Table 9 Teacher Ecological Agency (TEA) questionnaire

1

I draw upon my experiences in past as a learner to take principled decisions about my teaching practice in class.

1

2

3

4

5

2

I take advantage of my earlier experience of teaching to deal with everyday teaching challenges.

1

2

3

4

5

3

Personal beliefs and values that I bring to my class affect my teaching-related activities.

1

2

3

4

5

4

My professional knowledge and skills play a crucial role in the type of teaching actions I take in my class.

1

2

3

4

5

5

I attempt to identify and assign past patterns of behavior to deal with current dilemmas in my teaching profession.

1

2

3

4

5

6

I rely on my past personal and professional experiences to predict probable upcoming constraints.

1

2

3

4

5

7

I exert my past personal and professional experiences to find practically pertinent courses of action in my class.

1

2

3

4

5

8

I draw upon my day-to-day teaching experiences to make necessary changes in my teaching practice.

1

2

3

4

5

9

teachers who have experienced other professions solve their daily teaching problems more effectively.

1

2

3

4

5

10

Teachers’ schooling and education have an important role in the development of their potential to innovate.

1

2

3

4

5

11

I employ my personal beliefs and experiences to respond strategically to the challenging situations imposed by the school policy.

1

2

3

4

5

12

Teachers’ professional environment affects their teaching-related activities.

1

2

3

4

5

13

The availability of teaching materials and resources can improve the quality of teachers’ teaching practice.

1

2

3

4

5

14

I reflect critically to find the best solutions for the problems I face in my class.

1

2

3

4

5

15

The collaborative reflection process through which teachers engage dialogically with their colleagues impacts their teaching practice in a positive way.

1

2

3

4

5

16

School principals have an important role in establishing trust and providing facilitation for teachers.

1

2

3

4

5

17

School managers influence teachers’ interpretations of the anticipated learning outcomes.

1

2

3

4

5

18

School principals affect teachers’ understanding of which of their strategies contribute to the achievement of the desired learning outcome.

1

2

3

4

5

19

School leaders should help teachers set their goals to develop their students’ learning.

1

2

3

4

5

20

School authorities should provide teachers with professional development programs to promote their knowledge and skills.

1

2

3

4

5

21

Teachers can make appropriate decisions and changes in their classes when they are given the voice and power to act.

1

2

3

4

5

22

The existence of robust professional discourse about education enhances the actions teachers take in their classes.

1

2

3

4

5

23

Access to wider professional discourses about teaching should be an integral part of teacher education.

1

2

3

4

5

24

Habitual ways of thinking about education hinder teachers to make informed decisions and take principled actions.

1

2

3

4

5

25

Social relationships between the teacher, school manager, and colleagues impact teachers’ decisions and actions.

1

2

3

4

5

26

Teachers cope more successfully with challenges in schools and educational contexts that develop effective social structures and encourage social relationships.

1

2

3

4

5

27

The educational context that encourages innovation and a questioning mindset contributes teachers to make more informed decisions and take action in their classes.

1

2

3

4

5

28

Teachers can make righteous decisions and changes in an educational setting that encourages horizontal social relationships rather than hierarchical social relationships.

1

2

3

4

5

29

I set goals to promote my students’ learning outcomes.

1

2

3

4

5

30

I do my best to maximize my students’ potential.

1

2

3

4

5

31

I think teaching goals should not be limited to getting through the syllabus.

1

2

3

4

5

32

The utmost goal of education is to enable students to function effectively in society.

1

2

3

4

5

33

I set clear short-term goals in teaching to achieve the best results.

1

2

3

4

5

34

I set clear long-term goals to attain the desired outcome.

1

2

3

4

5

35

I try to keep my students interested and engaged.

1

2

3

4

5

36

Students’ welfare and development are important to me.

1

2

3

4

5

37

I attempt to peruse my goals strategically in my class.

1

2

3

4

5

38

I am motivated enough to do my best for my students.

1

2

3

4

5

39

I am interested in introducing new forms of pedagogy to promote the quality of education.

1

2

3

4

5

40

I try to maintain a normal desirable state in my class.

1

2

3

4

5