Scrambled TEACHER ID _SCR
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
predmetna skupina
Gender - T
Age T
Highest level of formal education completed - T
First teaching qualification
Year of completion formal education or training that qualified to teach
Elements in form. educ. Content of some or all subject(s) I teach
Prep. for tch. elements Content of some or all subject(s) I teach
Elements in form. educ. Pedagogy of some or all subject(s) I teach
Prep. for tch. elements Pedagogy of some or all subject(s) I teach
Elements in form. educ. General pedagogy
Prep. for tch. elements General pedagogy
Elements in form. educ. Classroom practice in some or all subject(s) I teach
Prep. for tch. elements Classroom practice in some or all subject(s) I teach
Elements in form. educ. Teaching in a mixed ability setting
Prep. for tch. elements Teaching in a mixed ability setting
Elements in form. educ. Teaching in a multicultural or multilingual setting
Prep. for tch. elements Teaching in a multicultural or multilingual setting
Elements in form. educ. Teaching cross-curricular skills
Prep. for tch. elements Teaching cross-curricular skills
Elements in form. educ. Use of ICT for teaching
Prep. for tch. elements Use of ICT for teaching
Elements in form. educ. Student behaviour and classroom management
Prep. for tch. elements Student behaviour and classroom management
Elements in form. educ. Monitoring students’ development and learning
Prep. for tch. elements Monitoring students’ development and learning
Elements in form. educ. Facilitating students’ transitions
Prep. for tch. elements Facilitate stud. transitions from ISCED level 0 to 1
Elements in form. educ. Facilitating play
Prep. for tch. elements Facilitating play
Imp. to become tch Teaching offered a steady career path
Imp. to become tch Teaching provided a reliable income
Imp. to become tch Teaching was a secure job
Imp. to become tch The teaching schedule fit w responsibilities in my perso life
Imp. to become tch Teaching allowed me to infl dev of children and young people
Imp. to become tch Teaching allowed me to benefit the socially disadvantaged
Imp. to become tch Teaching allowed me to provide a contribution to society
Teaching as the first choice as a career
Employment status as a teacher at this school
Curr. emply. status as a tch (working h) My employment status at this school
Curr. emply. status as a tch (working h) All my teaching employments together
Experiences As a teacher at this school
Experiences As a teacher in total
Experiences In other education role as a teachers
Experiences In other non-education roles
Currently working as a tch of ISCED 2011 level x 15-year-olds at another school
Count of other schools currently work as a teacher teach to 15-year-old student
Count of special needs students
Subject cat. inc in form.educ. and train Reading
Subjects taught in current school year Reading
Subject cat. inc in form.educ. and train Mathematics
Subjects taught in current school year Mathematics
Subject cat. inc in form.educ. and train Science
Subjects taught in current school year Science
Subject cat. inc in form.educ. and train Social studies
Subjects taught in current school year Social studies
Subject cat. inc in form.educ. and train Modern foreign languages
Subjects taught in current school year Modern foreign languages
Subject cat. inc in form.educ. and train Ancient Greek and or Latin
Subjects taught in current school year Ancient Greek and or Latin
Subject cat. inc in form.educ. and train Technology
Subjects taught in current school year Technology
Subject cat. inc in form.educ. and train Arts
Subjects taught in current school year Arts
Subject cat. inc in form.educ. and train Physical education
Subjects taught in current school year Physical education
Subject cat. inc in form.educ. and train Religion and or ethics
Subjects taught in current school year Religion and or ethics
Subject cat. inc in form.educ. and train Practical and vocational skills
Subjects taught in current school year Practical and vocational skills
Subject cat. inc in form.educ. and train Other
Subjects taught in current school year Other
Total hours spent on tasks related to job at this school
Hours spent on teaching at this school during most recent complete calendar week
Hours spent on tasks Indiv. planning or preparation of lessons
Hours spent on tasks Team work and dialogue w. colleagues within school
Hours spent on tasks Marking correcting of student work
Hours spent on tasks Counselling students
Hours spent on tasks Participation in school management
Hours spent on tasks General administrative work
Hours spent on tasks Professional development activities
Hours spent on tasks Communication and co-operation with parents
Hours spent on tasks Engaging in extracurricular activities
Hours spent on tasks Other work tasks
Take part in induction activities Formal induction programme - Yes at first emp
Take part in induction activities Formal induction programme- Yes, at school
Take part in induction activities Formal induction programme - No
Take part in induction activities Informal induction activities - Yes first emp
Take part in induction activities Informal induction activities - Yes, at school
Take part in induction activities Informal induction activities - No
Provisions part of induction In-person courses seminars
Provisions part of induction Online courses seminars
Provisions part of induction Online activities (e.g. virtual communities)
Provisions part of induction Planned meetings with principal/exp colleagues
Provisions part of induction Supervision by principal/exp colleagues
Provisions part of induction Networking collaboration with other new teachers
Provisions part of induction Team teaching with experienced teachers
Provisions part of induction Portfolios diaries/journals
Provisions part of induction Reduced teaching load
Provisions part of induction General administrative introduction
Inv. in ment. act. I currently have an assigned mentor to support me
Inv. in ment. act. I am currently assigned mentor for one or more teacher
Prof.dev. act. In-person courses seminars
Prof.dev. act. Online courses seminars
Prof.dev. act. Education conferences - T
Prof.dev. act. Formal qualification programme - T
Prof.dev. act. Observation visits to other schools
Prof.dev. act. Observation visits to business premises
Prof.dev. act. Peer and or self-observation and coaching - T
Prof.dev. act. Participation in a network of teachers
Prof.dev. act. Reading professional literature - T
Prof.dev. act.Other
Areas prof.dev. Knowledge and understanding of subject field(s)
Areas prof.dev. Pedagogical competencies in teaching subject field(s)
Areas prof.dev. Knowledge of the curriculum
Areas prof.dev. Student assessment practices
Areas prof.dev. ICT skills for teaching
Areas prof.dev. Student behaviours and classroom management
Areas prof.dev. School management and administration
Areas prof.dev. Approaches to individualised learning
Areas prof.dev. Teaching students with special needs
Areas prof.dev. Teaching in a multicultural or multilingual setting
Areas prof.dev. Teaching cross-curricular skills
Areas prof.dev. Analysis and use of student assessments
Areas prof.dev. Teacher-parent co-operation
Areas prof.dev. Communicating w. people from diff. cultures or countries
Areas prof.dev. Other
Incentives received Release from tch duties for act. during regular wrking hours
Incentives received Non-monetary support for activities outside working hours
Incentives received Reimbursement or payment of costs
Incentives received Materials needed for the activities
Incentives received Monetary supplements for activities outside working hours
Incentives received Non-monetary rewards
Incentives received Non-monetary professional benefits
Incentives received Increased salary
Positive impact of professional development on teaching practice
Charac.act. w.pos.impact Built on my prior knowledge
Charac.act. w.pos.impact Adapted to my personal development needs
Charac.act. w.pos.impact Had a coherent structure
Charac.act. w.pos.impact Appropriately focused on content needed to teach
Charac.act. w.pos.impact Provided opportunities for active learning
Charac.act. w.pos.impact Provided opportunities for collaborative learning
Charac.act. w.pos.impact Provided opportunities to practise apply new ideas
Charac.act. w.pos.impact Provided follow-up activities
Charac.act. w.pos.impact Took place at my school
Charac.act. w.pos.impact Involved most colleagues from my school
Charac.act. w.pos.impact Took place over an extended period of time
Charac.act. w.pos.impact Focused on innovation in my teaching
Prof.dev needs Knowledge and understanding of my subject field(s)
Prof.dev needs Pedagogical competencies in teaching my subject field(s)
Prof.dev needs Knowledge of the curriculum
Prof.dev needs Student assessment practices
Prof.dev needs ICT skills for teaching
Prof.dev needs Student behaviours and classroom management
Prof.dev needs School management and administration
Prof.dev needs Approaches to individualised learning
Prof.dev needs Teaching students with special needs
Prof.dev needs Teaching in a multicultural or multilingual setting
Prof.dev needs Teaching cross-curricular skills
Prof.dev needs Analysis and use of student assessments
Prof.dev needs Teacher-parent co-operation
Prof.dev needs Communicating with people from diff cultures or countries
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 participation in prof. developm.
Observation of classroom teaching External individuals or bodies
Observation of classroom teaching Principal or member(s) of management team
Observation of classroom teaching Other colleagues within the school
Observation of classroom teaching I have never received this feedback
Student survey responses External individuals or bodies
Student survey responses Principal or member(s) of management team
Student survey responses Other colleagues within the school
Student survey responses I have never received this feedback
Assessment of content knowledge External individuals or bodies
Assessment of content knowledge Principal or member(s) of management team
Assessment of content knowledge Other colleagues within the school
Assessment of content knowledge I have never received this feedback
My students’ external results External individuals or bodies
My students’ external results Principal or member(s) of management team
My students’ external results Other colleagues within the school
My students’ external results I have never received this feedback
School-based and classroom-based results external individuals or bodies - T
School-based and classroom-based results Principal or member of management team
School-based and classroom-based results Other colleagues within the school
School-based and classroom-based results I have never received this feedback
Self-assessment of my work External individuals or bodies
Self-assessment of my work Principal or member(s) of management team
Self-assessment of my work Other colleagues within the school
Self-assessment of my work I have never received this feedback
Positive impact of feedback on teaching practice
Feedback imp. Knowledge and understanding of my main subject field(s)
Feedback imp. Pedagogical competencies in teaching my subject
Feedback imp. Use of student assessments to improve student learning
Feedback imp. Classroom management
Feedback imp. Methods for teaching students with special needs
Feedback imp. Methods for teaching in a multicultural or multilingual setting
Agree Most teachers strive to develop new ideas for teaching
Agree Most teachers are open to change
Agree Most teachers search for new ways to solve problems
Agree Most teachers provide practical support to each other
How often you do teach jointly as a team in the same class
How often you do observe other teachers’ classes and provide feedback
How often you do engage in joint activities
How often you do exchange teaching materials with colleagues
How often you do engage in discussions about the learning development
How often you do work with other teachers in this school
How often you do attend team conferences
How often you do take part in collaborative professional learning
What ext. you can do Get students to believe they can do well in school work
What ext. you can do Help my students value learning
What ext. you can do Craft good questions for my students
What ext. you can do Control disruptive behaviour in the classroom
What ext. you can do Motivate students who show low interest in school work
What ext. you can do Make my expectations about student behaviour clear
What ext. you can do Help students think critically
What ext. you can do Get students to follow classroom rules
What ext. you can do Calm a student who is disruptive or noisy
What ext. you can do Use a variety of assessment strategies
What ext. you can do Provide alt. Explanation e.g. when students are confused
What ext. you can do Vary instructional strategies in my classroom
What ext. you can do Support student learning via the use of digital technology
Perc. stud. charac. Students [first language] diff. from instr. language - T
Perc. stud. charac. Low academic achievers
Perc. stud. charac. Students with special needs - T
Perc. stud. charac. Students with behavioural problems
Perc. stud. charac. Students from socioeconomically disadvantaged homes - T
Perc. stud. charac. Academically gifted students
Perc. stud. charac.Students who are immigrants or with migrant background
Perc. stud. charac. Students who are refugees - T
Teaching in targ.class directed entirely or mainly to special needs students
Primary subject category of target class
Enrolment in target class
Perc. of time spent on act. Administrative tasks
Perc. of time spent on act. Keeping order in classroom
Perc. of time spent on act. Actual teaching and learning
Control over areas of planning and teaching Determining course content
Control over areas of planning and teaching Selecting teaching methods
Control over areas of planning and teaching Assessing students’ learning
Control over areas of planning and teaching Disciplining students
Control over areas of planning and tch Determ. amount of homework to be assigned
Sch.climate When lesson begins
Sch.climate Students in class take care to create a pleasant learning atmosphere
Sch.climate I lose quite a lot of time because of students interrupting lesson
Sch.climate There is much disruptive noise in this classroom
Teach.prac. I present a summary of recently learned content
Teach.prac. I set goals at the beginning of instruction
Teach.prac. I explain what I expect the students to learn
Teach.prac. I explain how new and old topics are related
Teach.prac. I present tasks for which there is no obvious solution
Teach.prac. I give tasks that require students to think critically
Teach.prac. I have studs work in small groups to come up with a joint solution
Teach.prac. I ask students to decide on own procedures for solving complex tasks
Teach.prac. I tell students to follow classroom rules
Teach.prac. I tell students to listen to what I say
Teach.prac. I calm students who are disruptive
Teach.prac. When the lesson begins
Teach.prac. I refer to a problem from everyday life or work
Teach.prac. Let students practice similar tasks until eachstudent has understood
Teach.prac. I give students projects that require at least one week to complete
Teach.prac. I let students use ICT for projects or class work
Use of methods of assessing student learning I administer my own assessment
Use methods assessing student learning Provide written feedback on stud work
Use methods assessing student learning Let stud evaluate their own progress
Use methods assessing student learning Observe stud working on particular tasks
Taught classroom with students from different cultures
Cult. diverse class Cope w. challenges of a multicultural classroom
Cult. diverse class Adapt teaching to cultural diversity of studs
Cult. diverse class Ensure that studs with w/out migration backg. work together
Cult. diverse class Raise awareness for cultural differences amongst students
Cult. diverse class Reduce ethnic stereotyping amongst students
School includes students of more than one cultural or ethnic background
Impl. of practices Encourage studs’ expression of diverse cultural identities
Impl. of practices Organising multicultural events
Impl. of practices Teaching std how to deal with ethnic and cult. discrim.
Impl. of practices Adopting practices that integrate glob themes via curriculum
Sch.climate Sch provides staff w. opp. to actively participate in sch decisions
Sch provide parents/ guardians w. opportunities active part in school decisions
Sch.climate Sch provide studs w. opp. to actively participate in sch decisions
Sch.climate Sch has a culture of shared responsibility for school issues
Sch.climate There is a collaborative sch culture characterised by mutual support
Sch.climate Sch staff share a common set of beliefs about teaching and learning
Sch.climate Sch staff enforce rules for stud behaviour consistently via the sch
Sch.climate Sch encourages staff to lead new initiatives
Agree Teachers and students usually get on well with each other - T
Agree Most teachers believe that the students’ well-being is imp
Agree Most teachers are interested in what students have to say
Agree If a student needs extra assistance
Agree Teachers can rely on each other - T
Years continuing being a teacher
Experiences I experience stress in my work
Experiences My job leaves me time for my personal life
Experiences My job negatively impacts my mental health
Experiences My job negatively impacts my physical health
Work stress Having too much lesson preparation
Work stress Having too many lessons to teach
Work stress Having too much marking
Work stress Having too much administr. work to do (e.g. filling out forms) - T
Work stress Having extra duties due to absent teachers
Work stress Being held responsible for students’ achievement - T
Work stress Maintaining classroom discipline
Work stress Being intimidated or verbally abused by students - T
Work stress Keeping up with changing requirements from authorities - T
Work stress Addressing parent or guardian concerns - T
Work stress Modifying lessons for students with special learning needs
Feeling The advantages of being a teacher clearly outweigh the disadvantages
Feeling If I could decide again
Feeling I would like to change to another school if that were possible - T
Feeling I regret that I decided to become a teacher
Feeling I enjoy working at this school - T
Feeling I wonder if it would have been better to choose anoth. profession - T
Feeling I would recommend my school as a good place to work - T
Feeling I think that the teaching profession is valued in society - T
Feeling I am satisfied with my performance in this school - T
Feeling All in all
Agree I am satisfied w the salary I receive
Agree I am satisfied w the terms of my teaching contract/employment
Agree Teachers views valued by policymakers
Agree Teachers can influence educ. policy
Agree Teachers are valued by the media
Importance of spending priorities Investing in ICT
Importance of spending priorities Investing in instructional materials
Imp. of spending priorities: Supporting stds from disadv/migrant backgrounds
Importance of spending priorities Reducing class sizes by recruiting more staff
Importance of spending priorities Improving school buildings and facilities
Importance of spending priorities Supporting students with special needs
Imp. of spending priorities Offering high quality prof.dev. for teachers
Importance of spending priorities Improving teachers salaries
Imp. spending priorities Reduc tchrs admin. load by recruiting more supp staff
Abroad for prof.purp. As a student as part of my teacher education
Abroad for prof.purp. As a teacher in an EU programme
Abroad for prof.purp. As a teacher in a regional or national programme
Abroad for prof.purp. As a teacher as arranged by my school or school district
Abroad for prof.purp. As a teacher by my own initiative
Purposes of visits abroad Studying
Purposes of visits abroad Language learning
Purposes of visits abroad Learning of other subject areas
Purposes of visits abroad Accompanying visiting students
Purposes of visits abroad Establishing contact with schools abroad
Purposes of visits abroad Teaching
Purposes of visits abroad Other
Duration stayed abroad for professional purposes
Listed gender
Listed birth year
Main Subject Domain
Final Participation Indicator Teacher
Online-TcQ Current Question
Online-TcQ First Login
Online-TcQ Last Login
Online-TcQ Login Count
Online-TcQ Question Status
Online-TcQ Submitted
Teacher Questionnaire assigned mode
Teacher Questionnaire return status
Teacher Questionnaire Data Availability status
Data Availability Teacher in DME
Data Availability Teacher in WinW3S
Data Availability Teacher in OSS
Population ID
Adjudication Flag
Comparable domain to TALIS 2008 target population definition
Comparable domain to TALIS 2013 target population definition
Principal Final Weight
Teacher Final Weight
Explicit Stratum
Implicit Stratum
School Design Weight
Teacher Design Weight
School Non-Response Adjustment
Teacher Non-Response Adjustment
Teacher Incidental Exclusions Adjustment
Teacher Multiplicity Adjustment
Teacher BRR Replication Zone
Scrambled Teacher BRR Replication Zone _SCR
Teacher BRR Replication Indicator
Senate Weight
House Weight
School participation status
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Student behavior stress
Clarity of instruction
Classroom management
Cognitive activation
Professional collaboration in lessons among teachers
Effective professional development
Exchange and cooperation among teachers
Professional development barriers
Teachers perceived disciplinary climate
Personal utility value
Need prof. devel. for teaching for diversity
Need prof. devel. in subject matter and pedagogy
Perceptions of value and policy influence
Satisfaction with target class autonomy
Job satisfaction with work environment, teacher
Job satisfaction with profession, teacher
Self-efficacy in classroom management
Self-efficacy in instruction
Self-efficacy in student engagement
Self-related efficacy in multicultural classrooms
Social utility value
Participation among stakeholders, teachers
Team innovativeness
Teacher-student relations
Workplace well-being and stress
Workload stress
Teaching practices, overall
Teacher cooperation, overall
Job satisfaction, overall, teacher
Teacher self-efficacy, overall
Date
Version
Učitelj
Odgovoril na vprašalnik o nasilju
Koliko ste stari? (let)
Ali ste ženska ali moški?
Skupna analiza te raziskave s podatki iz raziskave TALIS bi omogočila natančnejši vpogled v stanje na šolah. Ali se strinjate, da se vaši podatki povežejo z odgovori na vprašanja iz raziskave TALIS?
Kako pogosto v tem šolskem letu: Učenci so kričali name, me zmerjali ali mi grozili.
Kako pogosto v tem šolskem letu: Učenci so pisno, elektronsko ali po telefonu širili o meni žaljive neresnice ali me obrekovali.
Kako pogosto v tem šolskem letu: Učenci so bili do mene fizično nasilni (npr. me odrinili, udarili, spotaknili, kaj vrgli vame ali mi grozili s predmeti).
Kako pogosto v tem šolskem letu: Učenci niso spoštovali moje lastnine (brskali po mojih osebnih stvareh, poškodovali avto ali osebne stvari v razredu).
Kako pogosto v tem šolskem letu: Učenci so izvajali nasilje (grozili, zmerjali) nad mojim družinskim članom.
Kako pogosto v tem šolskem letu: Posamezen učenec je s svojim vedenjem otežil ali onemogočil načrtovano izvedbo pouka.
Kako pogosto v tem šolskem letu: Učenci so kot skupina s svojim vedenjem otežili ali onemogočili načrtovano izvedbo pouka.
Kako pogosto v tem šolskem letu: Drugo:
Kako pogosto v tem šolskem letu: Drugo: (tekst)
Kako pogosto so dogodki: V razredih v času pouka.
Kako pogosto so dogodki: V razredih med odmori.
Kako pogosto so dogodki: Na hodnikih med odmori.
Kako pogosto so dogodki: Izven šole.
Kako pogosto so dogodki: Preko uporabe elektronskih medijev (tudi e-mail in socialna omrežja).
Kako pogosto so dogodki: Pri izvajanju dnevov dejavnosti izven šole.
Kako pogosto v tem šolskem letu: Starši mojih učencev so z menoj nespoštljivo govorili.
Kako pogosto v tem šolskem letu: Starši mojih učencev so mi grozili.
Kako pogosto v tem šolskem letu: Starši učencev so me zmerjali po elektronski pošti.
Kako pogosto v tem šolskem letu: Starši učencev so me obrekovali po socialnih omrežjih.
Kako pogosto v tem šolskem letu: Starši učencev so bili fizično nasilni do moje lastnine.
Kako pogosto v tem šolskem letu: Starši učencev so bili fizično nasilni do mene.
Kako pogosto v tem šolskem letu: Starši učencev so bili nasilni do mojih družinskih članov (fizično ali besedno).
Kako pogosto v tem šolskem letu: Starši učencev so nasilno reagirali ob izvedbi predpisanih ukrepov šole do njihovega otroka (npr. ko je šola poklicala socialno službo).
Kako pogosto v tem šolskem letu: Vložene so bile zlonamerne anonimne prijave o meni (vodstvu šole, šolski inšpekciji).
Po vaši presoji, kako pogosto: Ocenjevanje
Po vaši presoji, kako pogosto: Način poučevanja in metode dela
Po vaši presoji, kako pogosto: Izrečeni vzgojni ukrepi
Po vaši presoji, kako pogosto: Problemi medvrstniškega nasilja
Po vaši presoji, kako pogosto: Drugi problemi v medsebojnih odnosih
Po vaši presoji, kako pogosto: Drugo:
Po vaši presoji, kako pogosto: Drugo: (tekst)
Kako pogosto v tem šolskem letu: Moji kolegi ali člani vodstva šole so z menoj nespoštljivo govorili (npr. kričali name, me poniževali, mi po krivici kaj očitali).
Kako pogosto v tem šolskem letu: Moji kolegi ali člani vodstva šole so mi grozili ali me zmerjali pisno, po elektronski pošti ali socialnih omrežjih.
Kako pogosto v tem šolskem letu: Obrekovanje s strani sodelavcev.
Kako pogosto v tem šolskem letu: Izključevanje iz skupnih strokovnih aktivnosti s strani sodelavcev.
Kako pogosto v tem šolskem letu: Doživel/-a sem spolno nadlegovanje s strani kolegov ali drugih zaposlenih na šoli.
Kako pogosto v tem šolskem letu: Psihično nasilje s strani vodstva šole (tudi krivična presoja mojega ravnanja).
Kako pogosto v tem šolskem letu: Odtegovanje določenih del in nalog s strani vodstva šole.
Kako pogosto v tem šolskem letu: Prekomerna obremenitev z določenimi deli in nalogami s strani vodstva šole.
Kako pogosto ob dogodku: O nasilnem dogodku ne obvestim nikogar in o njem nikomur ne povem.
Kako pogosto ob dogodku: O nasilnem dogodku uradno ne obvestim nikogar, pogovorim pa se s sodelavci.
Kako pogosto ob dogodku: O nasilnem dogodku obvestim vodstvo šole ali svetovalno službo.
Kako pogosto ob dogodku: Vodstvo šole je na moji strani, me zaščiti in mi pomaga rešiti problem.
Kako pogosto ob dogodku: Vodstvo šole predlaga, kako naj sam/-a rešim problem.
Kako pogosto ob dogodku: Vodstvo šole vključi v reševanje zunanje institucije, meni pa ne pomaga neposredno.
Kako pogosto ob dogodku: Svetovalna služba se takoj aktivno vključi in prevzame reševanje problema.
Kako pogosto ob dogodku: Neustrezne zahteve staršev moram rešiti sam/-a.
Kako pogosto ob dogodku: Svetovalna služba ali vodstvo šole odgovornost za nasilni dogodek pripiše meni.
Kako pogosto ob dogodku: O nasilju po elektronski pošti ali socialnih omrežjih povem kolegom in vodstvu šole.
Kako pogosto ob dogodku: Problem nasilja po elektronski pošti ali socialnih omrežjih rešim sam/-a.
Kako pogosto ob dogodku: Vsi vpleteni učitelji se seznanimo z dogodkom in se pogovorimo o njem.
Kako pogosto ob dogodku: O dogodku se pogovorimo v strokovnem aktivu.
Kako pogosto ob dogodku: Po nasilnem dogodku imamo na šoli sestanek, kjer ugotovimo, kaj bi naslednjič lahko storili bolje.
Kako pogosto ob dogodku: Težave nismo mogli dobro rešiti, ker si pravila o reševanju problemov nasilja med seboj nasprotujejo.
Kako se ali se ne strinjate z : Naša šola ima dobro zapisana uresničljiva pravila za reševanje nasilnih situacij med učenci.
Kako se ali se ne strinjate z : Naša šola ima dobro zapisana uresničljiva pravila za reševanje problemov nasilja nad učitelji.
Kako se ali se ne strinjate z : Ob nasilnem dogodku je jasno, po katerih šolskih pravilih moram ravnati.
Kako se ali se ne strinjate z : Svetovalna služba na šoli uspešno rešuje probleme nasilja.
Kako se ali se ne strinjate z : Zanesem se lahko, da mi bo svetovalna služba ob nasilju učencev takoj priskočila na pomoč.
Kako se ali se ne strinjate z : Nasilna dejanja lahko vedno prijavim vodstvu šole, ki mi nato pomaga.
Kako se ali se ne strinjate z : Do nasilja prihaja zaradi nemotiviranosti učencev za učenje in šolo.
Kako se ali se ne strinjate z : Večine nasilja s strani odraslih in učencev ne morem na šoli nikomur prijaviti.
Kako se ali se ne strinjate z : Učitelji na naši šoli probleme z nasiljem rešijo vsak sam ali pa problemov nimajo.
Kako se ali se ne strinjate z : Zunanje institucije redko zares izpeljejo svetovanje ali pomoč nasilnim učencem, ko jim je ta naloga dodeljena.
Kako se ali se ne strinjate z : Pričakuje se, da se z nasilnimi učenci v razredu znajdem sam/-a.
Kako se ali se ne strinjate z : Ko rešujem probleme nasilja z učenci sam/-a, je bistveno prikrajšana obravnava snovi in druge učne aktivnosti v razredu.
Kako se ali se ne strinjate z : Problem nasilnega učenca nad menoj se na šoli rešuje samo s pomočjo učencu, meni pomoči ne ponudi nihče.
Kako se ali se ne strinjate z : Nasilnih učencev se ne da spremeniti, zato jim vsi na šoli prilagajamo pouk in ravnanje.
Kako se ali se ne strinjate z : Ob nasilnem dogodku se pogosto počutim nemočno, osamljeno ali krivo.
Kako se ali se ne strinjate z : Na naši šoli premalo dosledno upoštevamo pravila, ki bi zagotovila enotno ravnanje vseh zaposlenih ob primerih nasilja (npr. pravilnik o hišnem redu, vzgojni načrt šole).
Kako se ali se ne strinjate z : Na naši šoli bi potrebovali varnostnika.
Koliko bi vam naslednje pomagalo: Jasna nova šolska navodila, koga obvestiti in kako ravnati ob nasilju na šoli.
Koliko bi vam naslednje pomagalo: Spremenjeno vlogo vodstva šole, ki bi mu lahko zaupal/-a, bi me upoštevalo in mi zanesljivo pomagalolo.
Koliko bi vam naslednje pomagalo: Spremembe v dostopnosti vodstva šole in drugih služb, da bi imeli na voljo čas za ukvarjanje z nasilnimi dogodki.
Koliko bi vam naslednje pomagalo: Svetovalna služba, ki bi se bolj zanesljivo odzvala na moj klic po pomoči pri nasilju in problem rešila.
Koliko bi vam naslednje pomagalo: Več dodatnega izobraževanja in usposabljanja za ukrepanje ob nasilnih dogodkih z idejami o vključitvi zunanjih strokovnjakov.
Koliko bi vam naslednje pomagalo: Bolj jasna pravila o komunikaciji učiteljev s starši, ki bi preprečila neustrezne posege staršev v strokovno avtonomijo učiteljev.
Koliko bi vam naslednje pomagalo: Spremembe pravil o sodelovanju z zunanjimi institucijami, da bi zagotovili takojšen začetek obravnave nasilnega učenca, ne pa večmesečno čakanje.
Koliko bi vam naslednje pomagalo: Poseben prostor na šoli, ki bi bil namenjen učencem, učiteljem in svetovalcem pri reševanju problema nasilja.
Koliko bi vam naslednje pomagalo: Pravila, ki bi omogočila in zahtevala veliko hitrejši potek postopkov.
Koliko bi vam naslednje pomagalo: Da šola ne bi več pričakovala, da lahko rešim problem z nasiljem v razredu sam/-a v času pouka.
Koliko bi vam naslednje pomagalo: Uveljavljanje dogovora, da lahko starši pridejo na pogovor ali pričakujejo odgovor učitelja na elektronsko pismo ob predvidenih urah, ne kadarkoli.
Koliko bi vam naslednje pomagalo: Pomoč zunanjih institucij strokovnemu delavcu, nad katerim se izvaja nasilje (tudi psihološka pomoč).
Koliko bi vam naslednje pomagalo: Drugo:
Koliko bi vam naslednje pomagalo: Drugo: (tekst)
Prosimo, kratko opišite reševanje nasilja na šoli za problem, ki po vašem mnenju ni bil dobro rešen: