Mean mathematics performance, by school location, after accounting for socio-economic status

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.311 TALIS in Brief

…representing more than 4 million teachers in 34 countries…

Over 100 thousand randomly selected lower secondary teach-ers and their school leaders from over 6500 schools

…took an internationally-agreed survey about the working condi-tions and learning environments in their schools…

…responding to questions about their background, their teaching practices, support and development, their relationships with col-leagues and students and the leadership in their schools

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.322 Participating countries

*Note: TALIS only runs in a sub-national entity of the following countries: Belgium (Flemish Community), Canada (Alberta), United Arab Emirates (Abu Dhabi) and United Kingdom (England) . This map is for illustrative purposes and is without prejudice to the status of or sovereignty over any territory covered by this map.

TALIS 2008 & 2013

Developing Teaching as a profession

Recruit top candidates into the profession

Support teachers in continued

development of practice

Retain and recognise effective teachers – path for growth

Improve the societal view of teaching as a profession

Mean mathematics performance, by school location, after accounting for socio-economic status33 TALIS seeks to help with …

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.344 Teachers' perceptions of the value of teaching

Percentage of lower secondary teachers who "agree" or "strongly agree" that teaching profession is a valued profession in society

Mal

aysia

Sing

apor

eKo

rea

Abu

Dhab

i (UA

E)Fi

nlan

dM

exico

Albe

rta (C

anad

a)Fl

ande

rs (B

elgi

um)

Neth

erla

nds

Aust

ralia

Engl

and

(UK)

Rom

ania

Israe

lUn

ited

Stat

esCh

ileAv

erag

eNo

rway

Japa

nLa

tvia

Serb

iaBu

lgar

iaDe

nmar

kPo

land

Icela

ndEs

toni

aBr

azil

Italy

Czec

h Re

publ

icPo

rtuga

lCr

oatia

Spai

nSw

eden

Fran

ceSl

ovak

Rep

ublic

0

10

20

30

40

50

60

70

80

90

100

Perc

enta

ge o

f tea

cher

s

Above-average performers in PISA

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.355 Countries where teachers believe their profession is valued

show higher levels of student achievementRelationship between lower secondary teachers' views on the value of their profession in society and the country’s share of top mathematics performers in PISA 2012

0 10 20 30 40 50 60 70 800

5

10

15

20

25

30

35

40

45

Australia

Brazil

BulgariaChile

Croatia

Czech Republic

Denmark

Estonia FinlandFrance

IcelandIsraelItaly

Japan

Korea

Latvia

Mexico

Netherlands

Norway

Poland

Portugal

RomaniaSerbia

Singapore

Slovak Republic

SpainSweden

Alberta (Canada)

England (UK)

Flanders (Belgium)

United States

Percentage of teachers who agree that teaching is valued in society

Shar

e of

mat

hem

atic

s to

p pe

rfor

mer

s

R2 = 0.24 r= 0.49

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.366 Most teachers value 21st century pedagogies…

Percentage of lower secondary teachers who "agree" or "strongly agree" that:

Students learn best by finding solutions to problems on their own

Thinking and reasoning processes are more important than specific curriculum content

Students should be allowed to think of solutions to practical problems themselves before the teacher shows them how they are solved

My role as a teacher is to facilitate students' own inquiry

0 10 20 30 40 50 60 70 80 90 100

United States Average

Students work on projects that require at least one week to complete

Students use ICT for projects or class work

Give different work to the students who have difficulties learning and/or to those who can advance faster

Students work in small groups to come up with a joint solution to a problem or task

Let students practice similar tasks until teacher knows that every student has understood the subject matter

Refer to a problem from everyday life or work to demonstrate why new knowledge is useful

Check students' exercise books or homework

Present a summary of recently learned content

0 20 40 60 80 100


Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.377 …but teaching practices do not always reflect that

Percentage of lower secondary teachers who report using the following teaching practices "frequently" or "in all or nearly all lessons"

Disc

uss

indi

vidu

al s

t...

Shar

e re

sour

ces

Team

con

fere

nces

Colla

bora

te fo

r com

m...

Team

teac

hing

Colla

bora

tive

PD

Join

t act

iviti

es

Clas

sroo

m o

bser

vatio

ns

0

10

20

30

40

50

60

70

80

90

100Average

Perc

enta

ge o

f te

ache

rs

Professional collaboration

Percentage of lower secondary teachers who report doing the following activities at least once per month

Teacher co-operation8

Exchange and co-ordination

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.399 Drivers of job satisfaction

The more frequently that

teachers report participating

in collaborative practices

with their colleagues,

the higher their level of

self-efficacy.

The same is true

for job satisfaction.

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.31

010 Feedback and change in behavior

Percentage of lower secondary teachers who report a "moderate" or "large" positive change in the following issues after they received feedback on their work

Con

fiden

ce a

s a

teac

her

Mot

ivat

ion

Job

satis

fact

ion

Kno

wle

dge

and

unde

rsta

ndin

g of

mai

n su

bjec

t fie

ld(s

)

Teac

hing

pra

ctic

es

Stu

dent

ass

essm

ents

to im

prov

e st

uden

t lea

rnin

g

Cla

ssro

om m

anag

emen

t pra

ctic

es

Met

hods

for t

each

ing

stud

ents

with

spe

cial

nee

ds

Pub

lic re

cogn

ition

Job

resp

onsi

bilit

ies

Rol

e in

sch

ool d

evel

opm

ent i

nitia

tives

Am

ount

of p

rofe

ssio

nal d

evel

opm

ent

Like

lihoo

d of

car

eer a

dvan

cem

ent

Sal

ary

and/

or fi

nanc

ial b

onus

0102030405060708090

100

Average United States

Personal Pedagogical Professional


111 Consequences of feedback

Percentage of lower secondary teachers who "agree" or "strongly agree" that:

If a teacher is consistently underperforming, he/she would be dismissed

The best performing teachers in this school receive the greatest recognition

Teacher appraisal and feedback have little impact upon the way teachers teach in the classroom

A mentor is appointed to help teachers improve his/her teaching

A development or training plan is established to improve their work as a teacher

0 20 40 60 80



212

Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements

I would recommend my school as a good place to work

I enjoy working at this school

All in all, I am satisfied with my job

0 10 20 30 40 50 60 70 80 90 100

84

90

91


Teachers' satisfaction with their working environment


Behavioural issues equate to lower job satisfaction, class size doesn’t

Teachers' job satisfaction level following the number of students in the classroom in relation to the percentage of stu -dents with behavioural problems

15 o

r les

s

16-2

0

21-2

5

26-3

0

31-3

5

36 o

r mor

e

10.0

10.5

11.0

11.5

12.0

12.5

13.0


Class size (number of students)

Teac

her j

ob s

atis

fact

ion

(leve

l)

Non

e

1% to

10%

11%

to 3

0%

31%

or m

ore

10.0

10.5

11.0

11.5

12.0

12.5

13.0


Students with behavioural problems

Teac

her j

ob s

atis

fact

ion

(leve

l)

TALIS is a partnership

between

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.31414 TALIS in Brief

an international research consor-

tiumOECD

Governments in 34 countries

European Commission

Teachers’ unions

Find out more about TALIS at www.oecd.org/talis• All national and international publications• The complete micro-level database

Email: [email protected]: SchleicherEDU

and remember:Without data, you are just another person with an opinion

Documents

Mean mathematics performance, by school location, after accounting for socio-economic status