School Surveys Browse All Survey Categories

Minority Teacher Career Choice Survey Template

Minority Teacher Career Choice Survey Template consists of questions and examples to collect insights from respondents about their motivation, experiences, objectives, and values of ethnic and cultural minorities for selecting teaching as a career. In this sample survey template, questions are aligned in a manner to collect systematic information from respondents. In this questionnaire, questions are based on community involvement during college education.

use this free template

Please respond to the following questions based on community involvement during your college education.

Note:-

True - reflective of my experience

False - not reflective of my experience

	True	False	Not sure
I lived in proximity of my ethnic community	True	False	Not sure

I participated in my ethnic community cultural events	True	False	Not sure

I participated in my ethnic community's social and educational events	True	False	Not sure

I participated in my ethnic community's religious activities	True	False	Not sure

I assisted heritage languages programs in my community	True	False	Not sure

I enrolled in heritage language/cultural classes in my community	True	False	Not sure

I am comfortable communicating with adults and elders in my community in my heritage language	True	False	Not sure

I participated in my ethnic community's political events	True	False	Not sure

I am well aware of my ethnic community's issues and concerns	True	False	Not sure

I participate in activities addressing issues and concerns of my ethnic community	True	False	Not sure

Please respond to these questions based on your past or current experience with the recruitment and admission process.

	True	False	Not sure
I was recruited to enter the teaching profession because I am a person of language and cultural minority	True	False	Not sure

I was encouraged to apply into the teaching credential program because of my ethnic and language background	True	False	Not sure

I was informed that my ethnic and language background was of value in the teaching profession	True	False	Not sure

I was told that there was a need for teachers of diverse cultural and language backgrounds	True	False	Not sure

More of my friends would have joined the profession if they were informed of the need for teachers who are bilingual/bicultural	True	False	Not sure

I was assisted adequately through the admission process	True	False	Not sure

I was able to complete all the prerequisites without any problems	True	False	Not sure

Being admitted into the credential program was a not a complicated process	True	False	Not sure

Passing the CBEST was not a problem	True	False	Not sure

Meeting the GPA requirement was not an issue	True	False	Not sure

	True	False	Not sure
I think the admission criteria was fair and just	True	False	Not sure

I did not/will not have problems passing other standardized tests	True	False	Not sure

I was offered adequate financial aides to help me complete the program	True	False	Not sure

More minority candidates would have joined the profession if there were more financial aides available.	True	False	Not sure

I am a

Teacher

Teacher candidate

	True	False	Not sure
I have had professors who shared my cultural/ethnic background	True	False	Not sure

I have had professors who really knew me and accepted me	True	False	Not sure

I identify with other classmates in terms of shared experiences	True	False	Not sure

I have had opportunities to discuss and share our learning (progress and challenges) with other classmates on an on-going basis	True	False	Not sure

I have/had a sense of true friendship and camaraderie with my peers	True	False	Not sure

I have/had opportunities to discuss issues relating to our cultural and ethnic backgrounds and experiences with my peer group	True	False	Not sure

I feel that I have a voice in my classes and that my perspectives and opinions are welcomed	True	False	Not sure

I feel supported in expressing my opinions and perspectives	True	False	Not sure

I was encouraged to share my personal experiences and cultural backgrounds	True	False	Not sure

There are several faculty of color in my credential program	True	False	Not sure

	True	False	Not sure
There are some faculty members who share my ethnic background	True	False	Not sure

I have/had opportunities to do fieldwork with students of my cultural and ethnic backgrounds	True	False	Not sure

I have/had opportunities to use my cultural and language background in my coursework	True	False	Not sure

I have/had opportunities to use my cultural and language background in my fieldwork	True	False	Not sure

I rarely felt excluded or isolated from my peers or the program	True	False	Not sure

	True	False	Not sure
The content of the coursework was empowering to me	True	False	Not sure

The method courses are/were relevant and prepared me well for the real classrooms	True	False	Not sure

Many of my teacher preparation courses integrated histories, experiences and perspectives of minority students, parents and communities.	True	False	Not sure

Multicultural education in my program goes/went beyond learning about special characteristics of different groups.	True	False	Not sure

Our program's faculty represents racially and culturally diverse voices, experiences and perspectives	True	False	Not sure

Our program's teacher candidates include members with racially and culturally diverse voices, experiences and perspectives	True	False	Not sure

Students from different cultural and language backgrounds were perceived as potential resources	True	False	Not sure

The program provides opportunities for my families to be involved in my teacher education process	True	False	Not sure

The program provides opportunities for me to improve my primary language and knowledge of my heritage culture.	True	False	Not sure

Reflect on your school years. Think of your favorite teacher or class. Which of the following attributes about the teacher/class did you most like:

My teacher was knowledgeable

The learning was fun

I learned a lot

I had good friends

I earned high grades

I identified with this teacher

Other

Think of a class (K-12) in which you had negative feelings. Check up to 6 items that contributed to these feelings:

It was boring

It was difficult

I felt disconnected to the learning

The teacher did not care

I was a nobody/ignored

No one knew about my background or experiences

I was identified/labeled negatively

No one liked me or cared about me

I was not good on this subject

There were struggles and issues at home

I could not share my thoughts or opinion

I did not understand the materials

No one was interested in my or my thoughts and opinions

Other

At what age did you first realize that you want to become a teacher?

5-10

10-15

15-20

20-25

25+

Who or what do you think were your primary forces of influence on your decision to become a teacher?(Select up to 6 items that apply the most)

I love schools

I had great teachers

Someone in my family was a teacher

I always know I will be a teacher

I enjoy working with children

I experienced helping others learn

I have the gift

I have something special to contribute

My family encouraged me

My teacher(s) influenced me

My friends encouraged me

I thought it might be interesting

I did well in school

I love to read and write

The career counselor recommended

I saw ads about teaching profession

I was told that my cultural and language background were valuable assets

I had no clear career goal

I thought I will try it for a while

I identified strongly with one teacher

I have no idea!

Other

Was there someone in your family who is/was a teacher? If applicable, please identify the person's relation to you.

What came to your mind as you thought of becoming a teacher? (choose up to 3 that are most applicable)

Helping others

Working and helping children

Empathizing with students

Helping to bridge a cultural gap

Making a difference

Making my family proud

Doing something meaningful

Other

What was the reaction of people around you when you made your final decision to become a teacher?

My parents/family were proud

My parents/family were indifferent

My family thought it was too difficult, too "farfetched"

My family believed I could make it

My friends were supportive

My friends tried to talk me out of it

No one had any particular or strong response

In your culture, how is the teacher perceived and defined?

Highly respected

Has parental authority

Enjoy high social status

Looked up as role model

Same as other profession

Other

I entered the teaching credential program as a:

Freshman

Sophomore

Junior

Senior

Graduate

Full-time working adult in another field

While being in the credential program, I was/am:

Working full-time

Working part-time

Not working

On scholarship

On loan

Supported by family

Supporting my family

Taking 9+ semester units per term

Taking less than less than 9 units/term

Of all the teacher education related courses that you have completed, the one that was most memorable to you was(course title/description):

The classes that you personally found most valuable and memorable are the ones in which you:

Learned new methods and strategies

Acquired new knowledge and skills

Learned how to teach

Learn how children learn

Learned how to relate to others

Learned a lot about myself

Learned about culture and history

Improved my knowledge of culture and language

Learned about cultural and historical backgrounds

Learned about classroom management

Learned about I learn how to communicate to students' parents

Learned how to communicate to students' parents

The most meaningful classes are often offered through the department of:

Teacher education

Liberal studies

Ethnic studies

Foreign language

Linguistics

Educational psychology

Psychology

Other

In general, my experience in the teacher preparation courses are: (choose up to 3 responses that most applicable)

Relevant - I acquired knowledge and skills to prepare me for the teaching profession

Exciting - I was inspired to find creative ways to work with children

Validating - I was encouraged to value my background and experiences as a bicultural and/or bilingual person

Empowering - I had meaningful interactions with instructors and peers where my voice and perspectives were heard and acknowledged

Non-relevant - I felt that much of what I was learning did not prepare me well for the teaching profession

Methodic - I was taught processes and procedures to follow

Invalidating - My perspective and opinion were not understood or accepted by others

How often have issues of race and culture become central focus in your teacher education courses (reading, discussion, debate, etc.)?

Rarely

Sometimes

Often time

All the time

How often have the issues of social and educational equity and justice become the central focus of your teacher education courses?

Rarely

Sometimes

Often time

All the times

Whenever issues of race and culture came up, I felt that I:

Can discuss freely

Was invited to share my personal experiences

Was encouraged to speak up

Was looked at as "expert"

Was expected to "know" everything about my culture and traditions

As a person of ethnic and/or linguistic minority, did you feel your background and experiences were:

Not a factor in the teacher preparation program

Not acknowledged or validated

Reflected in the class discussion, texts, other curricular materials

Acknowledged/validated through the program curriculum and practice

As a person of ethnic and/or linguistic minority in the program, did you feel that you:

Have something of value to share with my classmates

Have special qualities and unique experiences that will make me a more effective teacher

Can readily empathize with students of color

Are no different than my peers

Are less able than my peers

As a person of ethnic and/or linguistic minority in the program, you:

Had opportunities to research and learn more about my own perspective and those of others

Had opportunities to come into meaningful contact with other educators of my shared backgrounds

Had opportunities to learn about the cultural and historical backgrounds of my people and others

Had no or little opportunities to come into meaningful contact with other educators of my shared backgrounds

Had little opportunities to learn about the cultural and historical backgrounds of my people and others

Throughout the teacher preparation program:

I had plenty of opportunities to prepare me to work with students from diverse language and cultural backgrounds

Only a few courses had/have the emphasis or integration of minority education instruction and strategies

I was able to integrate my learning with practical experiences working with minority students

I was encouraged to design learning activities to meet the needs of minority students

Upon graduating from the teacher education program, I am/was looking forward to having a teaching position in schools with

Students who are fluent and proficient in English

A diverse student population (ethnically, culturally, and linguistically)

Students who share my language and cultural background

Students who need extra help in English

Students whom I can personally relate to

Students whose parents I can communicate with

Students from my cultural and ethnic community

Other

Question type setup error. Please contact support to resolve.

use this free template

School Surveys

Course Evaluation and Improvement Survey Template

9 questions

Course Evaluation and Improvement Survey Template by QuestionPro is designed to collect overall feedback about a study course. In this sample survey template, questions are asked to collect insights on duration of a course, reason why students took a course, was the study material helpful to them and similar questions. This questionnaire also accommodates demographic questions to get complete details of respondents.

view template

School Surveys

Graduation Exit Survey Template

8 questions

Graduation Exit Survey Template by QuestionPro consists of questions and examples to collect feedback from students who are graduating from course(s). This sample survey template consists of questions to know opinions of students who have completed a course and suggestions related to what could be done to improve a course. This questionnaire can accommodate a number of similar questions and can be customized according to a researcher.

view template

School Surveys

Teacher Evaluation & Student Course Evaluation Survey

22 questions

Course evaluation survey consists of essential questions to evaluate a student's satisfaction with the course and curriculum being taught at a school, college or university. This sample questionnaire template evaluates and collects feedback from students on their perception of the course, its effectiveness and how much value are students able to derive from it. This survey also consists of questions on teacher evaluation by students.

view template

Minority Teacher Career Choice Survey Template

School Surveys

Course Evaluation and Improvement Survey Template

School Surveys

Graduation Exit Survey Template

School Surveys

Teacher Evaluation & Student Course Evaluation Survey

Tour

Products

Resources

Solutions

Pricing

Company

Also view...

Minority Teacher Career Choice Survey Template

Related Content

Tourkeyboard_arrow_down

Productskeyboard_arrow_down

Resourceskeyboard_arrow_down

Solutionskeyboard_arrow_down

Pricingkeyboard_arrow_down

Companykeyboard_arrow_down

Also view...

Tour

Products

Resources

Solutions

Pricing

Company