National Survey of Teachers in Their First Year of Service, 1966-1967; First Probationary Teacher Questionnaire

<B>Main Topics</B>:<BR><br>Attitudinal/Behavioural Questions<br>
In this first questionnaire submitted to probationary teachers (see SN:67033 for second follow-up questionnaire), information is obtained in five major categories:<br>
1. Appointment and Placement: whether application for present post was to LEA, to the particular school or post; degree of satisfaction felt with processing of application and placement; whether choice of particular school was offered by LEA; month and year of initial application; of notification of success of application and of notification of placement in particular school; whether probationer invited to visit school soon after appointment confirmed; if visit took place; whether expenses reimbursed and what was seen during first visit to school; date by which probationer was notified of age and ability level of children to be taught, and of relevant syllabus and/or schemes of work to be used; whether probationer was given opportunity to work in present school in preceding term and, if so, whether paid for such work and during subsequent vacation period; factors which influenced choice of LEA or school; and finally whether probationer is working with an age-range for which not specifically trained and, if so, why this is so.<br>
2. Guidance for Teachers During Their First Year of Service: whether probationer invited to attend special induction course in area before start of term and, if so, whether probationer attended; awareness of any other organised discussions or lectures or courses for teachers in area and whether probationer has attended or will attend such courses; and whether any such courses are specifically designed for young or probationary teachers.<br>
3. Teaching Data: composition by sex of classes in which most of teaching time is spent, as well as general ability level or stream of such classes and whether any classes for which probationer is responsible are for backward or ESN children; number of children in class; number of hours of teaching time per week and hours as 'free periods' in work; whether probationer supervises any out-of-school activities and whether as result of own suggestion or at request of school; proportion of time spent (in secondary school) teaching principal subject/s, in classes directed towards external examination and in 6th form work; amount of freedom given probationer to work at own pace or with own emphasis; whether teaching in purpose-built or make-shift classroom; relationship of present teaching methods to those advocated by College or Department during training, and reasons for changes if any; relationship of probationer's methods to those of colleagues; whether working with any organisational scheme of which probationer has little or no previous knowledge (ITA, teaching machines, Nuffield Science, streamed classes, CSE Mode 3, etc.); whether probationer told of rules and conventions governing life at school; attitude of probationer towards amenities provided for his use and towards lack of amenities which impair efficiency of teaching.<br>
4. The School Community: composition of staff of school by sex; provision of staff-room and lockers; whether staff-rooms segregated by sex; individual preference for single-sex or mixed staff-room; relationship of teaching atmosphere in school with expectations built up during training; attitude to general standards of teaching in school and to friendliness of other staff; whether attendance at full staff-meeting possible; people with whom probationer has discussed problems of teaching; whether specific teacher has been deputised by Head to provide advice and whether this advice considered sufficient.<br>
5. Personal Data: general background and personal data includes: LEA; type and identification of school; age; sex and marital status of probationer; whether spouse or fiance/e is teacher; father's occupation; whether any member of immediate family is or has been a teacher; whether teaching was first choice of career; whether any youth work done before; educational background, with dates and details, as well as teaching and general employment background; whether lived at home during training; present living arrangements; whether assistance in finding accommodation offered by LEA; travel time to school in morning; general attitude to present area; to area where trained or home area and to friends from that period; amount of leisure time available now in relation to previous year; whether any leisure activities abandoned because of lack of time and, finally, probationer's initial reaction to first two weeks as professional teacher.

<B>核心主题</B>:<BR><br>态度与行为类问题<br>本问卷为面向见习教师的首份调研问卷（后续跟踪问卷详见编号SN:67033），共涵盖五大类调研信息：<br>1. 聘任与安置：申请人是否向地方教育当局（Local Education Authority，LEA）、特定学校或岗位提交现任岗位申请；对申请及岗位安置流程的满意程度；是否由地方教育当局提供特定学校的选择机会；首次提交申请的年月、申请获批通知的年月以及被安置至特定学校的通知年月；是否在聘任确认后受邀访校；是否实际完成访校；访校费用是否予以报销以及首次访校期间的见闻；见习教师收到所授学生年龄与能力层级、以及拟使用的相关教学大纲和/或工作方案的通知日期；是否有机会在任期前一学期于本校工作，若有则该工作是否获得薪酬，以及在后续假期期间的工作情况；影响其选择地方教育当局或学校的因素；最终是否在未接受过专项培训的年龄段范围内开展教学工作，若是则说明原因。<br>2. 入职首年教师指导：是否在学期开始前受邀参加本地区的专项入职培训课程，若参加则是否实际参训；是否知晓本地区面向教师的其他有组织研讨、讲座或培训活动，以及是否已参加或计划参加此类活动；此类课程是否专为青年教师或见习教师设计。<br>3. 教学相关数据：多数授课时长所在班级的性别构成，以及此类班级的整体能力层级或分组情况；见习教师负责的班级是否有针对学习困难学生或教育特殊需求儿童（Educationally Subnormal Children，ESN）的班级；班级学生人数；每周授课时长以及工作中的非授课时段时长；是否监督任何校外活动，以及该活动是出于自身提议还是应学校要求；在中学阶段，投入主修科目教学、面向外部统一考试的班级教学以及六年级（6th form）教学的时间占比；给予见习教师的自主教学节奏与教学侧重点的自由度；授课地点是专用教学教室还是临时搭建教室；当前教学方法与其受训期间学院或院系所倡导的教学方法的契合度，以及若存在调整则说明调整原因；见习教师的教学方法与同事教学方法的适配情况；是否参与任何此前几乎不了解的组织化教学方案（如个性化教学法（Individualized Teaching Approach，ITA）、教学机器、纳菲尔德科学课程、分层教学班、中等教育证书模式3（CSE Mode 3）等）；是否被告知学校的各项规章制度与通行惯例；见习教师对为其提供的教学配套设施的态度，以及对影响教学效率的设施缺失情况的态度。<br>4. 学校社群：学校教职工的性别构成；教职工休息室与储物柜的配备情况；教职工休息室是否按性别分隔；偏好单人教职工休息室还是混合性别教职工休息室；学校教学氛围与其受训期间形成的预期之间的契合度；对学校整体教学水准以及其他教职工的友善程度的态度；是否能够参加全体教职工大会；与哪些人讨论过教学相关问题；是否有指定教师受校长委托提供指导，以及该指导是否被认为足够充分。<br>5. 个人信息：个人背景与基本信息包括：地方教育当局；学校类型与标识；年龄；见习教师的性别与婚姻状况；配偶或未婚夫/未婚妻是否为教师；父亲的职业；直系亲属中是否有现任或曾任教师的人员；教师职业是否为其首选职业；入职前是否从事过青年服务工作；教育背景（含就读时间与具体经历）以及教学与整体就业背景；受训期间是否居住在家中；当前的居住安排；是否获得地方教育当局提供的住宿安置协助；每日早间通勤至学校的时长；对当前所在地区的整体态度；对受训地区或家乡以及当时结识的朋友的态度；相较于上一年度，当前可支配的休闲时间情况；是否因时间紧张而放弃了任何休闲活动；最后是见习教师作为职业教师首两周的初步感受。