SCHOOL-LEVEL ENVIRONMENT QUESTIONNAIRE-SOUTH AFRICA (SLEQ-SA)
ACTUAL: Describe how often each practice actually takes place in your school.
PREFERRED: Describe how often you would like each practice to take place (a wish list).
1=Never‚ 2=Seldom‚ 3=Sometimes‚ 4=Often‚ 5=Always
Outcomes-Based Education (OBE)
ACTUAL | PREFERRED | |||||||||
OBE Familiarity | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
At this school … | ||||||||||
1. I have sufficient knowledge about OBE to be able to deal with OBE-related issues in my teaching. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
2. Curriculum advisors visit the school to support teachers on OBE issues. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
3. I feel confident about facilitating learning in an OBE class. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
4. I feel confident about developing OBE learning activities. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
5. I feel confident about developing OBE assessment tasks. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
6. I find it difficult to use the OBE approach when teaching. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
7. I am able to interpret OBE learning materials used. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
8. I feel confident in recording and reporting learner performance. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
Resource Adequacy | ||||||||||
At this school … | ||||||||||
9. An adequate selection of books and periodicals are available. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
10. The supply of equipment and resources is sufficient. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
11. Facilities are adequate for a variety of classroom activities. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
12. There is sufficient space for learners to engage in group activities in the classrooms. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
13. There are enough classrooms for all learners. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
14. Classrooms have sufficient seating or desks. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
15. Learners have access to a laboratory. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
16. The supply of learner support material is sufficient. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
Work Pressure | ||||||||||
At this school … | ||||||||||
17. I am under pressure. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
18. I have to work long hours to complete my work. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
19. I have to work very hard. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
20. I have no time to relax. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
21. I can ‘take it easy’ and still get the school work done. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
22. We are understaffed. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
23. It is hard for me to keep up with my workload. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
24. I have to work at home to get all of my work done. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
Student Support | ||||||||||
At this school … | ||||||||||
25. There are disruptive and difficult students. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
26. Students are helpful and co-operative to teachers. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
27. Students are pleasant and friendly to teachers. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
28. There are noisy‚ badly behaved students | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
29. Students get along well with teachers. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
30. Students are well-mannered and respectful to the school staff. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
31. Strict discipline is needed to control students. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
32. The rate of absenteeism is low. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
Parental Involvement | ||||||||||
At this school … | ||||||||||
33. Parents show interest in what is happening. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
34. Parents get involved in school activities. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
35. There is communication between parents and teachers. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
36. Parents attend school meetings when invited. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
37. Parents help learners in doing assignments and projects. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
38. Parents make valuable contributions to the running of the school. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
39. Parents discuss learners’ performance with teachers. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
40. The School Governing Body is consulted when major decisions are taken. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
Affiliation | ||||||||||
At this school … | ||||||||||
41. I receive encouragement from colleagues | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
42. I feel accepted by other teachers. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
43. I feel that I can rely on my colleagues for assistance if I need it. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
44. My colleagues take notice of my professional views. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
45. I feel that I have friends among my colleagues. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
46. I feel that there is good communication between staff members. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
47. I receive support from my colleagues. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
48. I discuss teaching methods with other teachers. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
Professional interest | ||||||||||
At this school … | ||||||||||
49. Teachers discuss teaching methods and strategies with each other. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
50. Teachers avoid talking with each other about teaching and learning. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
51. Professional matters are discussed during staff meetings. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
52. Teachers attend in-service and other professional development courses. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
53. Teachers show interest in what is happening in other schools. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
54. Teachers are keen to learn from their colleagues. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
55. Teachers show interest in the professional activities of their colleagues. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
56. Teachers meet to develop learning activities together. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
Staff Freedom | ||||||||||
At this school … | ||||||||||
57. I am encouraged to be innovative. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
58. I am expected to incorporate a variety of teaching styles in my classroom. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
59. I am able to teach topics that are not in the learning programme. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
60. The rules that I am expected to follow are flexible. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
61. I am free to use a variety of learning support and resource materials. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
62. I am free to choose how much control I maintain in my classroom. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
63. I am encouraged to implement curriculum materials in new ways. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
64. I am encouraged to experiment with different teaching approaches. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
Participatory decision-making | ||||||||||
At this school … | ||||||||||
65. Decisions about the running of the school are made by the principal. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
66. I have to refer even small matters to a senior member of staff for a final answer. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
67. I can act without gaining the approval of a senior member of staff. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
68. Teachers are asked to participate in decisions concerning administrative policies and procedures. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
69. I am encouraged to make decisions without reference to a senior member of staff. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
70. I must ask my subject head before I do most things. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
71. I have no say in the running of the school. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
72. Teachers regularly hold staff meetings. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
Innovation | ||||||||||
At this school … | ||||||||||
73. It is difficult to change anything. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
74. Teachers are encouraged to be innovative. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
75. There is a great deal of resistance to proposals for curriculum change. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
76. Teachers like the idea of change. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
77. New curriculum materials are implemented. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
78. There is experimentation with different teaching approaches. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
79. New and different ideas are being tried. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
80. Teachers are excited about using the new OBE approach. | 1 | 2 | 3 | 4 | 5 | 1 | 2 | 3 | 4 | 5 |
Items whose item number is underlined are scored 5‚ 4‚ 3‚ 2 and 1‚ respectively‚ for the responses Never‚ Seldom‚ Sometimes‚ Often and Always. For all other items‚ the score is the circled number.
Outcomes-Based Education in South Africa: Using an Instrument to Assess School-Level Environments during the Implementation
Rüdiger C. Laugksch
School of Education‚ University of Cape Town‚ South Africa
Jill M. Aldridge and Barry J. Fraser
Science and Mathematics Education Centre‚ Curtin University of Technology
Paper presented at the 2007 Conference of the Australian Association for Research inEducation (AARE)‚ 25-29 November 2007‚ Fremantle.
Cite this article
mohammad looti (2026). School-Level Environment Questionnaire (SLEQ-SA). PSYCHOLOGICAL SCALES. Retrieved from https://scales.arabpsychology.com/s/school-level-environment-questionnaire-sleq-sa/
mohammad looti. "School-Level Environment Questionnaire (SLEQ-SA)." PSYCHOLOGICAL SCALES, 21 Apr. 2026, https://scales.arabpsychology.com/s/school-level-environment-questionnaire-sleq-sa/.
mohammad looti. "School-Level Environment Questionnaire (SLEQ-SA)." PSYCHOLOGICAL SCALES, 2026. https://scales.arabpsychology.com/s/school-level-environment-questionnaire-sleq-sa/.
mohammad looti (2026) 'School-Level Environment Questionnaire (SLEQ-SA)', PSYCHOLOGICAL SCALES. Available at: https://scales.arabpsychology.com/s/school-level-environment-questionnaire-sleq-sa/.
[1] mohammad looti, "School-Level Environment Questionnaire (SLEQ-SA)," PSYCHOLOGICAL SCALES, vol. X, no. Y, ص Z-Z, April, 2026.
mohammad looti. School-Level Environment Questionnaire (SLEQ-SA). PSYCHOLOGICAL SCALES. 2026;vol(issue):pages.