Please indicate the degree to which you agree or disagree with each statement below by circling the appropriate letters to the right of each statement.

SA = Strongly Agree

A = Agree

UN = Uncertain

D = Disagree

SD = Strongly Disagree

1. When a student does better than usual in science‚ it is often because the teacher exerted a little extra effort.

SA A UN D SD

2. I am continually finding better ways to teach science. SA A UN D SD

3. Even when I try very hard‚ I don't teach science as well as I do most subjects. SA A UN D SD

4. When the science grades of students improve‚ it is most often due to their teacher ha‎ving found a more effective teaching approach. SA A UN D SD

5. I know the steps necessary to teach science concepts effectively. SA A UN D SD

6. I am not very effective in monitoring science experiments. SA A UN D SD

7. If students are underachieving in science‚ it is most likely due to ineffective science teaching.

SA A UN D SD

8. I generally teach science ineffectively. SA A UN D SD

9. The inadequacy of a student's science background can be overcome by good teaching. SA A UN D SD

10. The low science achievement of some students cannot generally be blamed on their teachers.

SA A UN D SD

11. When a low achieving child progresses in science‚ it is usually due to extra attention given by the teacher.

SA A UN D SD

12. I understand science concepts well enough to be effective in teaching elementary science. SA A UN D SD

13. Increased effort in science teaching produces little change in some students' science achievement.

SA A UN D SD

14. The teacher is generally responsible for the achievement of students in science. SA A UN D SD

15. Students' achievement in science is directly related to their teacher's effectiveness in science teaching.

SA A UN D SD

16. If parents comment that their child is showing more interest in science at school‚ it is probably due to the performance of the child's teacher. SA A UN D SD

17. I find it difficult to explain to students why science experiments work. SA A UN D SD

18. I am typically able to answer students' science questions. SA A UN D SD

19. I wonder if I have the necessary skills to teach science. SA A UN D SD

20. Effectiveness in science teaching has little influence on the achievement of students with low motivation.

SA A UN D SD

21. Given a choice‚ I would not invite the principal to evaluate my science teaching. SA A UN D SD

22. When a student has difficulty understanding a science concept‚ I am usually at a loss as to how to help the student understand it better. SA A UN D SD

23. When teaching science‚ I usually welcome student questions. SA A UN D SD

24. I don't know what to do to turn students on to science. SA A UN D SD

25. Even teachers with good science teaching abilities cannot help some kids learn science. SA A UN D SD

*In Riggs‚ I.‚ & Knochs‚ L. (1990). Towards the development of an elementary teacher’s science teaching efficacy belief instrument. Science Education‚ 74‚ 625-637.

BANDURA’S INSTRUMENT

TEACHER SELF-EFFICACY SCALE

This questionnaire is designed to help us gain a better understanding of the kinds of things that cr‎eate difficulties for teachers in their school activities. Please indicate your opinions about each of the statements below by circling the appropriate number. Your answers will be kept strictly confidential and will not be identified by name.

How much can you influence the decisions that are made in the school?

How much can you express your views freely on important school matters?

How much can you do to get the instructional materials and equipment you need?

How much can you do to influence the class sizes in your school?

How much can you do to get through to the most difficult students?

How much can you do to promote learning when there is lack of support from the home?

How much can you do to keep students on task on difficult assignments?

How much can you do to increase students’ memory of what they have been taught in previous lessons?

How much can you do to motivate students who show low interest in schoolwork?

How much can you do to get students to work together?

How much can you do to overcome the influence of adverse community conditions on students’ learning?

How much can you do to get children to do their homework?

How much can you do to get children to follow classroom rules?

How much can you do to control disruptive behavior in the classroom?

How much can you do to prevent problem behavior on the school grounds?

How much can you do to get parents to become involved in school activities?

How much can you assist parents in helping their children do well in school?

How much can you do to make parents feel comfortable coming to school?

How much can you do to get community groups involved in working with the schools?

How much can you do to get churches involved in working with the school?

How much can you do to get businesses involved in working with the school?

How much can you do to get local colleges and universities involved in working with the school?

How much can you do to make the school a safe place?

How much can you do to make students enjoy coming to school?

How much can you do to get students to trust teachers?

How much can you help other teachers with their teaching skills?

How much can you do to enhance collaboration between teachers and the administration to make the school run effectively?

How much can you do to reduce school dr‎opout?

How much can you do to reduce school absenteeism?

How much can you do to get students to believe they can do well in schoolwork?

The Responsibility for Student Achievement Questionnaire.

For each of the following questions‚ please give a weight or percent to each of the two choices according to your preferences. For example:

If most students complete a home assignment you make‚ is it usually

You may feel that students complete assignments more because of personal motivation than because of your clarity in making the assignment. In that case‚ you  might answer:

Or you may feel quite the opposite. The percentage will vary according to how strongly you feel about each alternative. You may see choice (b) almost totally responsible for students completing assignments and might give it 99%. Choice (a) would then get 1%. The two must always add to 100%.

1. If a student does well in your class‚ would it probably be

2. When your class if ha‎ving trouble understanding some something you have taught‚ is it usually

3. When most of your students do well on a test‚ is it more likely to be

4. When a student in your class can't remember something you said just moments before‚ is it usually

5. Suppose your chairman or principal says you are doing a fine job. Is that likely to happen

6. Suppose you are particularly successful one one  class. Would it probably happen

7. If your students learn an idea quickly‚ is it

8. If your chairman or principal suggests you change some of your class procedures‚ is it more likely

9. When a large percent of the students in your class are doing poorly‚ does it usually happen

10. When your students seem to learn something easily‚ is it usually

11. When students in your class forget something that you explained before‚ is it usually

12. When you find it hard to get a lesson across to particular students‚ is it

13. Suppose you present a new idea to your students and most of them remember it. Is it likely to be

14. When your students do poorly on a test‚ is it

15. When parents commend you on your work as a teacher‚ is it usually

16. If a child doesn't do well in your class‚ would it probably be

17. Suppose you don't have as much success as usual with a particular class. Would this happen

18. If one of your students says‚ "Ya know‚ you're a pretty good teacher‚" is it probably

19. Suppose you find that many students are eager to be in your class. Do you think this would happen

20. Suppose you are trying to help a student solve a particular problem but she is ha‎ving great difficulty with

it. Would that happen

21. When you find it easy to get a lesson across to a class‚ is it

22. When a student in your class remembers something you talked about weeks before‚ is it usually

23. If you are working with a student who can't remember a concept and he suddenly gets it‚ is that likely to happen

24. When you are ha‎ving a hard time getting your students interested in a lesson‚ is it usually

25. If one of your students says‚ “You're a rotten teacher!” is it probably

26. When your students seem interested in your lessons right from the beginning‚ is it

27. If you were to discover most of the students in your class doing very well‚ would it probably be

28. When your students seem to have difficulty learning something‚ is it usually

29. If a parent is critical of you as a teacher‚ is it likely to be

30. On those days when you are depressed about teaching‚ is it

*In Guskey‚ T. (1981). Measurement of responsibility teachers assume for academic successes and failures in the classroom. Journal of Teacher Education‚ 32‚ 44-51.

A number of statements about organizations‚ people‚ and teaching are presented below. The purpose is to gather information regarding the actual attitudes of educators concerning these statements. There are no correct or incorrect answers. We are interested only in your frank opinions. Your responses will remain confidential.

INSTRUCTIONS: Please indicate your personal opinion about each statement by circling the appropriate response at the right of each statement.

1. When a student does better than usually‚ many times it is because I exert a little extra effort. 1 2 3 4 5 6

2. The hours in my class have little influence on students compared to the influence of their home environment. 1 2 3 4 5 6

3. The amount a student can learn is primarily related to family background. 1 2 3 4 5 6

4. If students aren't disciplined at home‚ they aren't likely to accept any discipline. 1 2 3 4 5 6

5. I have enough training to deal with almost any learning problem. 1 2 3 4 5 6

6. When a student is ha‎ving difficulty with an assignment‚ I am usually able to adjust it his/her level.1 2 3 4 5 6

7. When a student gets a better grade than he/she usually gets‚ it is usually because I found better ways of teaching that student. 1 2 3 4 5 6

8. When I really try‚ I can get through to most difficult students. 1 2 3 4 5 6

9. A teacher is very limited in what he/she can achieve because a student's home environment influence on his/her achievement.1 2 3 4 5 6 large

10. Teachers are not a very powerful influence on student achievement when all factors are considered.

1 2 3 4 5 6

11. When the grades of my students improve‚ it is usually because I found more effective approaches.

1 2 3 4 5 6

12. If a student ma‎sters a new concept quickly‚ this might be because I knew the necessary steps in teaching that concept. 1 2 3 4 5 6

13. If parents would do more for their children‚ I could do more. 1 2 3 4 5 6

14. If a student did not remember information I gave in a previous lesson‚ I would know how to increase his/her retention in the next lesson. 1 2 3 4 5 6

15. The influences of a student’s home experiences can be overcome by good teaching. 1 2 3 4 5 6

16. If a student in my class becomes disruptive and noisy‚ I feel assured that I know some techniques to redirect him/her quickly. 1 2 3 4 5 6

17. Even a teacher with good teaching abilities may not reach many students. 1 2 3 4 5 6

18. If one of my students couldn't do a class assignment‚ I would be able to accurately assess whether the assignment was at the correct level of difficulty. 1 2 3 4 5 6

19. If I really try hard‚ I can get through to even the most difficult or unmotivated students. 1 2 3 4 5 6

20. When it comes right down to it‚ a teacher really can't do much because most of a student's motivation and performance depends on his or her home environment. 1 2 3 4 5 6

21. Some students need to be placed in slower groups so they are not subjected to unrealistic expectations.

1 2 3 4 5 6

22. My teacher training program and/or experience has given me the necessary skills to be an effective teacher

1 2 3 4 5 6

1 From Woolfolk‚ A. E.‚ & Hoy‚ W. K. (1990). Prospective teachers' sense of efficacy and beliefs about control. Journal of Educational Psychology‚ 82‚ 81-91. Originally based on the Teacher Efficacy Scale developed by S. Gibson & M. Dembo (1984). Teacher Efficacy: a construct validation. Journa

OCDQ-RS

THE ORGANIZATIONAL CLIMATE DESCRIPTION

For Secondary Schools (OCDQ-RS)

BIS/BAS scalesSeveral theorists have argued that two general motivational systems underlie behavior. A behavioral approach system (BAS) is believed to regulate appetitive motives‚ in which the goal is to move toward something desired. A behavioral avoidance (or inhibition) system (BIS) is said to regulate aversive motives‚ in which the goal is to move away from something unpleasant.  We developed the BIS/BAS scales to assess individual differences in the sensitivity of these systems.

Carver‚ C. S.‚ & White‚ T. L. (1994). Behavioral inhibition‚ behavioral activation‚ and affective responses to impending reward and punishment: The BIS/BAS scales. Journal of Personality and Social Psychology‚ 67‚ 319-333.   [abstract]

Here is how we administer the BIS/BAS scales here‚ followed by scoring instructions:

-‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎-

BIS/BAS

Each item of this questionnaire is a statement that a person may either agree with or disagree with.  For each item‚ indicate how much you agree or disagree with what the item says.  Please respond to all the items; do not leave any blank.  Choose only one response to each statement.  Please be as accurate and honest as you can be.  Respond to each item as if it were the only item.  That is‚ don't worry about being "consistent" in your responses.  Choose from the following four response options:

1 = very true for me 
2 = somewhat true for me 
3 = somewhat false for me 
4 = very false for me

1.  A person's family is the most important thing in life. 
2.  Even if something bad is about to happen to me‚ I rarely experience fear or nervousness. 
3.  I go out of my way to get things I want. 
4.  When I'm doing well at something I love to keep at it. 
5.  I'm always willing to try something new if I think it will be fun. 
6.  How I dress is important to me. 
7.  When I get something I want‚ I feel excited and energized. 
8.  Criticism or scolding hurts me quite a bit. 
9.  When I want something I usually go all-out to get it. 
10.  I will often do things for no other reason than that they might be fun.

11.  It's hard for me to find the time to do things such as get a haircut. 
12.  If I see a chance to get something I want I move on it right away. 
13.  I feel pretty worried or upset when I think or know somebody is angry at me. 
14.  When I see an opportunity for something I like I get excited right away. 
15.  I often act on the spur of the moment. 
16.  If I think something unpleasant is going to happen I usually get pretty "worked up." 
17.  I often wonder why people act the way they do. 
18.  When good things happen to me‚ it affects me strongly. 
19.  I feel worried when I think I have done poorly at something important. 
20.  I crave excitement and new sensations.

21.  When I go after something I use a "no holds barred" approach. 
22.  I have very few fears compared to my friends. 
23.  It would excite me to win a contest. 
24.  I worry about making mistakes. 

-‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎--‎-

Items other than 2 and 22 are reverse-scored.

BAS Drive:  3‚ 9‚ 12‚ 21 
BAS Fun Seeking:  5‚ 10‚ 15‚ 20 
BAS Reward Responsiveness:  4‚ 7‚ 14‚ 18‚ 23

BIS:  2‚ 8‚ 13‚ 16‚ 19‚ 22‚ 24

Items 1‚ 6‚ 11‚ 17‚  are fillers. 

The fact that there are three BAS-related scales and only one BIS-related scales was not planned or theoretically motivated. The factors emerged empirically‚ from an item set that was intended to capture diverse manifestations of the BAS‚ according to various theoretical statements. It is likely that a broader sampling of items on the BIS side would also have resulted in more than one scale. I do not encourage combining the BAS scales‚ however‚ because they do turn out to focus on different aspects of incentive sensitivity. In particular‚ Fun Seeking is known to have elements of impulsiveness that are not contained in the other scales.