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Teacher Questionnaire

To provide supplemental information about the instructional experiences reported by students, teachers are asked to complete a questionnaire about their instructional practices, classroom organization, teaching background and training, and the subject in which students are being assessed. While teachers’ completion of the questionnaire is voluntary, NAEP encourages their participation since their responses make the NAEP assessment more accurate and complete.

Teacher questionnaires are organized into different parts. The first part of the teacher questionnaire tends to cover background and general training, and includes items concerning years of teaching experience, certifications, degrees, major and minor fields of study, course work in education, course work in specific subject areas, the amount of in-service training, the extent of control over instructional issues, and the availability of resources for the classroom.

Subsequent parts of the teacher questionnaire tend to cover training in the subject area, classroom instructional information, and teacher exposure to issues related to the subject and the teaching of the subject. They also ask about pre- and in-service training, the ability level of the students in the class, the length of homework assignments, use of particular resources, and how students are assigned to particular classes.

The content and format of teacher questionnaires differ slightly from year to year and depend on what grade level and subject area are being assessed. To view the variety of topics teacher questionnaires have covered between 2000 and 2005, click on the links below. Questionnaire topics are organized by year of administration, grade level, subject area, and questionnaire part. In addition, the table below includes links to teacher questionnaires administered between 2000 and 2005. For more information on how items are developed for the teacher questionnaire and how the resulting data are used and analyzed, see NAEP Background Item Development.

Links to NAEP teacher questionnaires (in PDF format), by grade and subject area:: Various years, 2000–2007
Subject area Grade 4 Grade 8 Grade 12
Civics, U.S. History (2006) 200K 129K
Economics (2006) 116K
Geography (2001) 122K 90K
Language Arts/Mathematics (2007) 384K
Language Arts (2007) 121K
Mathematics (2007) 320K
Mathematics (2005) 243K 207K
Mathematics (2003) 133K 75K
Reading (2005) 243K 187K
Reading (2003) 133K 67K
Science (2005) 243K 172K
Science (2000) 63k 71K 30K
U.S. history (2001) 122K 90K
Writing (2002) 115K 116K
† Not applicable; a teacher questionnaire was not created for this grade and subject area in the given assessment year.
NOTE: In the 2000 assessment, teacher questionnaires were administered at grade 12; however, the questionnaire responses were not used in the assessment analysis and were not linked to student responses.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2000, 2001, 2002, 2003, 2005, 2006 and 2007 Assessments.

NAEP 2005 Teacher Questionnaires

All 2005 teacher questionnaires (except for the Grade 12 Economics Teacher Questionnaire) include ‘Part I: Background, Education, and Training’ with items pertaining to

  • years of teaching experience;
  • certification, degrees, major and minor fields of study;
  • coursework in education;
  • coursework in specific subject fields; and
  • participation in professional development activities.

Depending on the subject and grade level being assessed, questionnaires may include other items in Part I. These items, as well as other parts and item types unique to each 2005 teacher questionnaire, are listed below.

Grade 4

General Teacher Questionnaire includes items pertaining to

Part II: Mathematics

  • students’ use of computers in class;
  • teacher’s use of computers to prepare for class; and
  • use of calculators during class.

Part III: Reading/Language Arts

  • organization of language arts instruction;
  • creation of instructional groups for reading;
  • techniques used for reading instruction; and
  • assessment of student progress in reading.

Part IV: Science

  • school’s provision of materials and resources to teach science class;
  • instructional time spent on science each week;
  • instructional time spent on life, earth, and physical science concepts; and
  • methods used for science instruction.

Mathematics Teacher Questionnaire includes items pertaining to

Part I: Background, Education, and Training

  • undergraduate or graduate coursework in mathematics;
  • participation in professional development activities related to the teaching of mathematics; and
  • teaching responsibilities for specific types of mathematics courses.

Part II: Classroom Organization and Instruction

  • hours allocated to mathematics instruction in a typical week;
  • availability and use of computers for mathematics instruction;
  • availability of training or professional development in using computers for mathematics instruction; and
  • use of calculators and other electronic devices during mathematics class.

Reading Teacher Questionnaire includes items pertaining to

Part I: Background, Education, and Training

  • undergraduate or graduate coursework in reading, language arts, English, or other language-arts related subject; and
  • participation in professional development activities related to the teaching of reading, writing, or literature.

Part II: Classroom Organization and Instruction

  • organization of language arts instruction for 8th grade students;
  • time spent on language arts instruction in a typical week; and
  • teaching methods used for language arts instruction for most advanced versus least advanced classes.

Science Teacher Questionnaire includes items pertaining to

Part I: Background, Education, and Training

  • undergraduate or graduate coursework in life sciences, physical sciences, earth or space science, and mathematics; and
  • participation in professional development activities related to the teaching of science.

Part II: Classroom Organization and Instruction

  • teacher’s role in teaching science to his or her class;
  • time spent on science instruction in a typical week; and
  • how well the school provides the resources needed to teach science.

 

NAEP 2004 Teacher Questionnaires

All 2004 teacher questionnaires include items pertaining to

  • years of teaching experience;
  • certification, degrees, major and minor fields of study;
  • undergraduate or graduate coursework in mathematics or mathematics education; and
  • participation in professional development activities related to the teaching of mathematics and topics covered by these activities.

Mathematics Teacher Questionnaire includes items pertaining to

Grade 4

  • availability and use of computers for mathematics instruction;
  • use of computers to administer mathematics tests;
  • use of calculators during mathematics class; and
  • online courses teacher has taken related to mathematics and/or the teaching of mathematics.

Grade 8

  • teaching responsibilities for specific types of mathematics courses;
  • use and availability of computers for mathematics courses; and
  • calculator and other electronic devices used for mathematics instruction in most advanced versus least advanced classes.

 

NAEP 2003 Teacher Questionnaires

All 2003 teacher questionnaires include ‘Part I: Background, Education, and Training’ with items pertaining to

  • years of teaching experience;
  • certification, degrees, major and minor fields of study; and
  • coursework in education.

Depending on the subject and grade level being assessed, questionnaires may include other items in Part I. These items, as well as other parts and item types unique to each 2003 teacher questionnaire, are listed below.

Grade 4

General Teacher Questionnaire includes items pertaining to

Part I: Background, Education, and Training

  • coursework in specific subject fields; and
  • participation in professional development activities.

Part II: Classroom Organization

  • number of students in the class;
  • role in teaching language arts and mathematics to the class; and
  • time spent on language arts and mathematics instruction in a typical week.

Part III: Reading Instruction

  • reading ability level of the class;
  • creation of instructional groups for reading; and
  • assessment of student progress in reading.

Part IV: Mathematics Instruction

  • mathematics ability level of the class;
  • use of computers and calculators during mathematics instruction;
  • amount of mathematics homework assigned each day;
  • assessment of student progress in mathematics; and
  • amount of emphasis teacher plans to give to specific topics over the course of the school year.

Grade 8

Mathematics Teacher Questionnaire includes items pertaining to

Part I: Background, Education, and Training

  • undergraduate or graduate coursework in mathematics or mathematics education; and
  • participation in professional development activities related to the teaching of mathematics.

Part II: Classroom Organization

  • time spent on mathematics instruction in a typical week

Reading Teacher Questionnaire includes items pertaining to

Part I: Background, Education, and Training

  • undergraduate or graduate coursework in reading, language arts, English, or other language-arts related subject; and
  • participation in professional development activities related to the teaching of reading, writing, or literature.

Part II: Classroom Organization

  • organization of language arts instruction for 8th grade students;
  • time spent on mathematics instruction in a typical week; and
  • primary focus of mathematics instruction.

 

NAEP 2002 Teacher Questionnaires

Language Arts Teacher Questionnaire includes items pertaining to

Part I: Background, Education, and Training

Grades 4 and 8

  • type of teaching certificate held;
  • undergraduate or graduate coursework in reading, language arts, English, or other language-arts related subject; and
  • special responsibilities for reading, writing, or language arts education.

Part II: Classroom Organization and Language Arts Instruction

Grades 4 and 8

  • role in teaching language arts;
  • organization of language arts instruction;
  • types of materials that form the core of the reading program; and
  • types of activities students are asked to do related to writing.

Part III: Professional Development

Section A: Professional Development in Language Arts

Grades 4 and 8

  • participation in professional development activities related to the teaching of reading, writing, or literature;
  • type of professional development activity that influenced the teacher’s instruction of language arts the most; and
  • focus of and activities involved with this professional development activity.

Section B: Context for Professional Development in Your School

Grades 4 and 8

  • teacher’s perception of the professional development activities offered by the school;
  • support offered by the school or district for professional development activities; and
  • frequency of collaboration with other teachers on curricula and/or instructional strategies.

 

NAEP 2001 Teacher Questionnaires

All 2001 teacher questionnaires include ‘Part I: Background, Education, and Training’ with items pertaining to

  • years of teaching experience;
  • certification, degrees, major and minor fields of study;
  • use of a computer for professional development activities; and
  • use of the Internet to find information for instruction.

Depending on the subject and grade level being assessed, questionnaires may include other items in Part I. These items, as well as other parts and item types unique to each 2001 teacher questionnaire, are listed below.

Grade 4

General Teacher Questionnaire includes items pertaining to

  • Part I: Background, Education, and Training

  • how well prepared teacher feels to teach geography, history, and social studies at the elementary school level; and
  • participation in professional development activities related to the teaching of history, geography, or social studies.

Part II: Computer Resources and Technical Assistance in Your School

  • number of computers located in the teacher’s classroom, and number of which are connected to the Internet;
  • teacher’s rating of computer resources available to students;
  • availability of different types of computer software for use with students; and
  • technical support available in the school.

Part III: Classroom Organization and Social Studies Instruction

  • total number of students in the class and number of students who are limited English proficient or receive special education services;
  • organization of social studies instruction;
  • amount of time social studies instruction focuses on U.S. history versus geography;
  • use of state or local standards to plan instruction;
  • teaching methods used for social studies instruction;
  • amount of geography homework assigned each week; and
  • use of computers for social studies instruction. .

Grade 8

U.S. History and World Geography Teacher Questionnaire includes items pertaining to

Part I: Background, Education, and Training

  • undergraduate or graduate coursework in history, geography, or other social science;
  • participation in professional development activities related to the teaching of history, geography, or social studies;
  • how well prepared teacher feels to teach geography, history, and social studies at the middle or junior high school level; and
  • participation in formal training sessions for using computers as part of instruction.

Part II: Computer Resources and Technical Assistance in Your School

  • number of computers located in the teacher’s classroom, and number of which are connected to the Internet;
  • teacher’s rating of computer resources available to students;
  • availability of different types of computer software for use with students; and
  • technical support available in the school.

Part III: Classroom Organization and Social Studies Instruction

  • organization of social studies instruction for 8th grade students;
  • portion of the school year students receive social studies instruction;
  • percentage of instruction time devoted to U.S. history versus geography;
  • skills and topics taught as part of geography instruction; and
  • use of computers during instruction.

 

NAEP 2000 Teacher Questionnaires

Grade 4

All 2000 Grade 4 teacher questionnaires include ‘Part I’ with items pertaining to

  • years of teaching experience at the elementary level;
  • type of teaching certificate held;
  • highest academic degree held;
  • undergraduate and graduate major and minor fields of study; and
  • school’s provision of materials and resources for teaching.

Depending on the subject being assessed, questionnaires may include other items in Part I. These items, as well as other parts and item types unique to each 2000 Grade 4 teacher questionnaire, are listed below.

Mathematics and Science Teacher Questionnaire includes items pertaining to

Part I: Teacher Background

  • years spent teaching mathematics or science.

Part II: Mathematics Instructional Information

  • availability and use of computers for mathematics instruction; and
  • number of students in each mathematics class teacher instructs.

Part III: Science Instructional Information

  • availability and use of computers for science instruction; and
  • number of students in each science class teacher instructs.

Reading Teacher Questionnaire includes items pertaining to

Part I: Background, Education, and Training

  • years spent teaching reading, writing, or language arts; and
  • total number of hours spent over the last twelve months in professional development activities related to reading, writing, or social studies instruction.

Part II: Reading Preparation and Instruction

Section A: Reading Preparation

  • how well prepared teacher feels to teach reading or writing; and
  • how well prepared teacher feels to implement specific types of curricular approaches or instructional techniques.

Section B: Reading Instructional Information

  • size of teacher’s average reading class;
  • reading ability level of students in the class;
  • creation of instructional groups for reading;
  • materials and resources used for reading instruction;
  • use of specific types of instructional approaches; and
  • involvement of students’ parents with homework assignments.

Grade 8

All 2000 Grade 8 teacher questionnaires include ‘Part I: Background, Education, and Resources’ with items pertaining to

  • years of teaching experience at the elementary or secondary level;
  • undergraduate and graduate major and minor fields of study;
  • availability of a curriculum specialist; and
  • school hours designated as preparation time each week.

Depending on the subject being assessed, questionnaires may include other items in Part I. These items, as well as other parts and item types unique to each 2000 Grade 8 teacher questionnaire, are listed below.

Mathematics Teacher Questionnaire includes items pertaining to

Part I: Background, Education, and Resources

  • years spent teaching mathematics;
  • total number of hours spent over the last year in professional development activities related to mathematics or mathematics education;
  • number of college or university courses teacher has taken in mathematics or mathematics education over the last two years; and
  • amount of money teacher has spent out-of-pocket for materials and equipment for mathematics instruction.

Part II: Mathematics Preparation and Instruction

Section A: Mathematics Preparation

  • level of exposure to specific mathematics concepts and topics;
  • how well prepared teacher feels to teach specific mathematics concepts and topics; and
  • teacher’s knowledge of the local, state, and National Council of Teachers of Mathematics (NCTM) standards.

Section B: Mathematics Instructional Information

  • assessment of student progress in mathematics;
  • availability and use of computers and calculators for mathematics instruction;
  • creation of instructional groups based on ability;
  • instructional techniques used during mathematics class; and
  • amount of emphasis teacher plans to give to specific topics and skills over the course of the school year.

Science Teacher Questionnaire includes items pertaining to:

Part I: Background, Education, and Resources

  • years spent teaching science;
  • total number of hours spent over the last year in professional development activities related to science or science education;
  • number of college or university courses teacher has taken in science or science education over the last two years; and
  • amount of money teacher has spent out-of-pocket for materials and equipment for science instruction.

Part II A: Science Preparation

  • participation in college/university courses or professional development activities related to specific types of science courses; and
  • participation in professional development activities related to the use of computers for data acquisition or analysis, laboratory management, or integrated science instruction.

Part II B: Science Instructional Information

  • instructional techniques used during science class;
  • frequency of science field trips;
  • amount of emphasis teacher plans to give to specific topics and skills over the course of the school year;
  • assignment of science group projects or investigations;
  • assessment of student progress in science; and
  • availability and use of computers for science instruction.

Last updated 20 January 2011 (GF)
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National Center for Education Statistics - http://nces.ed.gov
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