software or practice programmes
How often use for teaching: Digital learning games
How often use for teaching: Word-processors or presentation software (e.g. [Microsoft Word®], [Microsoft PowerPoint®])
How often use for teaching: Spreadsheets (e.g. [Microsoft Excel®])
How often use for teaching: Multimedia production tools (e.g. media capture and editing, web production)
How often use for teaching: Concept mapping software (e.g. [Inspiration®], [Webspiration®])
How often use for teaching: Data logging and monitoring tools
How often use for teaching: Simulations and modelling software
How often use for teaching: Social media (e.g. [Facebook®], [Twitter])
How often use for teaching: Communication software (e.g. email, blogs)
How often use for teaching: Computer-based information resources (e.g. websites, wikis, encyclopaedia)
How often use for teaching: Interactive digital learning resources (e.g. instructional content, quizzes)
How often use for teaching: Graphing or drawing software
How often use for teaching: E-portfolios
How often? I develop and administer my own assessment.
How often: I administer a [standardised test].
How often: I have individual students answer questions in front of the class.
How often: I provide written feedback on student work in addition to a [mark, i.e. numeric score or letter grade].
How often: I let students judge their own progress.
How often: I observe students when working on particular tasks and provide immediate feedback.
How often: I collect data from classroom assignments or home work.
How often: Use [digital resources] to design tasks
How often: Use [digital resources] to explore new teaching methods
How often: Use [digital resources] to enable student collaboration
How often: Use [digital resources] to provide feedback to students
How often: Use [digital resources] to provide access to instructional material for students who cannot physically attend class
How often: Use [digital resources] to communicate with parents or guardians
How often: Use online tools or computer-based testing to assess students' learning
How often: Use [digital resources] to share ideas or resources with colleagues
How often: Take part in professional communities of practice online
Emphasis on teaching: Evaluating the credibility of digital information
Emphasis on teaching: Sharing digital information with others (e.g. through presentations, documents, images or diagrams)
Emphasis on teaching: Using [digital resources] to solve real-world problems (e.g. measuring the height of a building, finding directions on a map)
Emphasis on teaching: Using digital tools to work collaboratively
Emphasis on teaching: Understanding the consequences of public dissemination of information online (privacy and safety)
Agree/disagree: The advantages of being a teacher clearly outweigh the disadvantages.
Agree/disagree: If I could decide again, I would still choose to work as a teacher.
Agree/disagree: I regret that I decided to become a teacher.
Agree/disagree: I enjoy working at this school.
Agree/disagree: I wonder whether it would have been better to choose another profession.
Agree/disagree: I would recommend my school as a good place to work.
Agree/disagree: I think that the teaching profession is valued in society.
Agree/disagree: I am satisfied with my performance in this school.
Agree/disagree: All in all, I am satisfied with my job.
In formal education/training, extent studied: Mathematics
In formal education/training, extent studied: Pedagogy/teaching mathematics
In formal education/training, extent studied: Educational psychology
In formal education/training, extent studied: Remedial mathematics
In formal education/training, extent studied: Special education
In formal education/training, extent studied: Assessment methods in mathematics comprehension
Proportion of training dedicated to: Mathematics: knowledge and skills related to mathematics domain
Proportion of training dedicated to: Pedagogy of mathematics: knowledge and methodology of mathematics instructional skills (evidence-based strategies, model-based approach, guided discussion)
Proportion of training dedicated to: General pedagogical knowledge: e.g. teacher-student interaction, classroom management, school evaluation, special education
Proportion of professional development dedicated to: Mathematics: knowledge and skills related to mathematics domain
Proportion of professional development dedicated to: Pedagogy of mathematics: knowledge and methodology of mathematics instructional skills (evidence-based strategies, model-based approach, guided discussion)
Proportion of professional development dedicated to: General pedagogical knowledge: e.g. teacher-student interaction, classroom management, school evaluation, special education
Disciplinary climate in mathematics (WLE)
How often: Many students don’t listen to what I say.
How often: There is noise and disorder.
How often: I have to wait a long time for students to quiet down.
How often: Students cannot work well.
How often: Students don’t start working for a long time after the lesson begins.
How often: Students get distracted by using [digital resources] (e.g. smartphones, websites, apps).
How often: Students get distracted by other students who were using [digital resources] (e.g. smartphones, websites, apps).
How often teach: Use [digital resources] for simple calculations
How often teach: Use [digital resources] to solve equations
How often teach: Use [digital resources] for simulations and modelling (e.g. [geogebra], [Net Logo]), virtual laboratories (e.g. [Labster])
How often teach: Use [digital resources] for coding or algorithm activities (e.g. [Scratch], etc.)
How often teach: Extracting mathematical information from diagrams, graphs, or simulations
How often teach: Interpreting mathematical solutions in the context of a real-life challenge
How often teach: Using the concept of statistical variation to make a decision
How often teach: Identifying mathematical aspects of a real-world problem
How often teach: Identifying constraints and assumptions behind mathematical modelling
How often teach: Representing a situation mathematically using variables, symbols, or diagrams
How often teach: Evaluating the significance of observed patterns in data
How often teach: Coding/programming computers
How often teach: Working with computer mathematics systems (e.g. spreadsheets, programming software, graphing calculators)
How often teach: Calculating the properties of an irregularly shaped object
How often: I asked students to think of problems from everyday life that could be solved with new mathematics knowledge we learned.
How often: I showed students how mathematics can be useful in our everyday lives.
How often: I encouraged students to 'think mathematically'.
How often: I taught students how to use mathematical logic when approaching new situations.
How often: I showed students how some problems that look difficult can be solved more easily by understanding how the number system is organized.
How often: I gave problems from everyday life involving numbers and asked students to make a decision about the situation.
How often: I asked students how different topics are connected to a bigger mathematical idea.
How often: I encouraged students to think about how a problem from everyday life could be solved using mathematics.
How often: I explained how different mathematical ideas connect to a larger context.
How often: I asked students to solve mathematics problems without computing anything.
How often: I asked students to explain how we solved a mathematics problem.
How often: I asked students to explain what assumptions they were making when solving a mathematics problem.
How often: I asked students to explain their reasoning when solving a mathematics problem.
How often: I asked students to defend their answer to a mathematics problem.
How often: I asked students to think about how new and old mathematics topics were related.
How often: I encouraged students to think about how to solve mathematics problems in different ways than demonstrated in class.
How often: I told students to keep trying even when they face difficulties with a mathematics task.
How often: I taught students to memorize rules and apply them to solve mathematics problems.
Agree/disagree: The goal of teaching mathematics is to help students use mathematics to solve real-world problems.
Agree/disagree: I want my students to see the structure of the number system and the logic of mathematics.
Agree/disagree: Explaining why an answer is correct is just as important as getting a correct answer.
Agree/disagree: Even with the availability of calculators and computers, students need to learn traditional methods for performing mathematical operations.
Agree/disagree: Students should be able to figure out for themselves whether they have solved a mathematics problem correctly.
Agree/disagree: Students should learn basic skills before being asked to solve complex mathematics problems.
Agree/disagree: Asking students to solve difficult problems in class helps them become good problem solvers.
Agree/disagree: I would rather have my students solve a few complex problems than a lot of relatively easy ones.
Agree/disagree: An important reason for teaching mathematics is to help students become more logical.
Agree/disagree: Graphics calculators and computers can be used to help students see mathematics concepts in new and different ways.
Agree/disagree: Doing mathematics requires hypothesising, estimating, and creative thinking.
Agree/disagree: Most things a student needs to know in mathematics can be learned through memorisation.
Which best describes the level of students in your [national modal grade for 15-year-olds] mathematics lessons?
Participate in: Qualification programme (e.g. a [degree programme])
Participate in: Participation in a network of teachers formed specifically for the professional development of teachers
Participate in: Individual or collaborative research on a topic of interest to you professionally
Participate in: Mentoring and/or peer observation and coaching, as part of a formal school arrangement
Participate in: Reading professional literature (e.g. journals, evidence-based papers, thesis papers)
Participate in: Engaging in informal dialogue with your colleagues on how to improve your teaching
Participate in: Course, workshop, or conference on teaching methods
Participate in: Course, workshop, or conference relevant to your subject-matter field
Participate in: Observation visits to other schools
Participate in: Training courses in private companies or other organisations
Participate in: Listening to or watching recorded seminars or online courses (e.g. [MOOCs]) about the use of [digital resources] for teaching
Participate in: Course, workshop, or conference about the use of [digital resources] for teaching
Participate in: In-service training courses about the use of [digital resources] for teaching
Participate in: Learning new pedagogical or instructional approaches with [digital resources]
In your teaching, extent you can: Get students to believe they can do well in school work
In your teaching, extent you can: Help my students value learning
In your teaching, extent you can: Craft good questions for my students
In your teaching, extent you can: Control disruptive behaviour in the classroom
In your teaching, extent you can: Motivate students who show low interest in school work
In your teaching, extent you can: Make my expectations about student behaviour clear
In your teaching, extent you can: Help students think critically
In your teaching, extent you can: Get students to follow classroom rules
In your teaching, extent you can: Calm a student who is disruptive or noisy
In your teaching, extent you can: Use a variety of assessment strategies
In your teaching, extent you can: Provide an alternative explanation for example when students are confused
In your teaching, extent you can: Implement alternative instructional strategies in my classroom
How often in lessons: I tailor my teaching to meet the needs of my students.
How often in lessons: I provide individual help when a student has difficulties understanding a topic or task.
How often in lessons: I change the structure of my lesson on a topic that most students find difficult to understand.
How often in lessons: I provide individual support for advanced students.
How often in lessons: I tell students how they are performing in my course.
How often in lessons: I give students feedback on their strengths in my course.
How often in lessons: I tell students in which areas they can still improve.
How often in lessons: I tell students how they can improve their performance.
How often in lessons: I advise students on how to reach their learning goals.
Have taught: How to use keywords when using a search engine such as [Google©], [Yahoo©], etc.
Have taught: How to decide whether to trust information from the Internet
Have taught: How to compare different web pages and decide what information is more relevant for the students' school work
Have taught: To understand the consequences of making information publicly available online on [Facebook®], [Instagram©], etc.
Have taught: How to use the short description below the links in the list of results of a search
Have taught: How to detect whether the information is subjective or biased
Have taught: How to detect phishing or spam emails
Agree/disagree: Immigrant children should have the same opportunities for education that other children in the country have.
Agree/disagree: Immigrants who live in a country for several years should have the opportunity to vote in elections.
Agree/disagree: Immigrants should have the opportunity to continue their own customs and lifestyle.
Agree/disagree: Immigrants should have all the same rights that everyone else in the country has.
Have you studied in a country other than [country of test]?
Agree/disagree: Creativity can be trained.
Agree/disagree: People can be creative if they keep trying.
Agree/disagree: I am very creative.
Agree/disagree: I enjoy projects that require creative solutions.
Agree/disagree: I enjoy solving complex problems.
Agree/disagree: I enjoy learning new things.
Agree/disagree: I enjoy artistic activities.
Agree/disagree: I express myself through art.
Agree/disagree: I have difficulty using my imagination.
Agree/disagree: I have a good imagination.
Agree/disagree: I value students who have many new ideas.
Agree/disagree: I value students who are capable of writing creative stories or poems.
Agree/disagree: It is important that students are able to make creative works like drawing and painting.
Agree/disagree: It is important for students to be able to invent new things.
Agree/disagree: It is important for students to solve science problems creatively.
Agree/disagree: It is important for students to be creative in helping others have a good relationship.
In your class, how much importance do you give to: Group work
In your class, how much importance do you give to: Finding ideas through brainstorming
In your class, how much importance do you give to: Playing educational games
In your class, how much importance do you give to: Debating ideas or current issues
In your class, how much importance do you give to: Giving students time to explore topics on their own
In your class, how much importance do you give to: Journaling
In your class, how much importance do you give to: Incorporating creative activities like drawing or poetry into projects
Past 2 weeks, how often felt in school: I felt cheerful and in good spirits.
Past 2 weeks, how often felt in school: I felt calm and relaxed.
Past 2 weeks, how often felt in school: I felt active and vigorous.
Past 2 weeks, how often felt in school: I started the school day feeling fresh and rested.
Past 2 weeks, how often felt in school: I was interested and engaged in my daily activities.
Agree/disagree: Teachers can rely on the school's management for professional support.
Agree/disagree: The principal has confidence in the expertise of the teachers.
Agree/disagree: Even in difficult situations, my colleagues know they can trust me.
Agree/disagree: Teachers can rely on each other.
Agree/disagree: I feel that I can trust my colleagues.
Agree/disagree: I am given enough time to do what is expected of me at work.
Agree/disagree: I have too much work for one person to do.
Agree/disagree: There are times when I cannot meet everyone's expectations.
Agree/disagree: I have time for breaks during the workday.
Agree/disagree: My job prevents me from giving the time I want to my personal life.
Agree/disagree: My non-teaching tasks (e.g. counselling students, communicating with parents, administrative work) negatively affect my ability to teach.
Percentage of students who: Students whose [heritage language] is different from the [test language]
Percentage of students who: Low academic achievers
Percentage of students who: Students with [special needs]
Percentage of students who: Students with behavioural problems
Percentage of students who: Students from [socio-economically disadvantaged homes]
Percentage of students who: Academically gifted students
What is the size of your target [national modal grade for 15-year-olds] class?
Extent control: Determining course content
Extent control: Selecting teaching methods
Extent control: Assessing students' learning
Extent control: Disciplining students
Extent control: Determining the amount of homework to be assigned
Extent control: Turning down non-teaching tasks (e.g. counselling students, communicating with parents, administrative work)
Extent control: Choosing teaching materials such as the textbooks
How often received feedback from: External individuals or staff from external bodies
How often received feedback from: School principal or member(s) of the [school management team]
How often received feedback from: Other colleagues within the school (not a part of the [school management team]
How often received feedback from: Parents or guardians
Did any feedback you received in past 12 months positively impact your teaching?
For how many more years do you want to continue to work as a teacher?
This school year, have you seriously considered leaving classroom teaching?
How likely to leave teaching due to: To be promoted to a school leader/principal
How likely to leave teaching due to: To pursue further education toward a degree in education
How likely to leave teaching due to: To pursue further education toward a degree outside of the field of education
How likely to leave teaching due to: To take a job outside of education
How likely to leave teaching due to: For family reasons
How likely to leave teaching due to: To take a break from work
How likely to leave teaching due to: Because I shall have reached the retirement age as a teacher
How often: My principal collaborated with teachers to solve classroom discipline problems.
How often: My principal observed instruction in the classroom.
How often: My principal provided feedback to teachers based on his/her observations.
How often: My principal took actions to support co-operation among teachers to develop new teaching practices.
How often: My principal took actions to ensure that teachers take responsibility for improving their teaching skills.
How often: My principal took actions to ensure that teachers feel responsible for their students' learning outcomes.
How often: My principal organizes people and activities in a way that facilitates the teachers' work.
Extent the following occurs: I experience stress in my work.
Extent the following occurs: My job leaves me time for my personal life.
Extent the following are sources of stress in your work: Having too little time for lesson preparation
Extent the following are sources of stress in your work: Having too many lessons to teach
Extent the following are sources of stress in your work: Having too much [marking]
Extent the following are sources of stress in your work: Having too much administrative work to do
Extent the following are sources of stress in your work: Being held responsible for students' achievement
Extent the following are sources of stress in your work: Maintaining classroom discipline
Extent the following are sources of stress in your work: Being intimidated or verbally abused by students
Extent the following are sources of stress in your work: Addressing parent or guardian concerns
Extent the following are sources of stress in your work: Modifying lessons for students with [special needs]
Overall, how satisfied are you with your job as a whole these days?
Overall, how satisfied are you with your life as a whole these days?
Agree/disagree: I have a sense of direction and purpose in my work.
Agree/disagree: My daily activities often seem trivial and unimportant to me.
Agree/disagree: I enjoy making work plans for my future.
Agree/disagree: I sometimes feel as if I've done all there is to do at my work.
Agree/disagree: I sometimes feel my job is useless.
Proportion of working years at this school
Originally trained teachers, strict definition
Originally trained teachers, broad definition
Trained to teach reading, writing, and literature
Trained to teach mathematics
Trained to teach science
Trained to teach technology
Trained to teach social studies
Trained to teach modern foreign languages
Trained to teach ancient languages (e.g. Latin)
Trained to teach arts
Trained to teach physical education
Trained to teach religion and/or ethics
Trained to teach practical and vocational skills
Overlap between initial education and teaching reading, writing, and literature at the modal grade
Overlap between initial education and teaching mathematics at the modal grade
Overlap between initial education and teaching science at the modal grade
Overlap between initial education and teaching technology at the modal grade
Overlap between initial education and teaching social studies at the modal grade
Overlap between initial education and teaching modern foreign languages at the modal grade
Overlap between initial education and teaching ancient languages (e.g. Latin) at the modal grade
Overlap between initial education and teaching arts at the modal grade
Overlap between initial education and teaching physical education at the modal grade
Overlap between initial education and teaching religion and/or ethics at the modal grade
Overlap between initial education and teaching practical and vocational skills at the modal grade
Proportion of Professional Development (WLE)
Are you female, male, or diverse?
In what country were you born? (zur Anonymisierung geleert (FDZ))
In what country were you born? (Zur Anonymisierung aggregiert (FDZ))
Do you have any of the following degrees? Abitur/general or subject-specific higher education entrance qualification, university of applied sciences entrance qualification
Do you have any of the following degrees? Graduation from a health care school: 2 to 3 years (e.g. health and nursing professions)
Do you have any of the following degrees? Graduation from an apprenticeship or school-based vocational training (e.g. skilled worker, journeyman or salesman certificate, IHK [Chamber of Industry and Commerce] certificate, vocational school, vocational col
Do you have any of the following degrees? Master craftsmen diploma
Do you have any of the following degrees? Graduation from a trade and technical school, vocational school (e.g. kindergarten teachers), specialised academy (Bavaria)
Do you have any of the following degrees? Bachelor's or comparable degree (e.g. diploma from a vocational academy, cooperative state university, university of applied sciences, colleges of public administration)
Do you have any of the following degrees? Master's or comparable degree (e.g. university diploma, state examination, Magister)
Do you have any of the following degrees? PhD/doctoral degree
How did you receive your initial teaching qualifications?
Teaching cross-curricular skills (e.g. problem solving, learning-to-learn): Included in my teacher education or training programme or other professional qualification
Teaching cross-curricular skills (e.g. problem solving, learning-to-learn): Included in my professional development activities during the last 12 months
Internal evaluation or self-evaluation of schools: Included in my teacher education or training programme or other professional qualification
Internal evaluation or self-evaluation of schools: Included in my professional development activities during the last 12 months
For each of the areas listed below, please indicate the degree to which you currently need professional development. Teaching cross-curricular skills (e.g. problem solving, learning-to-learn)
For each of the areas listed below, please indicate the degree to which you currently need professional development. Internal evaluation or self-evaluation of school
For each of the areas listed below, please indicate the degree to which you currently need professional development. Use of evaluation results
For each of the areas listed below, please indicate the degree to which you currently need professional development. Teacher-parent cooperation
For each of the areas listed below, please indicate the degree to which you currently need professional development. Second language teaching
For each of the areas listed below, please indicate the degree to which you currently need professional development. Teaching about equity and diversity
This school year, how often did you do the following activities? Use digital resources to create lesson plans
This school year, how often did you do the following activities? Use digital resources to find instructional materials
This school year, how often did you do the following activities? Use digital resources to assign learning tasks
To what extent do you agree or disagree with the following statements? Creativity stays consistent across your lifetime.
To what extent do you agree or disagree with the following statements? Creativity can only be expressed through arts (e.g. drawing, music, or writing).
To what extent do you agree or disagree with the following statements? There are many different ways to be creative.
To what extent do you agree or disagree with the following statements? It is possible to be creative in nearly any subject.
To what extent do you agree or disagree with the following statements? Creative ideas originate from sudden inspirations.
To what extent do you agree or disagree with the following statements? Creativity is a rare gift.
How often have you exposed your students to this type of mathematics problem in the following settings? In your mathematics lessons this school year
How often have you exposed your students to this type of mathematics problem in the following settings? In the mathematics tests or quizzes you have given this school year
This school year, how often have you done the following things when teaching mathematics? I asked students how new and old topics were related.
This school year, how often have you done the following things when teaching mathematics? I summarized what students learned at the end of the lesson.
This school year, how often have you done the following things when teaching mathematics? I explained at the beginning of the lesson what the learning goals are.
This school year, how often have you done the following things when teaching mathematics? I provided specific suggestions to improve my students’ mathematics work.
This school year, how often have you done the following things when teaching mathematics? I told my students which their weakest areas in mathematics are.
This school year, how often have you done the following things when teaching mathematics? I told my students how they are performing in my mathematics course.
This school year, how often have you done the following things when teaching mathematics? I told my students what their strengths in mathematics are.
To what extent do you agree with the following statements about regular cooperation among your fellow teachers of mathematics and yourself? We discuss the achievement requirements for mathematics when setting tests.
To what extent do you agree with the following statements about regular cooperation among your fellow teachers of mathematics and yourself? We discuss the criteria we use to grade mathematics quizzes or tests.
To what extent do you agree with the following statements about regular cooperation among your fellow teachers of mathematics and yourself? We exchange tasks for lessons and homework that cover a range of different levels of difficulty.
To what extent do you agree with the following statements about regular cooperation among your fellow teachers of mathematics and yourself? I prepare a selection of teaching units with my fellow teachers of mathematics.
To what extent do you agree with the following statements about regular cooperation among your fellow teachers of mathematics and yourself? We discuss ways to teach learning strategies and techniques to our students.
To what extent do you agree with the following statements about regular cooperation among your fellow teachers of mathematics and yourself? My fellow teachers of mathematics benefit from my specific skills and interests.
To what extent do you agree with the following statements about regular cooperation among your fellow teachers of mathematics and yourself? We discuss ways to better identify students' individual strengths and weaknesses.
Stratum ID
SCHOOL BASE WEIGHT
TRIMMED SCHOOL BASE WEIGHT
NONRESPONSE ADJUSTED SCHOOL BASE WEIGHT
GRADE NONRESPONSE ADJUSTED SCHOOL BASE WEIGHT
Within-school teacher weight
Full sample teacher baseweight
NONRESPONSE ADJUSTED TEACHER WEIGHT
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER WEIGHT
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT1
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT2
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT3
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT4
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT5
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT6
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT7
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT8
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT9
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT10
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT11
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT12
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT13
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT14
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT15
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT16
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT17
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT18
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT19
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT20
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT21
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT22
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT23
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT24
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT25
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT26
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT27
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT28
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT29
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT30
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT31
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT32
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT33
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT34
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT35
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT36
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT37
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT38
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT39
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT40
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT41
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT42
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT43
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT44
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT45
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT46
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT47
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT48
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT49
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT50
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT51
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT52
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT53
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT54
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT55
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT56
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT57
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT58
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT59
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT60
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT61
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT62
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT63
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT64
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT65
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT66
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT67
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT68
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT69
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT70
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT71
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT72
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT73
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT74
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT75
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT76
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT77
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT78
FINAL TRIMMED NONRESPONSE ADJUSTED TEACHER REPLICATE BRR-FAY WEIGHT79