TEACHER’S
SURVEY
DETYA logo
about Support
Programs for
Beginning Teachers
Instructions:
 Use a blue/black biro or 2B pencil
 Do not use red pen or felt tip pen
 Erase mistakes fully
 Make no stray marks
Please MARK LIKE THIS
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BACKGROUND INFORMATION
1.
Your background:
3.
Gender:
Prior to commencing at the school, were you
asked about your class teaching preferences?
 Male
 Female
 Yes
Age:
 20 - 24
 25 - 29
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No
To what extent are/were you teaching in the areas
for which you trained at university?
 30 - 39
 Over 40
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Is this your:
 First year of teaching?
 Second year of teaching?
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 Temporary
 Permanent
 Full time
 Part time
4.
What was the total length of your pre-service
teacher preparation course?
 1 yr  2 yrs  3 yrs  4 yrs  5 yrs
What is the name of your teaching qualification,
and the university where you completed your
preservice training?
…………………………………………………………………………………
Teaching hours?
Range of subjects or levels?
Class size(s)?
Non-teaching duties?
Other? (please list)
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Are/were you on probation in your first year?
 Yes  No
Entirely
Mostly
Partly
Not at all
Compared to more experienced teachers in the
school, were you given any reductions in:
Type of employment in first year of teaching:
2.
Your first year teaching assignment:
Participation in support programs for
beginning teachers:
Have you participated in beginning teacher
support programs organised by:
 Your system?
 Your district?
 Other organisations (eg professional
associations)?
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Does the school have an organised program of
support for beginning teachers?
Background information about the school:
 Yes
Sector:
If yes, is participation in the program:
 Government  Catholic
 Independent
Type of school:
Size of school:
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Primary
Secondary
K/P/R -12
Special
Less than 5 staff
6-10 staff
11-20 staff
21-30 staff
31-50 staff
More than 50 staff
Location of school:
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Capital city
Regional city (pop. more than 25,000)
Regional town (pop. 1000-25,000)
Other country area
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No
 Compulsory?  Voluntary?
If no, do you think the school should have an
organised program of support for beginning
teachers?
 Yes

No
ORIENTATION
5.
Teacher grievance
procedures
Administrative procedures
Listed below are strategies which may be
used as part of orientation programs for
newly appointed teachers.
School decision-making
processes
School committees and
how you can be involved
Information about the
union and/or professional
associations
Role of parent groups
a) Please mark any strategies you
experienced.
b) How beneficial do you think the listed
strategies would be for orientation of newly
appointed teachers? Please rank all items
from 1-5, where 1 = most beneficial.
Note: no more than 4 items should receive
the same rating.
Orientation Strategies
Strategies
experienced
Letter of welcome
Telephone contact from the
school
Pre-commencement visit(s)
Meeting(s) with
principal/senior staff
Initial support person
identified
Orientation booklet/
resource package
School website address
Organised social
function(s) to meet the
staff
Seminars/meetings
organised by district office
Meetings with beginning
teachers from other
schools
Contact details (eg email
addresses) of beginning
teachers in other schools
Other (please list)
The school curriculum
Availability of curriculum
materials and teaching
resources
Library facilities
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Least
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How to access school
facilities and equipment (eg
photocopying)
Availability of computers,
Internet and email
External specialist services
available to the school (eg
guidance services)
Roles of senior staff
Availability of support and
specialist staff
Expectations about your
teaching role and
responsibilities
Teachers’ rights and legal
obligations
Expectations about extracurricular duties
Conditions of employment
(eg salary details)
Advice/support regarding
accommodation
Information about support
programs available to
beginning teachers
Information about
procedures for probation
and/or registration
Other (please list)
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6.
Listed below is information that may be
provided for orientation of newly appointed
teachers.
a) Please mark any information that was
provided to you in a formal, deliberate way
(eg in writing, through a meeting, or from a
staff member specifically assigned to assist
you). Do not mark items that you learned
about informally.
b) How important do you think it is that
newly appointed teachers receive the
information listed? Please rank all items
from 1-5, where 1 = most important.
Note: no more than 9 items should receive
the same rating..
Information at orientation
Information
provided
The role of district office
The school’s philosophy/
mission
Profile of the school
community
Social/cultural background
of students
School rules and policies
Policies about EEO and
harassment
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7.
Were you generally satisfied with the
orientation program provided for your initial
appointment?
 Yes
8.
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No
What were the two most valuable aspects of
the orientation program?
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9.
What were the two least valuable aspects of
the orientation program?
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SUPPORTING BEGINNING TEACHERS: STRATEGIES AND ISSUES
10. Listed below are strategies that may be used to support beginning teachers
a) during the first few weeks of teaching
b) throughout their first year (following the initial weeks).
For both phases:

Please mark the kinds of support you received.

How beneficial do you think the listed strategies would be for beginning teachers? Please rank all
items from 1-5, where 1 = most beneficial. Note: no more than 6 items should receive the same
rating.
Support strategies
Seminars / meetings organised by district office
Meetings with principal or deputy
Meetings with senior members of staff (eg year level coordinator)
Peer support group meetings
Meetings with appointed mentor
Meetings with other beginning teachers
Contact (eg email) with beginning teachers in other schools
Attending professional conferences
Other staff observing you teach, and providing feedback
Observing other teachers’ lessons
Team teaching
Cooperative planning with a team of teachers
Visits to other schools
Handbook for new teachers
List of Internet resources for beginning teachers
Curriculum resources
Access to confidential counselling
Reduced teaching load
Other (please list)
First few weeks
Throughout first year
Support
received
Support
received
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11. Below is a list of issues which may be emphasised in support programs for beginning teachers
a) during the first few weeks of teaching.
b) throughout their first year (following the initial weeks).
For both phases:

Please mark any areas in which you were given support.

How important do you think it is that beginning teachers receive support in these areas? Please rank
all items from 1-5, where 1 = most important. Note: no more than 6 items should receive the same
rating.
Support Issues
Organising student learning
Catering for students with a range of learning needs
Student motivation
Managing student behaviour
Inclusion of students with a disability
Effective teaching and learning strategies
Teaching strategies for particular content areas
Using computers as tools for teaching and learning
Developing sequenced learning programs
Lesson planning
First few weeks
Throughout first year
Support
received
Support
received
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Program evaluation
Student assessment
Record keeping
Report writing
Communicating with parents
Handling administrative responsibilities
Extra-curricular duties
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OVERVIEW: THE FIRST FEW WEEKS OF TEACHING
OVERVIEW: THE FIRST YEAR OF TEACHING
12. In general, how satisfied were you with your
first few weeks of teaching?
17. During their first year, beginning teachers
deal with a range of personal issues. Some
of these are listed below.
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Very satisfied
Satisfied
Dissatisfied
Very dissatisfied
13. Please comment on any issues that arose for
you.
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a) Please mark any areas in which your
school or district provides assistance.
b) How important do you think it is that
beginning teachers are offered support in
these areas? Please rank all items from 1-5,
where 1 = most important. Note: no more
than 3 items should receive the same rating.
Support Issues
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14. To what extent did the school/district’s
support program for beginning teachers
assist you during the first few weeks?
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To a great extent
To a reasonable extent
To a limited extent
Not at all
15. What were the two most valuable forms of
support you received during the first few
weeks?
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16. What were the two least valuable forms of
support you received during the first few
weeks?
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Managing stress
Time management
Professional self-confidence
Acceptance by other staff
Acceptance by students
Acceptance by parents
‘Fitting in’ with the school’s
culture
Other (please list)
Support
available
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18. During your first year, to what extent have
you developed a positive image of yourself as
a competent professional?
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Very positive
Reasonably positive
Not very positive
Not at all positive
19. To what extent has the school’s support
program for beginning teachers helped your
self image as a professional?
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To a great extent
To a reasonable extent
To a limited extent
Not at all
20. To what extent has the support offered by
the school during your first year been
specifically tailored to your individual needs?
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To a great extent
To a reasonable extent
To a limited extent
Not at all
21. Do/did you have a documented professional
learning plan for your first year of teaching?
 Yes
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No
22. As well as participating in support programs,
most beginning teachers are reviewed during
their first year for purposes of probation
and/or registration.
In your experience, which of the following
phrases best describes the relationship
between the processes of assessment and
assistance:
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Not applicable to my situation
Completely separate
Integrated and mutually supportive
Integrated but conflicting
Other (please list):
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23. In general, how satisfied are/were you with
your first year of teaching?
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PRE-SERVICE TRAINING
28. In general, how well did your pre-service
teacher education course prepare you for the
first year of teaching?
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Very well
Well
Adequately
Not very well
Poorly
29. How effectively did your teacher education
course prepare you in the following areas?
Please rank all items from 1-5, where 1 =
most effective.
Most
Least
<< Effective >>
Organising student learning
Catering for students with a
range of learning needs
Student motivation
Managing student behaviour
Very satisfied
Satisfied
Dissatisfied
Very dissatisfied
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Inclusion of students with a
disability
Effective teaching and learning
strategies
Teaching strategies for
particular content areas
Using computers as tools for
teaching and learning
Developing sequenced learning
programs
Lesson planning
…………………………………………………………………………………
Program evaluation
24. Please comment on any issues that arose for
you.
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25. To what extent has the school/district’s
support program for beginning teachers
assisted you during your first year?
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To a great extent
To a reasonable extent
To a limited extent
Not at all
Student assessment
Record keeping
Report writing
Communicating with parents
Handling administrative
responsibilities
Extra-curricular duties
Other (please list)
26. What are/were the two most valuable forms
of support received during your first year?
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27. What are/were the two least valuable forms
of support received during your first year?
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30. Did your Education faculty contact you during
your first year of teaching?
 Yes
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No
31. Do you think university Education faculties
should play a continuing role in supporting
beginning teachers during the first year of
teaching?
 Yes
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No
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32. If you answered ‘yes’, what kinds of support
should they provide? Please list.
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THANK YOU FOR COMPLETING THIS SURVEY