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Date: 13/02/2009

Dear Participant,
This questionnaire is designed to study the factors that affect a
teacher’s behavior in the classroom. The information you provide will help
us better understand the reasons for a teacher’s behavior inside the
classroom. Because you are the one who can give us a correct picture of
how you behave during your class, therefore, I request you to respond to
the questions frankly and honestly.
You are not required to disclose your identity and your response will be
kept strictly confidential.
Please try to memorize the only scale used in this research, as it will help
you in replying quickly and will save you time. Only the members of the
research team will have access to the information you give. A summary of
the results will be mailed to you after the data are analyzed.
Research Team
BS(BA) 5TH B, Fall 2006

Your Age: ___________

Your Gender: ___________
Marital Status: ___________
Job Status: ____________________________
Permanent/Visiting faculty: ___________
Number of Years Worked in the Organization: ___________
Your Highest Level of Qualification: ____________________________
Overall Teaching Experience: ___________
Number of Classes per Day: ___________
Number of Consecutive Classes per Day: ___________
Per Month Salary: Rs. ___________
Your e-mail address:

Section 1: JOB-RELATED
The questions below ask about how you perceive your job. Think rationally
and answer what you think, not what should be appropriate. Put the most
suitable response number for you on the side of each item, using the scale

Strongly Agree Slightly Neither Agree Slightly

Disagree Strongly
Agree Agree Nor Disagree Disagree
1 2 3 4 5
6 7

• I always preferred teaching than doing anything else.

• Teaching is easier than doing any other job.
• Anyone with a Bachelors or Masters degree can become a teacher.
• I became a teacher because I wanted to pursue this as a career.
• I am more likely to leave this job if I get any other job.
• Teaching is an important job because future of many students
depends on it. ____
• By being a teacher I am contributing to the social and educational
of this region.

Q: What motivated you to become a teacher?

Q: What does it take to become a teacher?

Again use the scale for the following:

• A teacher has a lot of responsibilities.
• Teaching at university level is more demanding than teaching at a
college or a school. ____
• Teaching requires both knowledge and skills.
• A teacher must have a lot of extra knowledge relevant to what
he/she is teaching. ____
• Teaching also requires stamina and consistency.
• A teacher must have teaching goals, only then he/she can become a
directed, committed and dedicated teacher.
Q: What responsibilities do you have as a teacher?
Q: What are your teaching goals?
Use the scale for responding to the following:
• Teaching is a creative and enjoyable job.
• I share the intrinsic joy of the subject matter with the student.
• Teaching gives me inner satisfaction and keeps me motivated to
give my best to the
• Teaching a subject not related to my expertise is as enjoyable as
the one related to it. ____
• Rewards such as, “Best teacher award” keep me motivated to
perform better. ____
• An adequately paid teacher is likely to perform better as compared
to an underpaid one. ____
• I am being paid adequately.
• Taking consecutive classes decreases my performance.

Q: How many consecutive classes a teacher should take to give his/her best
performance in every class? (Encircle the option you want to choose)
* Two * Three * Four
* Five
* Should not take consecutive classes

Use the scale for the following:
• Misbehavior from the students affects my performance in the class.
• The affect of misbehavior upon my performance usually lasts 10
minutes. _____
• I share new information related to the subject I am teaching.
• Students have great contribution to my lecture’s effectiveness.
• I always allow new suggestions from the students for improving the
learning process. _____
• It turns me off when a student uses his/her own brain to better
accomplish a task than follow my specific instructions, even if my
instructions seem wrong at that time. ____
• I can sense the emotional changes taking place in class, e.g., students
are loosing interest. ____
• I enjoy teaching to more intelligent students than dull students.
• I prefer teaching to a homogenous (all boys/all girls) class.
• I believe in strict punishment when the offense is strong.

Q: What kind of jokes can you tolerate in the classroom? When its purpose is
(can choose two options)
• Release the stress
• Humiliate someone
• Disturb and divert the class
• Criticize the author, printing error etc.
• Done out of habit

Q: How do you behave when you commit a very serious mistake during your
lecture and a student points it out?
• Continue with lecture and leave it for tomorrow
• Make fun of student and continue with wrong concept
• Stop the lecture and reconsider what you just said
• Save face and blame the author and faulty printing
• Tell students to grasp the idea and leave the misleading details, just
because you couldn’t understand the concept properly

Q: Do you avoid eye contact and don’t reply to the questions of those
students who have misbehaved with you?
• Always
• Sometimes
• Till the time he/she seeks my forgiveness
• Haven’t noticed
• Never

Q: What is the strongest offense/misbehavior you have faced?

Use the scale for your response:
• My behavior will be lenient and frank with a class which has a good and
positive relationship with me, e.g. gives me respect and listens to my
lecture attentively. ____
• Management’s unfairness; late salary, favoritism, excessive
bureaucracy and not valuing my services and status, will affect my
behavior in the classroom. ____
• My focus is disturbed with the presence of miscreants, and I wish they
leave my class. ____


Q: Do you try to make sure that you convey the lecture properly to;
• All the students
• Majority of them
• At least some of them
• I just deliver the lecture even if none of them understands

Q: To what level do you encourage class participation?

• Every topic
• Every important topic
• Sometimes
• Depends upon my mood
• Never

Q: What do you do when a student unintentionally drifts away from the topic
during discussion?
• Suspect his/her intention, and avoid
• Bring him/her to the right track by replying
• Drift along to save time, and let him/her be with the wrong concept
• Ask other students to correct him
• (other)

Q: If the course is lengthy, which policy do you adopt?

• Deliver less but deliver good, leave the rest
• Cover everything by giving overview
• Cover what can be and leave else upon students
• (other)

Q: What is your teaching methodology?


Section 4: FEEDBACK
Use the scale to respond:
• I am really motivated when the students accomplish a task, I gave
them. ____
• I get agitated when the students do not understand what I am
conveying. ____
• I am indifferent when the students do not accomplish the task that I
give them. ____
• I always take feedback from students about my performance.
• My behavior will change with the student who identifies my mistakes
and criticizes my teaching style.

Section 4: Class Environment and Exogenous Factors

(use the scale to respond)
• My teaching will be affected if the management is unable to provide
me the required tools. E.g. marker, whiteboard, duster, heating and air-
conditioning, proper lighting etc. ____

Q: What makes you loose your temper during the class? (Arrange your
preferences, giving 1 to the most preferred, 2 to the next and so on until you
have rated 5 to the least preferred)
• A colleague who wants to take your class.
• The noise of the airplanes, jet fighters, tractors, construction work etc.
• Entry of chairman without knocking.
• Misbehavior by a student.
• Students refuse to give quiz, assignment or presentation etc.

Q: What is the class size you prefer for effective learning to take place?
* Less than 20 * Less than 30 * Less than 40 *
Less than 50
* (other) ____

Q: Do you agree that your focus to individual student is inversely

proportional to the class size?
* Yes * No

Q: What affects your classroom behavior the most? (Give 1 to your first
preference, 2 for the second and so on until you have given 5 to your last
• Fight with your life partner/family member.
• Uncomfortable ride to the university.
• Didn’t take breakfast.
• Weather is too cold/hot.
• The day didn’t quite start the way you expected.

Q: Do you agree that a person can perform better, have greater emotional
stability, tackle classroom situations more intelligently and create a healthy
and innovative learning environment if he/she has been given some kind of
training before he/she could actually start teaching?
* Strongly Agree * Agree * Don’t know * Disagree *
Strongly Disagree

I sincerely appreciate your time and cooperation. Please check to

make sure that you have not skipped any questions inadvertently,
and then drop the questionnaire in the white file placed in Safi’s
Office, clearly marked for the purpose, in your department.
Thank You!