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Teacher Template 1 -Form Fill
Interviewer Information
Q01
School Code
Q02
Code of the Interviewer
Q03
Name of the Interviewer
Q04
Start Time
Q05
End time
Identification of the School
A01
School EMIS Code
A02
Name of the school
A03
Name of the Village
A04
Code of the Municipality/ Gaunpalika
A05
Name of the Muncipality/Gaunpalika
A06
Code of the District
A07
Name of the District
A08
Type of school
Project
Comparison
A09
Type of Implementation?
WASH + SMP
WASH + SMP+EGR
Not Applicable (NA)
A10
Is the school benefitting from any other light touch intervention?
SIDP
Digital learning (DL)
HGSF
Not Applicable (NA)
A11
UID of the teacher
A12
Phone Number of the Teacher
Respondent Characteristics
B01
What is your name?
B02
Gender of the respondent?
Male
Female
Transgender
Choose not to respond
B03
Which caste /ethnicity to you belong to?
Brahmin, Chhettri, Thakuri, Sanyasi
Dalit
Newar
Ethnic group (Except Newar)
Madhesi
Muslim
Do not want to specify
Others (specify)
B04
What is your age?
B05
What is your job title ?
Teacher (permanent/ regular)
Teacher (fixed source, Niji shrowt))
Teacher (volunteer)
Other (specify)
B06
What is your educational qualification?
<Grade 10
Grade 10
10+2
Bachelor or equivalent
Master or equivalent
Others (specify)
B07
How long have you been teaching in total?
Less than 1 year
1 – 5 years
6 – 10 years
More than 10 years
B08
How long have you been teaching at this school?
Less than 1 year
1 – 5 years
6 – 10 years
More than 10 years
B09
Which grade do you teach?
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
B09_1
Number of students present today
B09_2
Is there a deviation between the number of students present according to the school records and headcount?
Yes
No
B09_3
If yes, what do you think is the reason for it?
B10
Have you received any training in in last three years (since 2018)?
Yes
No
B10A
During the period between January 2021 and December 2021, in which all months did you attend training?
44197
44228
44256
44287
44317
44348
44378
44409
44440
44470
44501
44531
B11
If yes, what was the content of the training?
Phonics
Vocabulary
Reading fluency
Listening comprehension
Reading comprehension
Writing skills
Classroom management
Assessment and evaluation
Communicating with parents
Materials preparation and use
Raising parental awareness on EGR
Conducting digital learning Activities
Others (Specify)
B12
Who organized the training?
Non-government organization other than WFP cooperating partner
Government
WFP
IDS
World Education, OLE, PCD
Others (Specify)
B13
How have the trainings contributed towards your skills and knowledge base?
Increased level of understanding of the subject
Enhanced teaching methods
Started to develop and use additional teaching materials besides text books
Better organization and management of classroom arrangement
Better communication with parents
Better communication with students
Helped prepare and use teaching plans
Use of continuous assessment chart
Provide better support based on student learning skills and personalized learning
Better record keeping and follow-up on lessons
Better access and use to technological equipment
Started to provide instructions to children in mother tongue
Started to make the class more interactive
Use of integrated curriculum
Use of continuous assessment chart
Enhanced teaching methods
Improved record keeping
No change
Others
B14
How often do you use the teaching learning resources (Flash card, picture word cards, posters, lesson plan, teachers guide, foam letters etc)?
Frequently (almost every day)
Often (2-3 times/week)
Sometimes (once per week)
Rarely (bi-monthly/monthly)
Never
B15
Have you been able to share/transfer your skills to other teachers/staff members?
Yes
No
B16
What has been the key challenges of sharing/transferring your skills to other staff members?
B17
How often do you use the supplementary books and the library facility?
Frequently (almost every day)
Often (2-3 times/week)
Sometimes (once per week)
Rarely (bi-monthly/monthly)
Never
B18
Do you have meeting with headteachers?
Yes
No
B19
How frequently are these meetings organised?
Frequently (almost every day)
Often (2-3 times/week)
Sometimes (once per week)
Rarely (bi-monthly/monthly)
B20
What are discussed in those meetings?
Teaching achievements
New teaching methods (pedagogy)
Gaps in teaching approaches
Challenges in teaching
Challenges in engaging with parents
B21
How supportive is the school management in mitigating the shared challenges?
Highly supportive
Moderately supportive
Neither supportive nor unsupportive
Unsupportive
Literacy Support
C01
Have you received any literacy support from the program apart from training?
Yes
No
C02
What type of support did you receive (or currently receiving) being a Nepali teacher from the School Feeding Programme / School Meal programme?
Digital learning materials (audio-video, CD/DVD, online materials, laptops etc.)
Textbook/reading materials on teaching methods
Other print materials (i.e. supplementary books for students)
Reading motivator support
Book corner with level reader
Supplementary reading materials
Others
C03
What types of supplementary reading materials are available in the book corner?
Levelled reading texts
Story books
Locally available live material
Informative books
Others( specify)
C04
Do you have a teachers guide to take to class?
Yes
No
C05
Do you carry your own teacher’s guide when you go to take a class?
Yes
No
C06
Do you develop lessons plan for the class?
Yes
No
C07
How often you go to the class with a lesson plan in hand?
Often
Sometimes
Never
C08
Is the most recent lesson plan entry signed by the Head Teacher?
Yes
No
C09
What materials in general do you use to teach?
C09_1
Textbooks
Yes
No
C09_2
Teacher’s Guide
Yes
No
C09_3
Curriculum
Yes
No
C09_4
Lesson plan
Yes
No
C09_5
Charts/ Pictures
Yes
No
C09_6
Word cards/ Flash cards
Yes
No
C09_7
Electronic audio- video
Yes
No
C09_8
Online materials
Yes
No
C09_9
CD/ DVD
Yes
No
C09_10
Supplementary reading materials
Yes
No
C10
How do you rate the sufficiency of available teaching learning materials?
Highly adequate
Moderately adequate
Adequate
Inadequate
C11
How regularly are these materials used?
Frequently (almost every day)
Often (2-3 times/week)
Sometimes (once per week)
Rarely (bi-monthly/monthly)
Never
C12
Do you encourage other subject teachers to use these resources while teaching?
Yes
No
C13
What is the allocated time for Nepali language class for early grades?
45 min
60 min
90 min
Others (specify)
C14
Is the knowledge and skills gained during training adequate to facilitate a 90 minutes Nepali language class?
Highly adequate
Moderately adequate
Adequate
Inadequate
C15
Is there a library or provision of books (library corner) for students in the school?
Yes
No
C16
How has the availability of supplementary books and library corner impacted the students?
Increased student footfall in the library
Increased interest of students in reading and borrowing books.
Better reading ability
Increased motivation to study
No change
Do not know
C17
What, according to you, are the difficulties children face in learning?
Language barrier
Willingness to learn
Class environment
Limited amenities
Manner of teaching/ limited capacity of teachers
Other household necessities
Absence of disabled child friendly teaching facilities
None
Others (specify)
Do not know
C18
Are there any Special Need children in your class?
Yes
No
C19
If ‘Yes’, what type of Special Need children are there?
Children with locomotor handicaps
Mildly and moderately hearing impaired
Partially sighted children
Mentally handicapped educable group
Children with multiple handicaps
Others(specify)
C20
How are these children with special need identified (special focus on hidden disability)?
Through Interactions with parents
Identified during admission
Classroom observation
Through other students
Others (specify)
C21
what strategy of learning facilitation do you implement to the children with Special Learning Needs?
Keeping them in the front benches
Using audio- visual aids more
Giving assistive devices
No special facilitation strategy in Place
Others (specify)
C22
Did your school provided any trainings to facilitate the class for special needs children?
Yes
No
C23
What has been the impact of school meal program at school level?
Increase in enrolment of boys
Increase in enrolment of girls
Increase in attendance amongst boys
Increase in attendance amongst girls
Less number of boys miss classes
Less number of girls miss classes
Increase in boy student’s attentiveness
Increase in girl student’s attentiveness
No impact
Others (specify)
C24
According to you, if school meal program would stop today, what would be the consequence on pupil attendance?
No consequence, attendance will remain the same
Attendance will drop slightly (10%)
Attendance will drop significantly (10%-30%)
Attendance will drop drastically (over 30%)
Students will drop out
C25
In your observation, what percentage of students in grade 3 can be identified as attentive?
Few (0-25%)
Little less than half (25-50%)
Little more than half (50-75%)
Almost all (75-100%)
C26
What has been the impact of school meal program, on each of the following components of student performance, in the last two years?
C26A
Boys
C26A_1
Attendance rate
Increased
Decreased
Remained the same
C26A_2
Absenteeism due to illness
Increased
Decreased
Remained the same
C26A_3
Attentiveness of students
Increased
Decreased
Remained the same
C26A_4
Pass rate
Increased
Decreased
Remained the same
C26B
Girls
C26B_1
Attendance rate
Increased
Decreased
Remained the same
C26B_2
Absenteeism due to illness
Increased
Decreased
Remained the same
C26B_3
Attentiveness of students
Increased
Decreased
Remained the same
C26B_4
Pass rate
Increased
Decreased
Remained the same
C27
What do you do to engage students and parents to improve the learning outcome?
Rewarding certificates to students to take to home
Sending letters to parents explaining about children's reading performance
Conduct Parent Teacher Meeting
By telephoning parents
Others (specify)
Parental involvement
D01
Do you interact with parents of your students?
Yes, parents of all students
Yes, parents of only special needs students
No
D02
When do you interact?
As per need
Only during PTA
Both
D03
What proportion of parents show interest in these interactions?
Few (0-25%)
Little less than half (25-50%)
Little more than half (50-75%)
Almost all (75-100%)
D04
What proportion of parents act on suggestions given by you?
Few (0-25%)
Little less than half (25-50%)
Little more than half (50-75%)
Almost all (75-100%)
D05
What proportion of parents are involved in the SMC?
Few (0-25%)
Little less than half (25-50%)
Little more than half (50-75%)
Almost all (75-100%)
Program related open ended questions & Assessing impact of COVID-19
E01
How has the status of primary education changed in the area since 2018 ?
Increased willingness to educate children
Decreased willingness to educate children
Increased focus on girl’s education
Reduced focus on girl’s education
Increased community participation in children’s education
Decreased community participation in children’s education
Increased student enrolment
Decreased student enrolment
Increased student attendance
Decreased student attendance
Others (specify)
E02
What has been the impact of the pandemic period on your overall motivation to return to school and teach?
Improved motivation
Reduced motivation
No change in motivation
E03
What do you think is the effect of extended school closure due to COVID-19 on students’ learning achievements?
No changes in reading, capability
Deterioration in reading, capability
No changes in writing capability
Deterioration in writing, capability
No changes in understanding learning material
Deterioration in understanding learning material
Reduced concentration
No changes in concentration
Lower motivation/ willingness to attend school
Improved motivation/ willingness to attend school
No changes
Others (specify)
E04
How do you think COVID-19 will affect or has affected student’s access (in terms of enrolment and attendance) to school post reopening?
Improvement in student enrolment (male)
Improvement in student enrolment (female)
Reduced student enrolment (male)
Reduced student enrolment (Female)
Increased dropout
Decreased dropout
Reduced regular attendance
Increased regular attendance
No change
E05
In your opinion, will COVID-19 affect girl’s education in the region?
E06
Are there any suggestions you would want to give to improve the functioning of the programme (Probe: specific for each component i.e., EGR, SMP, WaSH etc.)? If yes, what are those?
E07
Are there any suggestions you would want to give on improving the literacy, enrolment, and attendance in these areas?
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