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Teacher Professional Activity Questionnaire3

Teacher Professional Activity Questionnaire Test

Designed for teachers, the Teacher Professional Activity Questionnaire Test takes about 9 minutes and includes 45 questions about professional engagement, effectiveness, motivation, adaptability, self-regulation, and classroom interaction. Your profile highlights strengths and areas for development, supporting focused self-reflection about your work and continued growth.

Questions: 459 minutes

Teacher Professional Activity Questionnaire Test: sample question card

October 2, 2025October 2, 2025Material has been updatedOctober 2, 2025Material has been published

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Scale Explorer

How the Scales are Structured

Teacher Professional Activity PotentialTPAP

Measures the teacher’s capacity and opportunities for further development and increased effectiveness in professional work.

example score37/45

37/45Higher potentialexample score

9 – 21Lower potential

22 – 33Moderate potential

34 – 45Higher potential

A score of 37 falls in the Higher potential range, suggesting strong capacity for professional growth and effective engagement in teaching responsibilities.

Professional Activity Outcome ComponentPAOC

Measures the effectiveness of a teacher’s professional activity in achieving goals and delivering results in pedagogical work.

example score26/45

26/45Moderate effectivenessexample score

9 – 21Needs strengthening

22 – 33Moderate effectiveness

34 – 45High effectiveness

A score of 26 falls in the Moderate effectiveness range, suggesting goal achievement and work outcomes are present but may be inconsistent across situations.

TPAQ Dynamic ComponentTDC

Measures the dynamic component of teacher professional activity, reflecting flexibility, adaptability, and readiness to adjust professional practice.

example score21/45

21/45Moderateexample score

9 – 20Low

21 – 33Moderate

34 – 45High

A score of 21 falls in the Moderate range, suggesting generally adequate adaptability with room to become more consistent in adjusting to new demands and changes.

Regulatory ComponentRC

PAU Reg measures a teacher’s self-regulation and organization in planning, managing, and monitoring professional work tasks.

example score29/45

29/45Moderate regulationexample score

9 – 21Low regulation

22 – 33Moderate regulation

34 – 45High regulation

A score of 29 indicates a moderate level of self-regulation, suggesting generally adequate organization with occasional inconsistencies in planning or follow-through.

Self-Rated Pedagogical Interaction CompetenceSRPIC

Measures the teacher’s self-assessed confidence in their pedagogical interaction skills and ability to build constructive relationships with students.

example score43/45

43/45High confidenceexample score

9 – 20Low confidence

21 – 33Moderate confidence

34 – 45High confidence

A score of 43 falls in the High confidence range, indicating a strong self-assessment of pedagogical interaction skills and comfort in building effective relationships with students.

Professional MotivationPM

Measures a teacher’s professional motivation to grow, develop, and achieve educational goals.

example score26/45

26/45Moderateexample score

9 – 21Low

22 – 33Moderate

34 – 45High

A score of 26 falls in the Moderate range, indicating a generally stable but not consistently strong drive for professional growth and goal attainment.

Teacher Professional ActivityTPA

This scale measures a teacher’s overall engagement, initiative, and effectiveness in carrying out professional responsibilities.

example score44/45

44/45High activityexample score

9 – 21Low activity

22 – 33Moderate activity

34 – 45High activity

A score of 44 indicates high professional activity, reflecting strong engagement, initiative, and effective participation in the educational process.

just completed the test

DATA-BASED USER COHORTS

Who Usually Takes This Test?

Middle School Teachers

46%OF USERS

Teachers take it to quickly reflect on their engagement, initiative, and day-to-day effectiveness in the classroom and staff team.

Department Heads and Mentors

32%OF USERS

Instructional leaders use it to identify strengths and support needs to guide coaching, mentoring, and professional development plans.

School Administrators and HR

22%OF USERS

Leadership teams use it to get a clearer picture of staff engagement and to plan targeted training or organizational improvements.

BASED ON AGGREGATED, ANONYMIZED DATA FROM TENS OF THOUSANDS OF FREUDLY USERS.

Benchmarking

See How You Compare

Once you complete the test, your results are compared with real-world data from people in your country.
Below is a preview of how scores are typically distributed across each scale.

Shaded area — where most people score

Dot — the average

You — your score lands on each curve after the test— your score, after the test

Potential for the teacher's professional activityPfttpa

You?

Average22

Typical rangeTypical15.5 – 28.5

Possible9 – 45

PAU RezPR

You?

Average33.3

Typical rangeTypical27.8 – 38.8

Possible9 – 45

PAW dinPd

You?

Average33.1

Typical rangeTypical28.4 – 37.9

Possible9 – 45

PAU RegPR

You?

Average33.3

Typical rangeTypical28.7 – 37.9

Possible9 – 45

TYT

You?

Average26.5

Typical rangeTypical21.4 – 31.6

Possible9 – 45

M profMp

You?

Average26.2

Typical rangeTypical20.9 – 31.6

Possible9 – 45

Professional activity of a teacherPaoat

You?

Average35.2

Typical rangeTypical30.4 – 40

Possible9 – 45

Featured On

SAMPLE QUESTIONS

Example Questions From the Test

- No
- Rather no
- Not sure
- Rather yes
- Yes
- No
- Probably no
- Not sure
- Probably yes
- Yes
- No
- Somewhat disagree
- Not sure
- Somewhat agree
- Yes

These are 3 of the 45 real questions — the rest appear in the test. No sign-up needed to start.

WHAT THE TEST MEASURES

Teacher Professional Activity Questionnaire Test - Description and methodology of the test

pedagogy

self-regulation

For teachers reflecting on how they work, adapt, and sustain purposeful engagement, the Teacher Professional Activity Questionnaire Test provides a structured way to examine professional functioning. As a teacher activity assessment, it can help identify aspects of classroom practice, motivation, self-regulation, and interaction with students that merit closer attention. The result can support discussion of priorities and concrete goals for professional practice.

What This Assessment Explores

The professional activity test for teachers shows seven scales:

Teacher Professional Activity Potential (9-45) measures development capacity: Lower potential 9-21; Moderate potential 22-33; Higher potential 34-45.
Professional Activity Outcome Component (9-45) measures goal attainment: Needs strengthening 9-21; Moderate effectiveness 22-33; High effectiveness 34-45.
TPAQ Dynamic Component (9-45) measures flexibility: Low 9-20; Moderate 21-33; High 34-45.
Regulatory Component (9-45) measures regulation: Low regulation 9-21; Moderate regulation 22-33; High regulation 34-45.
Self-Rated Pedagogical Interaction Competence (9-45) measures interaction: Low confidence 9-20; Moderate confidence 21-33; High confidence 34-45.
Professional Motivation (9-45) measures motivation: Low 9-21; Moderate 22-33; High 34-45.
Teacher Professional Activity (9-45) measures engagement: Low activity 9-21; Moderate activity 22-33; High activity 34-45.

Methodology and Scientific Basis

Questions are first-person statements about motivation, emotional recovery, innovation, lesson results, self-regulation, and student relationships. Five ordered responses generally run from No to Yes, with intermediate choices such as Not sure or Difficult to answer. Respondents rate how each statement fits their work; item-level scoring direction is unspecified.

The questionnaire displays seven scores, each with a 9-45 range. The display includes component scores and an overall activity score; the item-to-scale aggregation rule and any weighting system are unspecified.

Volochkov's work on teacher activeness and related work by Volochkov and Popov on coping in teacher-student interactions provide conceptual references for purposeful engagement, regulation, change, and achievement. The online questionnaire is conceptually consistent with these works, not presented as a direct adaptation.

The online questionnaire has no stated norms or standardization data. Because this professional activity questionnaire for teachers uses self-report, current workload, school climate, recent setbacks, and self-perception can influence scores. Results are best used to identify priorities and compare them with concrete work goals; they support self-understanding, not a diagnosis.

Author: Lee S. Shulman

Literature:

Volochkov, Andrey. “Teacher Professional Activeness as a Resource for Coping with Stress.” In Resources and Anti-Resources of Personality in Contemporary Coping Research: Proceedings of the All-Russian Scientific-Practical Conference with International Participation, Omsk State University Press, 2012, pp. 17-22. ISBN 978-5-7779-1525-2.
Volochkov, Andrey, and Alexey Popov. “Stress in Teacher-Student Interactions and Teacher Activeness as a Positive Coping Resource.” In International Perspectives on Teacher Stress, Emerald Publishing, 2012. 10.1108/978-1-61735-917-020251018
Volochkov, Andrei. “Activity of Subject of Life Sphere: Theoretical Model and Empirical Data.” The Psychology. Journal of Higher School of Economics, vol. 7, no. 1, 2010, pp. 19-54.

Updated: 2025-10-02