Scrambled School ID _SCR
Language ID
Country ID - Numeric Code
Country ID - Alpha Code
Country ID - Order for International Report
Country Alpha Code and ISCED Level
Gender - P
Age P
Highest level of formal education completed - P
Years of work exp. As a principal at this school
Years of work exp. As a principal in total
Years of work exp. In other school management roles
Years of work exp. As a teacher in total
Years of work exp. In other jobs
Current employment status as a principal
Elements in form. educ. School administr. or principal training prg
Elements in form. educ. Teacher training education programme or course
Elements in form. educ. Instructional leadership training or course
Prof.dev. act. Courses about subject matter, teaching methods
Prof.dev. act. Courses seminars about leadership seminars about leadership
Prof.dev. act. Courses seminars attended in person seminars attended in person
Prof.dev. act. Online courses seminars seminars
Prof.dev. act. Education conferences - P
Prof.dev. act. Formal qualification programme - P
Prof.dev. act. Peer and or self-observation and coaching - P
Prof.dev. act. Participation in a network of principals
Prof.dev. act. Reading professional literature - P
Prof.dev. act. Other
Areas prof.dev. Knowledge of new developments in leadership research and theory
Areas prof.dev. Knowledge of current national local policies on education
Areas prof.dev. Using data for improving the quality of the school
Areas prof.dev. Designing the school curriculum
Areas prof.dev. Designing professional development for with teachers
Areas prof.dev. Observing classroom instruction
Areas prof.dev. Providing effective feedback
Areas prof.dev. Promoting equity and diversity
Areas prof.dev. Developing collaboration among teachers
Areas prof.dev. Human resource management
Areas prof.dev. Financial management
Barr.Prof.Dev. I do not have the pre-requisites
Barr.Prof.Dev. Professional development is too expensive
Barr.Prof.Dev. There is a lack of employer support
Barr.Prof.Dev. Professional development conflicts with my work schedule
Barr.Prof.Dev. I do not have time because of family responsibilities
Barr.Prof.Dev. There is no relevant professional development offered
Barr.Prof.Dev. There are no incentives for participating in prof. developm.
School location description
Perc. sch. tot. funding Government
Perc. sch. tot. fund. Student fees or school charges paid by parents or guard.
Perc. sch. tot. funding Benefactors, donations, bequests, sponsorships fundrais.
Perc. sch. tot. funding Other
Publicly- or privately-managed school
Number of staff for position Tchrs, irrespective of the grades/ages they teach
Number of staff for position Perso for pedag support, irrespective grades/ages
Number of staff for position School administrative personnel
Number of staff for position School management personnel
Number of staff for position Other staff
Nu.staff cat Teachers who began work at this school during the last 12 months
Nu.staff cat Teachers who permanently left this school during the last 12 months
Nu.staff cat Teachers absent for most recent Tuesday that school was in session
ISCED levels and programmes taught ISCED 2011 Level 0
Competition ISCED levels and or programmes ISCED 2011 Level 0
ISCED levels and programmes taught ISCED 2011 Level 1
Competition ISCED levels and or programmes ISCED 2011 Level 1
ISCED levels and programmes taught ISCED 2011 Level 2
Competition ISCED levels and or programmes ISCED 2011 Level 2
ISCED levels and programmes taught ISCED 2011 Level 3 general educ. prgs
Competit. ISCED levels and /programmes ISCED 2011 Level 3 general educ. prgs
ISCED Levels or programmes taught ISCED 2011 Level 3 voc/technical educ. prgs
Competition ISCED levels programmes ISCED 2011 Level 3 voc or tech educ. prgs
Number of students enrolled in school
Perc. stud. charac. Students [first language] diff. from instr. language - P
Perc. stud. charac. Students with special needs - P
Perc. stud. charac. Students from socio-economically disadvantaged homes - P
Perc. stud. charac. Students who are immigrants or with migrant background
Perc. stud. charac. Students who are refugees - P
Presence school management team
Represented on school management team Principal
Represented on school management team Vice deputy/assistant principal
Represented on school management team Financial manager
Represented on school management team Department heads
Represented on school management team Teachers
Represented on school management team School governing board
Represented on school management team Parents or guardians
Represented on school management team Students
Represented on school management team Other
Appointing or hiring teachers Principal
Appointing or hiring teachers Other members of SMT
Appointing or hiring teachers Teachers not in SMT
Appointing or hiring teachers School gov. Board
Appointing or hiring teachers Authority
Dismissing or suspending teachers from employment Principal
Dismissing or suspending teachers from employment Other members of SMT
Dismissing or suspending teachers from employment Teachers not in SMT
Dismissing or suspending teachers from employment School gov. Board
Dismissing or suspending teachers from employment Authority
Establish teachers’ starting salaries, includ setting payscales Principal
Establish tchrs’ starting salaries, incl setting payscales Other members of SMT
Establish tchrs’ starting salaries, incl setting payscales Teachers not in SMT
Establish tchrs’ starting salaries, incl setting payscales School gov. Board
Establish tchrs’ starting salaries, incl setting payscales Authority
Determining teachers’ salary increases Principal
Determining teachers’ salary increases Other members of SMT
Determining teachers’ salary increases Teachers not in SMT
Determining teachers’ salary increases School gov. Board
Determining teachers’ salary increases Authority
Deciding on budget allocations within the school Principal
Deciding on budget allocations within the school Other members of SMT
Deciding on budget allocations within the school Teachers not in SMT
Deciding on budget allocations within the school School gov. Board
Deciding on budget allocations within the school Authority
Establishing student disciplinary policies and procedures Principal
Establishing student disciplinary policies and procedures Other members of SMT
Establishing student disciplinary policies and procedures Teachers not in SMT
Establishing student disciplinary policies and procedures School gov. Board
Establishing student disciplinary policies and procedures Authority
Establishing student assessment policies Principal
Establishing student assessment policies Other members of SMT
Establishing student assessment policies Teachers not in SMT
Establishing student assessment policies School gov. Board
Establishing student assessment policies Authority
Approving students for admission to the school Principal
Approving students for admission to the school Other members of SMT
Approving students for admission to the school Teachers not in SMT
Approving students for admission to the school School gov. Board
Approving students for admission to the school Authority
Choosing which learning materials are used Principal
Choosing which learning materials are used Other members of SMT
Choosing which learning materials are used Teachers not in SMT
Choosing which learning materials are used School gov. Board
Choosing which learning materials are used Authority
Determining course content, including nat regional curricula Principal
Determining course content, incl nat regional curricula Other members of SMT
Determining course content, incl nat regional curricula Teachers not in SMT
Determining course content, incl nat regional curricula School gov. Board
Determining course content, including nat regional curricula Authority
Deciding which courses are offered Principal
Deciding which courses are offered Other members of SMT
Deciding which courses are offered Teachers not in SMT
Deciding which courses are offered School gov. Board
Deciding which courses are offered Authority
Perc. of time spent on prof.tasks Administrative tasks and meetings
Perc. of time spent on prof.tasks Leadership tasks and meetings
Perc. of time spent on prof.tasks Curric. and teach.-related tasks and meetings
Perc. of time spent on prof.tasks Student interactions
Perc. of time spent on prof.tasks Parent or guardian interactions
Perc. of time spent on prof.tasks Interact. with comm., business and industry
Perc. of time spent on prof.tasks Other
Engage I collaborated with teachers to solve classroom discipline problems
Engage I observed instruction in the classroom
Engage I provided feedback to teachers based on my observations
Engage Supporting co-operation among teachers to develop new teaching practices
Engage Ensuring teachers take responsibility for improving their tch skills
Engage Ensuring teachers feel responsible for their students’ learning outcomes
Engage I provided parents/guardians with info on sch and student performance
Engage I reviewed school administrative procedures and reports
Engage I resolved problems with the lesson timetable in this school
Engage I collaborated with principals from other sch on challenging work tasks
Engage I worked on a professional development plan for this school
Appraised by Principal
Appraised by Other members of the school management team
Appraised by Assigned mentors
Appraised by Teachers (who are not part of the school management team )
Appraised by External individuals or bodies
Observations of classroom teaching External individuals or bodies
Observations of classroom teaching Principal
Observations of classroom teaching Member school management team
Observations of classroom teaching Assigned mentors
Observations of classroom teaching Other teachers
Observations of classroom teaching Not used in this school
Student survey responses related to teaching External individuals or bodies
Student survey responses related to teaching Principal
Student survey responses related to teaching Member school management team
Student survey responses related to teaching Assigned mentors
Student survey responses related to teaching Other teachers
Student survey responses related to teaching Not used in this school
Assessments of teachers’ content knowledge External individuals or bodies
Assessments of teachers’ content knowledge Principal
Assessments of teachers’ content knowledge Member school management team
Assessments of teachers’ content knowledge Assigned mentors
Assessments of teachers’ content knowledge Other teachers
Assessments of teachers’ content knowledge Not used in this school
Students’ external results External individuals or bodies
Students’ external results Principal
Students’ external results Member school management team
Students’ external results Assigned mentors
Students’ external results Other teachers
Students’ external results Not used in this school
School-based and classroom-based results external individuals or bodies - P
School-based and classroom-based results Principal
School-based and classroom-based results Member school management team
School-based and classroom-based results Assigned mentors
School-based and classroom-based results Other teachers
School-based and classroom-based results Not used in this school
Self-assessments of teachers’ work External individuals or bodies
Self-assessments of teachers’ work Principal
Self-assessments of teachers’ work Member school management team
Self-assessments of teachers’ work Assigned mentors
Self-assessments of teachers’ work Other teachers
Self-assessments of teachers’ work Not used in this school
Foll.app. Measures to remedy any weaknesses in teaching are discussed
Foll.app. A development/training plan is developed
Foll.app. Material sanctions i.e. reduced annual increases in pay are imposed
Foll.app. A mentor is appointed to help the teacher improve his/her teaching
Foll.app. A change in a teacher’s work responsibilities
Foll.app. An increase in a teacher’s salary or a payment of a financial bonus
Foll.app. A change in the likelihood of a teacher’s career advancement
Foll.app. Dismissal or non-renewal of contract
Agree Providing staff with opportunities to participate in school decisions
Agree Providing parents w. opportunities to participate in school decisions
Agree Providing students w. opportunities to partic. in school decisions
Agree This school has a culture of shared responsibility for school issues
Agree I make the important decisions on my own
Agree Collaborative school culture which is characterised by mutual support
Agree School staff share common set of beliefs about teaching and learning
Agree Enforcing rules for student behaviour consistently throughout school
Agree This school encourages staff to lead new initiatives
Agree Teachers and students usually get on well with each other - P
Agree Teachers can rely on each other - P
Agree Teachers understand the school’s curricular goals
Agree Teachers succeed in implementing the school’s curriculum
Agree Teachers hold high expectations for student achievement
Agree Parents/guardians support student achievement
Agree Parents/guardians are involved in school activities
Agree Students have a desire to do well in school
Agree The school co-operates with the local community
Agree This school quickly identifies the need to do things differently
Agree This school quickly responds to changes when needed
Agree This school readily accepts new ideas
Agree This school makes assistance available for development of new ideas
Instruction Shortage of qualified teachers
Instruction Shortage of tchrs w. competence in teach students w. special needs
Instruction Shortage of vocational teachers
Instruction Shortage or inadequacy of instructional materials (e.g. textbooks)
Instruction Shortage or inadequacy of digital technology for instruction
Instruction Insufficient Internet access
Instruction Shortage or inadequacy of library materials
Instruction Shortage of support personnel
Instruction Shortage or inadequacy of instructional space (e.g. classrooms)
Instruction Shortage or inadequacy of physical infrastructure
Instruction Shortage of tchrs w. competence in tch studs in multiling. setting
Instruction Shortage of tchrs w. competence in teach studs w. socioec. disadv.
Instruction Shortage of necessary materials to train vocational skills
Instruction Shortage or inadequacy of time for instructional leadership
Instruction Shortage or inadequacy of time with students
St.Beha Vandalism and theft
St.Beha Intimidation or bullying among students/ other forms of verbal abuse
St.Beha Physical injury caused by violence among students
St.Beha Intimidation or verbal abuse of teachers or staff
St.Beha Use possession of drugs and or alcohol
St.Beha A student or parent reports postings of hurtful info on Internet
St.Beha A student or parent reports unwanted electronic contact among studs
Induction activities Formal induction programme for new teachers
Induction activities Informal induction activities for new teachers
Formal induction programme offered
Provisions incl tch induction Courses seminars attended in person
Provisions incl tch induction Online courses seminars
Provisions incl tch induction Online activities (e.g. virtual communities)
Provisions incl tch induction Planned meetings w. principal and teachers
Provisions incl tch induction Supervision by principal and or teachers
Provisions incl tch induction Networking collab. w. other new teachers
Provisions incl tch induction Team teaching with experienced teachers
Provisions incl tch induction Portfolios diaries/journals
Provisions incl tch induction Reduced teaching load
Provisions incl tch induction General administrative introduction
Teacher access to mentoring programme
Mentor’s main subject field(s) same as that of teacher being mentored
Importance of mentoring To improve teachers’ pedagogical competence
Importance of mentoring To strengthen teachers’ professional identity
Importance of mentoring To improve teachers’ collaboration with colleagues
Importance of mentoring To support less experienced teachers in their teaching
Importance of mentoring To expand teachers’ main subject(s) knowledge
Importance of mentoring To improve students’ general performance
School include students of more than one cultural or ethnic background
Pol and prac Encourage students’ express. of div. ethnic and cultural identities
Pol and prac Organising multicultural events (e.g. multicultural diversity day)
Pol and prac Teaching students how to deal with ethnic and cultural discrim.
Pol and prac Adopt. practices that integrate global themes throug the curriculum
Pol and prac Teach students to be inclusive of diff. socio-economic backgrounds
Pol and prac Explicit policies against gender discrimination
Pol and prac Explicit policies against socio-economic discrimination
Pol and prac Additional support for students from disadvantaged backgrounds
Agree Important to be responsive to diff. in studs’ cultural backgrounds
Agree Important to learn that other cultures can have diff. values
Agree Respecting other cultures children should learn as early as possible
Agree Children learn that people of diff. cultures have a lot in common
Agree Encourage studs from diff. socio-ec. backgrounds to work together
Agree Students should learn how to avoid gender discrimination
Agree It is important to treat female and male students equally
Agree Important to treat studs from all socio-ec. background same manner
Years continuing being a principal
Work stress Having too much teacher appraisal and feedback work to do
Work stress Having too much administr. work to do (e.g. filling out forms) - P
Work stress Having extra duties due to absent school staff
Work stress Being held responsible for students’ achievement - P
Work stress Maintaining school discipline
Work stress Being intimidated or verbally abused by students - P
Work stress Keeping up with changing requirements from authorities - P
Work stress Addressing parent or guardian concerns - P
Work stress Accommodating students with special needs
Feeling The advantages of this profession clearly outweigh the disadvantages
Feeling If I could decide again, I would still choose this job/position
Feeling I would like to change to another school if that were possible - P
Feeling I regret that I decided to become a principal
Feeling I enjoy working at this school - P
Feeling I wonder if it would have been better to choose anoth. profession - P
Feeling I would recommend this school as a good place to work - P
Feeling I think that the teaching profession is valued in society - P
Feeling I am satisfied with my performance in this school - P
Feeling All in all, I am satisfied with my job
Agree I am satisfied with the salary I receive from my work
Agree Apart from salary, satisfied w. terms of princ. contract, employment
Agree Satisfied with support that I receive from the staff in this school
Agree I need more support from authorities
Agree I cannot influence decisions that are important for my work
Final Participation Indicator School
Online-PrQ First Login
Online-PrQ Last Login
Principal Questionnaire assigned mode
Comparable domain to TALIS 2013 target population definition
Population ID
Adjudication Flag
Explicit Stratum
Implicit Stratum
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Student - Teacher Ratio
Teacher - Pedagogical Support Personnel Ratio
Teacher - Administrative or Management Personnel Ratio
School autonomy for staffing
School autonomy for budgeting
School autonomy for educational policies
School autonomy for instructional policies
Lack of resources
Lack of material resources
Academic pressure / Metric
Stakeholder involvement, partnership / Metric
School delinquency and violence / Configural
Diversity beliefs / Scalar
School Leadership / Metric
Lack of special needs personnel / Metric
Organizational innovativeness / Configural
Job satisfaction with work environment, principal / Configural
Job satisfaction with profession, principal / Configural
Participation among stakeholders, principals / Metric
Job satisfaction, overall, teacher / Configural
School autonomy for curriculum
Lack of pedagogical personnel