Brief Description

The Teacher Engagement Report Form (TERF-N) is an observation tool that captures student engagement from the teacher’s perspective. It evaluates three key indicators of engagement: emotional, behavioral, and cognitive. The tool consists of 10 closed-ended Likert-scale questions. It is used as a complementary instrument to the self-report questionnaire SESQ (Student Engagement in Schools Questionnaire), offering an alternative, external assessment of student engagement.

Purpose

The purpose of the TERF-N is to provide a valid and reliable method for assessing student engagement through teacher observation and judgment. It is designed to support the early identification of students with low engagement and to inform educational interventions at both the individual and school level. The tool enhances multi-source evaluation by combining data from different sources (student–teacher).

Scoring Method

Each of the 10 TERF-N items is rated on a 5-point Likert scale (1 = strongly disagree to 5 = strongly agree). The overall score is calculated either as the sum or the average of the item scores per student. Higher scores indicate higher levels of perceived engagement. The items cover observable aspects such as classroom participation, persistence on challenging tasks, self-motivation, peer relationships, and attendance.

Validity

The validity of the tool was explored through factor analysis. Although a three-factor model was initially hypothesized, findings revealed that the items converge onto a single factor of General Engagement, according to the Kaiser and Cattell scree plot criteria. Correlation with the SESQ (student self-report) showed a significant positive association with emotional and behavioral engagement indicators, supporting the convergent validity of the tool.

Reliability

The internal consistency of the TERF-N was evaluated using Cronbach’s alpha, which reached 0.83—exceeding the acceptable threshold (≥0.70). This indicates that the items are consistent with one another and reliably measure the same psychological construct.

Data Analysis and Use

Data analysis included Exploratory Factor Analysis (EFA) using oblique (Geomin) rotation and Maximum Likelihood estimation. Results supported the existence of a strong General Engagement factor, explaining 52.88% of the variance. Additionally, correlations between TERF-N and SESQ were conducted to assess external validity. The results can be used to predict academic outcomes and to guide targeted interventions for students with low engagement.

References

Hart, S. R., Stewart, K., & Jimerson, S. R. (2011). The Student Engagement in Schools Questionnaire (SESQ) and the Teacher Engagement Report Form–New (TERF-N): Examining the preliminary evidence. Contemporary School Psychology, 15, 67–78.
Lam, S. F., & Jimerson, S. R. (2008). Exploring student engagement in schools internationally: Consultation paper. International School Psychologist Association.