Staff Assessment Questionnaire

Abstract

The Staff Assessment Questionnaire (SAQ) is a robust, 94-item psychometric instrument designed to capture the perceptions and responses of school staff regarding critical aspects of their institutional environment. Developed by the Seattle School District and the University of Washington, the SAQ is part of the broader School Self-Assessment Service (1984).

The questionnaire specifically measures staff responses across nine core domains derived from the operational definitions of effective schools characteristics. These domains include strong leadership, dedicated staff, high expectations, frequent monitoring, early identification, positive learning climate, curriculum continuity, multicultural education, and sex equity. The SAQ is typically used alongside related instruments such as the School Goals Survey and various Student Assessment Questionnaires to provide a comprehensive evaluation of school effectiveness.

Keywords

Staff Assessment Questionnaire, School effectiveness, Educational leadership, Teacher perception, Alpha coefficients, School climate, Curriculum, Sex equity, Multicultural education

Authors

Seattle School District, University of Washington

Purpose

The primary purpose of the Staff Assessment Questionnaire is to systematically evaluate the degree to which a school exhibits key characteristics associated with effective educational institutions, as perceived by its teaching and administrative staff. By measuring staff perceptions across the nine defined areas, the SAQ provides data essential for school self-assessment and strategic planning aimed at improving instructional programs and overall student achievement.

The development of the instrument was rooted in the operational definitions of the 12 characteristics of effective schools. Nine of these characteristics are directly assessed by the SAQ, while the remaining three (clear goals; communication; and parent/community relations) are addressed by supplementary surveys within the School Self-Assessment Service battery.

Construct

The Staff Assessment Questionnaire measures nine distinct, yet interrelated, psychological and organizational constructs believed to underpin effective schooling environments. These constructs reflect the staff’s engagement, professional standards, and the equity and quality of the instructional setting.

The nine measured constructs are:

• Strong Leadership: Assessing the principal’s role as an instructional resource and effective disciplinarian.
• Dedicated Staff: Measuring staff commitment, willingness to collaborate, and professional standards.
• High Expectations: Evaluating the staff’s belief in students’ ability to master grade-level objectives and achieve above-average performance.
• Frequent Monitoring: Assessing the regular use of assessment data (e.g., criterion-referenced tests) to track student progress and inform instruction.
• Early Identification: Measuring the effectiveness of procedures for identifying and serving students with special learning or remediation needs.
• Positive Learning Climate: Assessing the general atmosphere, safety, discipline fairness, and positive relations among students and staff.
• Curriculum Continuity: Evaluating the alignment of content across grade levels and the guidance provided by district documents and textbooks.
• Multicultural Education: Measuring the school’s responsiveness to ethnic and cultural diversity in curriculum, materials, and overall atmosphere.
• Sex Equity: Assessing fairness in expectations, procedures, and instructional styles concerning both male and female students.

Validity

The validity of the Staff Assessment Questionnaire was established through two primary methods: content validity and predictive validity.

Content Validity: Content validity was established during the instrument’s construction phase. The items were developed directly from the operational definitions of the 12 characteristics of effective schools. Furthermore, the surveys underwent rigorous examination by several professional groups, including representatives from the Seattle Teachers’ Association and the Principals’ Association of Seattle Schools, ensuring the items accurately reflect the target constructs.

Predictive Validity: Predictive validity was examined by analyzing the relationship between the scores obtained on the SAQ and measures of student achievement, specifically in the core academic areas of mathematics and reading.

Reliability

The reliability of the Staff Assessment Questionnaire was assessed using internal consistency measures (Alpha coefficients) across four different samples, as well as test-retest reliability.

Internal Consistency (Alpha Coefficients): For the first sample, the Alpha coefficients ranged from 0.70 (for the subscale of early identification problems) to a high of 0.97 (for the strong leadership subscale). Results for the second and third samples were reported as almost identical to the first. In the fourth sample, while strong leadership remained the highest coefficient (0.92), the lowest coefficient shifted to the curriculum subscale (0.74). These results generally indicate strong internal consistency across the measured dimensions.

Test-Retest Reliability: Test-retest reliability was calculated using a sample of 32 teachers over a two-week period. The coefficients ranged from 0.70 (early identification of student learning problems) to 0.91 (frequent monitoring of student progress), suggesting stability of the measure over short time intervals.

Factor Analysis

Specific details regarding exploratory or confirmatory factor analysis were not provided in the source documentation. However, the scale construction is fundamentally based on nine theoretically derived factors corresponding to the established characteristics of effective schools. The data analysis reported included the calculation of reliability estimates, as well as the application of sophisticated statistical techniques such as regression analysis and analysis of variance, which are often used to confirm dimensional relationships and predictive power.

Instrument

Test Type: Self-Report Questionnaire (Perceptual Scale)

Format: 94 Likert-style items

Language Available: English (Original)

Population Group: School Staff (Teachers and Principals)

Age Group: Adults (Professional Educators)

Population Details: The scale was developed and piloted using staff from the Seattle School District and later administered to large, diverse groups of teachers (N=2,774) from urban, suburban, and rural school districts.

Test Methodology: Staff members respond to 94 statements using a 5-point rating scale ranging from Strongly Agree to Strongly Disagree.

Keywords

School evaluation, Staff perception, Instructional leadership, Educational research, Psychometrics, Test development, School improvement, Teacher commitment

Authors

Author ORCID Identifier: Not available

Affiliation Email addresses: Not available

Correspondence Address: Seattle School District and the University of Washington (1984)

Permissions & Fee and Test Year

Test Year: 1984

Permissions and Fee: Information on current permissions and fee structure is not available in the source material. The instrument was originally produced as part of the School Self-Assessment Service.

Related Instruments: The Staff Assessment Questionnaire is one component of a larger assessment battery, which also includes the School Goals Survey, School Assessment Questionnaire (grades 1–3), Intermediate Student Assessment Questionnaire (grades 4–6), the Secondary Student School Assessment Questionnaire (grades 7–12), and a Parent Survey.

Reference’s

Seattle School District and the University of Washington. (1984). The School Self-Assessment Service.

Brixey, J. E. (2007). Examining major influences on low student achievement through a university-urban middle school partnership. EdD dissertation, University of Kansas.

Donalson, E. M. (2001). The relationship of the change process to principal leadership and teacher empowerment. EdD dissertation, University of Missouri, Columbia.

Items of the Staff Assessment Questionnaire

IMPORTANT: The following scale items must be preserved in their original language and must not be changed in any way.

1. District-adopted textbooks guide my planning of instruction.
2. Our school provides its students with a strong multiethnic-multicultural education.
3. I teach basically the same content that is taught in other classes at the same grade or same course in my school.
4. Staff members of our school are sensitive to the needs and concern of both sexes.
5. Staff at our school have the same expectations of academic achievement for both female and male students.
6. Criterion-referenced tests are used to assess basic skills throughout the school.
7. The curriculum of our school is multiethnic and multicultural.
8. Student assessment information (such as criterion-referenced tests, skill checklists, etc.) is used regularly to give specific student feedback and plan appropriate instruction.
9. My school has effective programs for students who are in need of remediation.
10. Our school’s staff examines instructional materials for ethnic and racial bias.
11. Assemblies and special activities at our school reflect the ethnic and cultural diversity in the community.
12. The principal uses test results to recommend changes in the instructional program.
13. My school has effective procedures for identifying students with special learning needs.
14. The teaching styles in our school are sensitive to the needs and concerns of both sexes.
15. Multiple assessment methods are used to assess student progress in basic skills (e.g. criterion-referenced tests, work samples, mastery checklists).

16. Teachers in my school frequently assess the progress of students in basic skills.
17. The principal in my school is aware of student progress in relation to instructional objectives.
18. What I teach in my class contributes to the content of the grade or course that follows it.
19. Our school’s curriculum helps students view ideas from diverse ethnic perspectives and points of view.
20. Staff members of our school are sensitive to ethnic and cultural differences.
21. My school is responsive to students with special learning needs.
22. Staff review and analyze test results to plan instructional program changes.
23. Students with special learning needs in my class are not receiving the instructional program they need.
24. The teaching styles in our school are sensitive to the ethnic and cultural diversity of our students.
25. District curriculum documents guide my planning of instruction.
26. The atmosphere of our school is responsive to cultural, ethnic, and language differences.
27. Procedures used to motivate students are fair to both sexes.
28. What I teach in my class builds upon the content of the grade or course that precedes it.
29. Bulletin boards and other displays in our school reflect ethnic and cultural pluralism.
30. People in my school are willing to listen to the ideas and feelings of others, even when they disagree.
31. Most students in my school will perform at about the national average in academic achievement.
32. Students cut a lot of classes.
33. No challenge is too tough for our staff.
34. My principal leads formal discussions concerning instruction and student achievement.
35. Many of my students will probably leave school before high school graduation.
36. Most students in my school are capable of mastering grade-level academic objectives.
37. Vandalism is a problem in my school.
38. People in our building seek out training experiences that increase their ability to educate students.
39. Teachers in my school turn to the principal with instructional concerns or problems.
40. Teachers know and treat students as individuals.
41. I would transfer to another school if I could.
42. My principal provides frequent feedback regarding my classroom performance.
43. Teachers in my school generally believe most students are able to master the basic reading/math skills.
44. I expect that most students in my school will perform above the national average in academic achievement.
45. Our staff holds itself to the highest professional standards.
46. My principal assists faculty in interpreting test results.
47. We are committed to working together as a faculty.
48. Nearly all of my students will be at or above grade level by the end of this year.
49. Drug and alcohol abuse are problems in this school.
50. My principal is an effective disciplinarian.
51. People in our building work hard to maintain good relations with parents.
52. Discipline is fair and related to violations of agreed-upon rules.
53. Teachers in other schools would rate my school’s level of academic achievement as good.
54. Stealing is a problem in this school.
55. My principal is an important instructional resource in our school.
56. A positive feeling permeates this school.
57. I am satisfied with the variety of extracurricular activities at this school.
58. My principal promotes staff development activities for faculty.
59. My principal communicates clearly to me regarding instructional matters.
60. Teachers and staff members take a real interest in their students’ future.
61. Staff in our building have a great deal of trust.
62. My principal is accessible to discuss matters dealing with instruction.
63. My principal encourages the use of different instructional strategies.
64. I enjoy working at this school.
65. Student behavior is generally positive at my school.
66. Most of my students will show at least one year’s growth in academic achievement this year.
67. My principal mobilizes support to help achieve academic goals.
68. Discussions with my principal result in improved instructional practice.

69. If a person in the building runs into trouble, someone helps him or her out.
70. The academic ability of students in my school compares favorably with students in other schools.
71. I expect most students in my school will perform below the national average in academic achievement.
72. My principal makes frequent classroom observations.
73. Most of the students in my school will ultimately graduate from high school.
74. My principal is knowledgeable about instructional resources.
75. Students can count on staff members to listen to their side of the story and be fair.
76. The district can count on us to give our best.
77. My principal’s evaluation of my performance helps me improve my teaching.
78. Students in my school abide by school rules.
79. My principal is a strong instructional leader.
80. My school building is neat, bright, clean, and comfortable.
81. Staff in our school are proud of what they do.
82. My principal is an active participant in staff development.
83. We are ready to learn to do our jobs in a new way if it will meet the needs of students.
84. Staff and students do not view security as an issue in my school.
85. Staff in this school really care about how much students learn.
86. This school makes students enthusiastic about learning.
87. My principal is a “visible presence” in our building to both staff and students.
88. Whatever it takes, people in our building solve problems.
89. I feel there are procedures open to me to go to a higher authority if a decision has been made that seems unfair.
90. My principal uses clearly communicated criteria for judging my performance.
91. My principal provides a clear vision of what our school is all about.
92. The physical condition of my school is generally pleasant and well-kept.
93. Problems in this school are recognized and worked on.
94. People in this building are willing to help out wherever they are needed.