FAQs

Below is a list of frequently asked questions that you can click on to find out more.

If you can't find an answer please contact us.

The Northern Territory (NT) Teachers’ Occupational Health and Wellbeing Survey is a confidential survey, independent of all employer groups, professional associations and unions. First, you will be able to review your job-related personal health and wellbeing, with an individualised report returned automatically upon completion. Second, global results will build a holistic picture of the state of health and wellbeing for school teachers across the NT. The results will be provided to the department in the form of a system-level report with recommendations for future actions. Recommendations from the report will then be used to support the development of the Education NT Teacher Wellbeing Strategy.

The survey is run by the Institute for Positive Psychology and Education, ACU. Lead by Associate Professor Philip Riley.
The survey is conducted independently of all employers groups, professional associations and unions. It has full ethics approval and adheres to all University guidelines.

This survey provides teachers with the opportunity to inform the NT Department of Education about their day to day work, in order to shape the development of the Education NT Teacher Wellbeing Strategy.  It is also an opportunity for you to learn more about your wellbeing as you will receive an individual wellbeing report immediately after you complete the survey.

Yes.

 As soon as you submit your survey you are automatically directed to your own wellbeing report. There you can see how you are going compared to other educators and compared to the general population.

Please note that when you complete the survey you will be asked to choose a unique password that will always allow you to login and access your report. Your "confirmation of submission" email will contain the link to access the report tool as well as your username and password. Do save it!

Completely. Your data is not accessible to anyone but the primary researchers and is de-identified before any analysis.

Providing your phone number is completely optional and is not required for you to complete the survey. If you do provide your phone number, it may be used for two purposes: 1) as a secondary contact in the event that your email address changes and we can no longer contact you for any future surveys that may be conducted between the Institute for Positive Psychology and Education and the NT Department of Education; or 2) in case that further contact is ethically required.

We are interested in the characteristics of your school such as enrolment numbers, staff numbers and the socioeconomic status of your school community. We ask you to provide the name of your school, so that we can access publicly available information about your school. For example, data from the ACARA My School website.
Your school name is treated as confidential information and will not be shared in any way. No individual or school will ever be named in any reporting of results.

No, you may register using your ntschools email address or with a personal email (E.g. Gmail or Yahoo). Once registered, an email with your personalised survey entry link will then be sent to your nominated email address.

If you would like to create a personal Gmail address, Google offers the following instructions https://support.google.com/mail/answer/56256?hl=en

It should take no longer than one hour to finish all together.
 
But remember, we don't expect you to complete it in one sitting. Your entry link allows you to come and go from the survey as you please, and your answers are saved each time you press the 'Next' button.

When you do the survey you press a 'Next' button to get from page to page. Every time you press this button your responses are saved automatically. If you leave the survey before you finish and want to re-enter, use the entry link provided in the registration email sent to your nominated email account. Your link will return you to the last completed page.
You can go in and out as often as you like to complete the survey in small chunks, or you can do the whole thing in one sitting.

The entry link you received in your registration email will get you back into the survey at the last page you completed.
 
If this doesn't work, please email the Health & Wellbeing Team and they will send you a new entry link.

While completing the survey you can email the Health & Wellbeing Team and request that your information be deleted.
After you have submitted your survey, you can email at any time and request that your data be deleted.

We are using two questionnaires that have been demonstrated to be reliable and valid tools. The first is the Copenhagen Psychosocial Questionnaire II (COPSOQ II), which will allow us to look at your job stress and psychosocial health and compare it to a global dataset. The second is the Assessment of Quality of Life (AQoL-8D), which will allow us to compare your quality of life against Australian norms.

The Copenhagen Psychosocial Questionnaire is an instrument that has been used globally to measure work stress in many occupations. You can read more about it here and here. Here is a copy of the questions asked.

Demands at work

  • Quantitative Demands deal with how much one has to achieve in one’s work. They can be assessed as an incongruity between the number of tasks and the time available to perform the tasks in a satisfactory manner.
  • Work pace deals with the speed at which tasks have to be performed. It is a measure of the intensity of work.
  • Cognitive Demands deal with demands involving the cognitive abilities of the worker. This is the only subscale of Demands where higher scores are better.
  • Emotional Demands occur when the worker has to deal with or is confronted with other people’s feelings at work. Other people comprise both people not employed at the work place (e.g., parents and students) and people employed at the work place (e.g., colleagues, superiors or subordinates).
  • Demands for Hiding Emotions occur when principals have to conceal her or his own feelings at work from other people. Other people comprise both people not employed at the work place (e.g., parents and students) and people employed at the work place (e.g., colleagues, superiors or subordinates). The scale shows the amount of time individuals spend in surface acting (pretending an emotion that is not felt) or down-regulating (hiding) felt emotions.

Work Organisation and Job Contents

  • Influence at work deals with the degree to which the employee can influence aspects of work itself, ranging from planning of work to the order of tasks.
  • Possibilities for Development assesses if the tasks are challenging for the employee and if the tasks provide opportunities for learning and thus opportunities for development not only in the job but also at the personal level. Lack of development can create apathy, helplessness and passivity.
  • Variation of Work deals with the degree to which work (tasks, work process) is varied, that is if tasks are or are not repetitive.
  • Meaning of Work concerns both the meaning of the aim of work tasks and the meaning of the context of work tasks. The aim is “vertical”: that the work is related to a more general purpose, such as providing students with a good education. Context is “horizontal”: that one can see how one’s own work contributes to the overall product of the organisation.
  • Commitment to the Workplace deals with the degree to which one experiences being committed to ones’ workplace. It is not the work by itself or the work group that is the focus here, but the organisation in which one is employed.

Interpersonal Relations & Leadership

  • Predictability deals with the means to avoid uncertainty and insecurity. This is achieved if employees receive the relevant information at the right time.
  • Recognition (Reward) deals with the recognition by the management of your effort at work.
  • Role Clarity deals with the employee's understanding of her or his role at work (e.g., content of tasks, expectations to be met and her or his responsibilities).
  • Role Conflicts stem from two sources. The first source is about possible inherent conflicting demands within a specific task. The second source is about possible conflicts when prioritising different tasks.
  • Quality of Leadership deals with the next higher managers’ leadership in different contexts and domains. For many principals, this is a regional leader, but may be interpreted by some as school board chairperson, particularly in the independent sector.
  • Social Support from Colleagues Inside and Outside the School deals with principals’ impressions of the possibility to obtain support from colleagues if one should need it.
  • Social community at work concerns whether there is a feeling of being part of the group of employees at the workplace (e.g., if employee’s relations are good and if they work well together).

Work-individual Interface

  • Job Satisfaction deals with principals’ experience of satisfaction with various aspects of work.
  • Work-Family Conflict deals with the possible consequences of work on family/personal life. The focus is on two areas, namely conflict regarding energy (mental and physical) and conflict regarding time.
  • Family-Work Conflict deals with the possible consequences of family/personal life on work. The focus is on two areas, namely conflict regarding energy (mental and physical) and conflict regarding time.

Values at the Workplace

  • Trust Regarding Management (Vertical Trust) deals with whether the employees can trust the management and vice versa. Vertical trust can be observed in the communication between the management and the employees.
  • Mutual Trust between Employees (Horizontal trust) deals with whether the employees can trust each other in daily work or not. Trust can be observed in the communication in the workplace; e.g., if one freely can express attitudes and feelings without fear of negative reactions.
  • Justice deals with whether workers are treated fairly. Four aspects are considered: First the distribution of tasks and recognition, second the process of sharing, third the handling of conflicts and fourth the handling of suggestions from the employees.
  • Social Inclusiveness deals with another aspect of organisational justice: how fairly people are treated in the workplace in relation to their gender, race, age and ability.

Health and Wellbeing

  • General Health is the person's assessment of her or his own general health. It is one global item, which has been used in numerous questionnaires, and has been shown to predict many different endpoints including mortality, cardiovascular diseases, hospitalisations, use of medicine, absence from work, and early retirement (Idler & Benyamini, 1997).
  • Burnout concerns the degree of physical and mental fatigue/exhaustion of the employee.
  • Stress is defined as a reaction of the individual, a combination of tension and unwillingness. As elevated stress levels over a longer period are detrimental to health, it is necessary to determine long-term, or chronic stress.
  • Sleeping Troubles deal with sleep length, determined by factors such as sleeping in, waking up, interruptions, and of quality of sleep.
  • Somatic Stress is defined as a physical health indicator of a sustained stress reaction of the individual.
  • Cognitive Stress deals with cognitive indicators of a sustained stress reaction of the individual.
  • Depressive Symptoms cover various aspects, which together indicate depression.
  • Self-efficacy is the extent of one’s belief in one’s own ability to complete tasks and reach goals. Here self-efficacy is understood as global self-efficacy not distinguishing between specific domains of life.

The AQoL-8D is a health-related quality of life instrument developed by researchers at the Centre for Health Economics at Monash University. You can read more about it here.

The survey is lengthy because we use two comprehensive surveys to assess psychosocial health, wellbeing and quality of life. The surveys we use are the Copenhagen Psychosocial Questionnaire II (COPSOQ II) and the Assesment of Quality of Life (AQoL-8D).

The survey results will be combined by researchers at the Institute for Positive Psychology and Education to build a holistic picture of the state of health and wellbeing for school teachers across the NT. A system-level report with recommendations to improve the health and wellbeing of educators in schools will be provided to the NT Department of Education. Recommendations from the system-level report will be considered by department representatives in consultation with key stakeholders. Key actions will be identified through this process. Any results of the survey will be distributed by the Department of Education to staff.

Upon completion of the survey, an email will be sent to you with a link and details to login. The individual reports are capable of being printed and saved as a PDF. They will continue to be available until 1 December 2019

All data is stored & encrypted on our own ACU secure servers based in Australia. Protected by using industry best standards.

Only the primary researchers are able to access de-identified data. Raw, identifiable data will only be accessed by the Data Manager to de-identify and provide to the primary researchers.

You can talk to the researchers about this survey. You can also talk to your principal as they may have undertaken the annual The Australian Principal Occupational Health, Safety and Wellbeing Survey. The principal survey is almost identical to the teacher survey and they may be able to share their experiences.

This is the first teachers' occupational health & wellbeing survey of this type being administered in Australia. We would love to hear your feedback about this survey.

Send any feedback to admin@healthandwellbeing.org