TALIS 2013 Results An international perspective on teaching and learning

1

TALIS 2013 ResultsAn international perspective on teaching and learning

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

Fig II.3.322 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

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 …

Overview of TALIS

The Learning Environment:Characteristics of Teachers and Schools

The Importance of School Lead-ership

Developing and Sup-porting Teachers

Improving Teaching Us-ing Appraisal and Feed-

back

Examining Teacher Practices and Classroom Environment

Teacher Self-Efficacy and Job Sat-isfaction: Why they Matter

School Leadership

41%

21%

15%

11%

7%4%

36%

25%

16%

14%

6%4%

Spain

Admin/leadership

Curriculum/teaching

Students

Parents/guardians

Community

Other

Average proportion of time lower secondary principals report spending on the following activities throughout the school year

Principals’ working time6

Average

Pol

and

Ser

bia

Cro

atia

Spa

in

Por

tuga

l

Slo

vak

Rep

ublic

Eng

land

(U

K)

Isra

el

Aus

tral

ia

Cze

ch R

epub

lic

Fra

nce

Fin

land

Nor

way

Fla

nder

s (B

elgi

um)

Ital

y

Ave

rage

Bul

garia

Latv

ia

Rom

ania

Bra

zil

Den

mar

k

Est

onia

Mex

ico

Sw

eden

Net

herla

nds

Chi

le

Sin

gapo

re

Icel

and

Alb

erta

(C

anad

a)

Abu

Dha

bi (

UA

E)

Kor

ea

Japa

n

Mal

aysi

a

Uni

ted

Sta

tes

0

10

20

30

40

50

60

70

Instructional leadership training or course School administration or principal training programme or course

Teacher training/education programme or course


Fig II.3.377 Elements not included in principals' formal education

Percentage of lower secondary principals whose formal education did not include:

Developing and Supporting Teach-

ers


Fig II.3.399Not everywhere where induction programmes are accessible do teachers use them

Percentage of lower secondary teachers with less than 3 years experience at their school and as a teacher, who are working in schools with the following reported access to formal induction programmes, and their reported participation in such programmes

Icel

and

Fin

land

Ser

bia

Japa

n

Slo

vak

Rep

ublic

Net

herla

nds

Nor

way

Alb

erta

(C

anad

a)

Fla

nder

s (B

elgi

um)

Aus

tral

ia

Uni

ted

Sta

tes

Cro

atia

Kor

ea

Ave

rage

Chi

le

Isra

el

Mal

aysi

a

Eng

land

(U

nite

d K

ingd

om)

Rom

ania

Cze

ch R

epub

lic

Sin

gapo

re

0

10

20

30

40

50

60

70

80

90

100%

0 10 20 30 40 50 60 70 800

10

20

30

40

50

60

70

80

Netherlands

Romania

Slovak Republic

Bulgaria

Iceland

Brazil

Czech Republic

England (United Kingdom)Australia

Alberta (Canada)

Latvia

Portugal

Korea

Average

EstoniaSpain

Abu Dhabi (UAE)

Croatia

PolandMexico

Chile Norway

FinlandDenmark

France

Flanders (Belgium)

ItalySweden

Singapore

Malaysia

Serbia

Israel

JapanUnited States

Percentage of teachers who report presently having an assigned mentor to support them

Perc

enta

ge o

f te

ach

ers

work

ing in s

chools

w

here

the p

rinci

pal re

port

s

that

mento

ring

pro

gra

mm

es a

re a

vailable

for

all t

each

ers

in

the s

chool


Fig II.3.31010Not everywhere where principals say mentoring is availabledo teachers have mentors


Fig II.3.31111 Teachers' needs for professional development

Percentage of lower secondary teachers indicating they have a high level of need for professional development in the following areas

Knowledge of the curriculum

Knowledge of the subject field(s)

School management and administration

Pedagogical competencies

Developing competencies for future work

Teaching cross-curricular skills

Student evaluation and assessment practice

Student career guidance and counselling

Approaches to individualised learning

Teaching in a multicultural or multilingual setting

Student behaviour and classroom management

New technologies in the workplace

ICT skills for teaching

Teaching students with special needs

0 5 10 15 20 25 30 35 40

United States Average


Fig II.3.31212 Barriers to professional development participation

Percentage of lower secondary teachers who "agree" or "strongly agree" that the following elements represent barriers to their participation in professional development activities

Do not have the pre-requisites (e.g., qualifications, experience, senior-ity)

There is a lack of employer support

Lack of time due to family responsibilities

There is no relevant professional development offered

Professional development is too expensive/unaffordable

There are no incentives for participating in such activities

Professional development conflicts with my work schedule

0 20 40 60 80 100



Fig II.3.31313Professional development recently undertaken by teachers by type and intensity

　Percentage of teachers who participated in the

following professional development activities in the 12 months prior to the survey

Average number of days of participation among those who participated

Courses/workshops 　 8

Education conferences or seminars where teachers and/or researchers present their research results and discuss educational issues

　 4

Observation visits to other schools 　 3

In-service training courses in business premises, public organisations or non-governmental organisations 　 7

Observation visits to business premises, public organisations or non-governmental organisations 　 3

　

Participation in a network of teachers formed specifically for the professional development of teachers 　　

Individual or collaborative research on a topic of interest to the teacher 　　

Mentoring and/or peer observation and coaching, as part of a formal school arrangement 　　

Qualification programme (e.g., a degree programme) 　　

71%

44%

19%

14%

13%

37%

31%

29%

18%


Fig II.3.31414Participation in professional development and level of support received by teachers

70 75 80 85 90 95 1000

10

20

30

40

50

60

70

80

90

100

Australia

Brazil

Bulgaria

Chile

Croatia

Czech Republic

Denmark

EstoniaFinland

France

Iceland

Israel

Italy

Japan

Korea

Latvia

Malaysia

Mexico

NetherlandsNorway

Poland

Portugal

Romania

Serbia

Singapore

Slovak RepublicSpain

Sweden

Abu Dhabi (United Arab Emirates)

Alberta (Canada)

England (United Kingdom)

Flanders (Belgium)

Average

United States

Percentage of teachers who undertook some professional development activities in the 12 months prior to the survey

Perc

en

tag

e o

f te

ach

ers

wh

o h

ad

to p

ay f

or

non

e

of

the p

rofe

ssio

nal d

evelo

pm

en

t acti

vit

ies u

n-

dert

aken


Fig II.3.31515 Impact of professional development

…the professional development in which they have participated has had a positive impact on their teaching.

Regardless of the con-tent, over 3/4 of

teachers report that…

Improving Teach-ing Using Appraisal

and Feedback


Fig II.3.31717 Teachers and feedback

On average across TALIS countries,

...and only one in 5 receive feedback from three sources.

Just above half of the teachers report receiving feedback on

their teaching from one or two sources


Fig II.3.31818 Emphasis placed on feedback

Percentage of lower secondary teachers who report the feedback they received emphasised the following issues with a "moderate" or "high importance"

Stu

dent

per

form

ance

Beh

avio

ur m

anag

emen

t

Ped

agog

ical

com

pete

ncy

Sub

ject

kno

wle

dge

Ass

essm

ent

prac

tices

Tea

m w

ork

Stu

dent

fee

dbac

k

Fee

dbac

k fr

om p

aren

ts

Tea

chin

g sp

ecia

l nee

ds s

tude

nts

Fee

dbac

k to

oth

er t

each

ers

Mul

tilin

gual

set

tings

0

10

20

30

40

50

60

70

80

90

100

Average United States

Feedback following classroom observation

%

Feedback following assessment of teachers' content knowledge

%

Feedback following analysis of student test scores

%

External individuals or bodies

16 11 9

School principal 39 20 24

Member(s) of school management team

32 20 27

Assigned mentors 12 9 7

Other teachers (not a part of the management team)

24 15 18

　　　　I have never received this feedback in this school.

21 44 35


Fig II.3.31919 Where feedback comes from


Fig II.3.32020

Teachers feedback : direct classroom observations

Bul

garia

Pol

and

Uni

ted

Sta

tes

Rom

ania

Alb

erta

(C

anad

a)

Cro

atia

Cze

ch R

epub

lic

Abu

Dha

bi (

UA

E)

Fla

nder

s (B

elgi

um)

Ser

bia

Slo

vak

Rep

ublic

Japa

n

Isra

el

Ave

rage

Sin

gapo

re

Latv

ia

Bra

zil

Mex

ico

Mal

aysi

a

Sw

eden

Est

onia

Eng

land

(U

K)

Nor

way

Fin

land

Por

tuga

l

Den

mar

k

Kor

ea

Chi

le

Ital

y

Net

herla

nds

Fra

nce

Spa

in

Icel

and

Aus

tral

ia

0

10

20

30

40

50

60

70

80

90

100

Principals School Management Other teachers

Per

cen

tag

e o

f te

ach

ers


Fig II.3.32121

Teachers feedback : analysis of students' test scores

Rom

ania

Bul

garia

Pol

and

Abu

Dha

bi (

UA

E)

Uni

ted

Sta

tes

Alb

erta

(C

anad

a)

Mex

ico

Isra

el

Bra

zil

Cze

ch R

epub

lic

Fra

nce

Ser

bia

Slo

vak

Rep

ublic

Latv

ia

Ave

rage

Nor

way

Mal

aysi

a

Fla

nder

s (B

elgi

um)

Est

onia

Den

mar

k

Cro

atia

Por

tuga

l

Japa

n

Chi

le

Eng

land

(U

K)

Sw

eden

Ital

y

Sin

gapo

re

Kor

ea

Spa

in

Aus

tral

ia

Net

herla

nds

Icel

and

Fin

land

0

10

20

30

40

50

60

70

80

90

100


Per

cen

tag

e o

f te

ach

ers


Fig II.3.32222

Teachers feedback : assessment of teacher content knowledge

Bul

garia

Pol

and

Rom

ania

Abu

Dha

bi (

UA

E)

Uni

ted

Sta

tes

Slo

vak

Rep

ublic

Ser

bia

Cze

ch R

epub

lic

Alb

erta

(C

anad

a)

Isra

el

Latv

ia

Est

onia

Bra

zil

Fla

nder

s (B

elgi

um)

Mex

ico

Japa

n

Ave

rage

Mal

aysi

a

Chi

le

Nor

way

Sin

gapo

re

Fin

land

Por

tuga

l

Den

mar

k

Sw

eden

Ital

y

Kor

ea

Icel

and

Net

herla

nds

Eng

land

(U

K)

Fra

nce

Spa

in

Aus

tral

ia

0

10

20

30

40

50

60

70

80

90

100


Per

cen

tag

e o

f te

ach

ers

Icel

and

Fin

land

Sw

eden

Fla

nder

s (B

elgi

um)

Fra

nce

Ital

y

Den

mar

k

Net

herla

nds

Nor

way

Spa

in

Aus

tral

ia

Cro

atia

Alb

erta

(C

anad

a)

Uni

ted

Sta

tes

Japa

n

Por

tuga

l

Ave

rage

Isra

el

Eng

land

(U

K)

Chi

le

Est

onia

Ser

bia

Cze

ch R

epub

lic

Slo

vak

Rep

ublic

Mex

ico

Sin

gapo

re

Bra

zil

Kor

ea

Pol

and

Abu

Dha

bi (

UA

E)

Bul

garia

Rom

ania

Latv

ia

Mal

aysi

a

0

10

20

30

40

50

60

70

80

90

100

Analysis of students' test scores Direct classroom observation Assessment of content knowledge

Per

cen

tag

e o

f te

ach

ers


Fig II.3.32323

Teachers feedback : never received

Mal

aysi

a

Sin

gapo

re

Pol

and

Bul

garia

Latv

ia

Rom

ania

Cze

ch R

epub

lic

Chi

le

Abu

Dha

bi (

UA

E)

Kor

ea

Slo

vak

Rep

ublic

Est

onia

Uni

ted

Sta

tes

Eng

land

(U

K)

Ave

rage

Japa

n

Sw

eden

Mex

ico

Aus

tral

ia

Ital

y

Ser

bia

Alb

erta

(C

anad

a)

Isra

el

Cro

atia

Fin

land

Net

herla

nds

Den

mar

k

Bra

zil

Por

tuga

l

Icel

and

Spa

in

Fla

nder

s (B

elgi

um)

Nor

way

Fra

nce

0

10

20

30

40

50

60

70

80

90

100

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

Teacher appraisal and feedback are largely done to fulfil administrative requirements

Per

cen

tag

e o

f te

ach

ers


Fig II.3.32424 Impact of teacher appraisal and feedback systems in schools

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


Fig II.3.32525 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



Fig II.3.32626 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

)

Tea

chin

g pr

actic

es

Stu

dent

ass

essm

ents

to

impr

ove

stud

ent

lear

ning

Cla

ssro

om m

anag

emen

t pr

actic

es

Met

hods

for

tea

chin

g st

uden

ts w

ith s

peci

al n

eeds

Pub

lic r

ecog

nitio

n

Job

resp

onsi

bilit

ies

Rol

e in

sch

ool d

evel

opm

ent

initi

ativ

es

Am

ount

of

prof

essi

onal

dev

elop

men

t

Like

lihoo

d of

car

eer

adva

ncem

ent

Sal

ary

and/

or f

inan

cial

bon

us

0

10

20

30

40

50

60

70

80

90

100


Personal Pedagogical Professional

England (UK) FinlandAustralia

Flanders

Netherlands

Iceland

United States

Norway

Sweden

Alberta (Canada)

Spain

Portugal

France

Denmark

Czech Republic

EstoniaLatviaAverage

Croatia

Singapore

Korea

Israel

Serbia

Slovak Republic

Poland

Abu Dhabi (UAE)

Japan

Brazil

Bulgaria

Romania

Mexico

ChileMalaysia

0

50

100

Confidence as a teacher

Motivation

Job satisfaction

Knowledge and understand-ing of main subject field(s)


Fig II.3.32727 Outcomes of teacher feedback - Personal



Fig II.3.32828 Outcomes of teacher feedback - Pedagogical



Flanders

Netherlands

Iceland

United States

Norway

Sweden

Alberta (Canada)

Spain

Portugal

France

Denmark

Czech Republic


Croatia

Singapore

Korea

Israel

Serbia

Slovak Republic

Poland

Abu Dhabi (UAE)

Japan

Brazil

Bulgaria

Romania

Mexico

ChileMalaysia

0

50

100

Teaching practices

Student assessments to improve student learning

Classroom management practices

Methods for teaching students with special needs



Fig II.3.32929 Outcomes of teacher feedback - Professional



Flanders

Netherlands

Iceland

United States

Norway

Sweden

Alberta (Canada)

Spain

Portugal

France

Denmark

Czech Republic


Croatia

Singapore

Korea

Israel

Serbia

Slovak Republic

Poland

Abu Dhabi (UAE)

Japan

Brazil

Bulgaria

Romania

Mexico

ChileMalaysia

0

50

100 Public recognitionJob responsibilitiesRole in school development ini-tiativesAmount of professional de-velopmentLikelihood of career ad-vancementSalary and/or financial bonus

Teacher Practices and Classroom

Environment

8%

13%

79%

7%

13%

80%

United States

Administrative tasks

Keeping order in the classroom

Actual teaching and learning

Average proportion of time lower secondary teachers report spending on each of these activities in an average lesson

Distribution of class time31

Average


Fig II.3.33232 What teachers do beyond teaching

Average number of 60-minute hours teachers report spending on the following tasks in an average week

0 1 2 3 4 5 6 7 8 9 10

CroatiaFinland Japan

Finland Malaysia PortugalSingapore

Finland Korea

Finland Malaysia

Finland Korea

JapanMalaysiaSweden

IsraelItaly Malaysia

Abu Dhabi (United Arab Emirates)

Flanders (Belgium)

Finland Malaysia

School management

Communication with parents

All other tasks

Extracurricular activities

Student counselling

Team work

Administrative work

Marking

Planning

Number of hours

Dis

cuss

in

div

idu

al st

...

Sh

are

reso

urc

es

Team

con

fere

nce

s

Colla

bora

te f

or

com

m..

.

Team

teach

ing

Colla

bora

tive P

D

Join

t act

ivit

ies

Cla

ssro

om

ob

serv

ati

on

s

0

10

20

30

40

50

60

70

80

90

100Average United States

Perc

enta

ge o

f te

ach

ers

Professional collaboration

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

Teacher co-operation33

Exchange and co-ordination

Spa

in

Icel

and

Fra

nce

Bra

zil

Fla

nder

s (B

elgi

um)

Por

tuga

l

Fin

land

Cro

atia

Ital

y

Isra

el

Sw

eden

Mex

ico

Chi

le

Alb

erta

(C

anad

a)

Uni

ted

Sta

tes

Nor

way

Den

mar

k

Ave

rage

Aus

tral

ia

Mal

aysi

a

Cze

ch R

epub

lic

Bul

garia

Est

onia

Net

herla

nds

Ser

bia

Slo

vak

Rep

ublic

Abu

Dha

bi (

UA

E)

Sin

gapo

re

Eng

land

(U

K)

Pol

and

Rom

ania

Latv

ia

Japa

n

Kor

ea

0

10

20

30

40

50

60

70

80

90

100

Never observe other teachers' classes and provide feedback

Never teach jointly as a team in the same class

Never engage in joint ac-tivities across different classes and age groups (e.g. projects)

Never take part in collabo-rative professional learning

Per

cen

tag

e o

f te

ach

ers


Fig II.3.33434Teacher co-operation: Professional collabora-tion

Percentage of lower secondary teachers who report never doing the following activities


Fig II.3.33535Teacher co-operation: Exchange and co-ordina-tion

Percentage of lower secondary teachers who report never doing the following activities

Spa

in

Icel

and

Fra

nce

Bra

zil

Fla

nder

s (B

elgi

um)

Por

tuga

l

Fin

land

Cro

atia

Ital

y

Isra

el

Sw

eden

Mex

ico

Chi

le

Alb

erta

(C

anad

a)

Uni

ted

Sta

tes

Nor

way

Den

mar

k

Ave

rage

Aus

tral

ia

Mal

aysi

a

Cze

ch R

epub

lic

Bul

garia

Est

onia

Net

herla

nds

Ser

bia

Slo

vak

Rep

ublic

Abu

Dha

bi (

Uni

ted

...

Sin

gapo

re

Eng

land

(U

nite

d K

i...

Pol

and

Rom

ania

Latv

ia

Japa

n

Kor

ea

0

10

20

30

40

50

60

70

80

90

100

Never engage in discussions about the learning develop-ment of specific students

Never exchange teaching materials with colleagues

Never work with other teach-ers in my school to ensure common standards in evalua-tions for assessing student progress

Never attend team con-ferences

Per

cen

tag

e o

f te

ach

ers


Fig II.3.33636 Teachers' beliefs about teaching and learning

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



Fig II.3.33737 Teaching practices

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

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



Fig II.3.33838 Teaching practices by country

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

Abu

Dha

bi (

Uni

ted

Ara

b E

mira

tes)

Mex

ico

Chi

le

Nor

way

Den

mar

k

Aus

tral

ia

Alb

erta

(C

anad

a)

Uni

ted

Sta

tes

Bra

zil

Eng

land

(U

nite

d K

ingd

om)

Sw

eden

Mal

aysi

a

Ave

rage

Net

herla

nds

Slo

vak

Rep

ublic

Por

tuga

l

Rom

ania

Bul

garia

Icel

and

Spa

in

Pol

and

Ital

y

Latv

ia

Sin

gapo

re

Cze

ch R

epub

lic

Fra

nce

Est

onia

Fla

nder

s (B

elgi

um)

Ser

bia

Isra

el

Kor

ea

Fin

land

Cro

atia

Japa

n

0

10

20

30

40

50

60

70

80

90

100

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

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

Students use ICT for projects or class work

Cumulative percentage of the three teaching practices is above 150%


Fig II.3.33939 Teachers' use of student assessment practices

Percentage of lower secondary teachers who report using the following methods of assessing student learning "fre -quently" or "in all or nearly all lessons"

Let students evaluate their own progress

Administer a standardised test

Individual students answer questions in front of the class

Provide written feedback on student work in addition to a mark

Develop and administer own assessment

Observe students when working on particular tasks and provide immediate feedback

0 20 40 60 80 100


Percentage of lower secondary teachers who report using the following methods of assessing student learn-ing "frequently" or "in all or nearly all lessons"


Fig II.3.34040

Reported use of methods of assessing student learn-ing

Latvia JapanKorea

Finland

Slovak Republic

Czech Republic

Romania

Estonia

Poland

Netherlands

Serbia

Iceland

Bulgaria

Italy

Sweden

DenmarkFlandersBrazil

Malaysia

Israel

Chile

Croatia

United States

Alberta (Canada)

Spain

Singapore

Mexico

France

Norway

Australia

Portugal

England (UK)Abu Dhabi

0

50

100

Develop and administer own assessment

Administer a standardised test

Provide written feedback on student work in addition to a mark, i.e. Numeric score or let-ter grade

Observe students when working on particular tasks and provide immediate feedback

Teacher Self-Effi-cacy and Job Satis-

faction


Fig II.3.34242

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

85

91

89


Teachers' satisfaction with their working environment


Fig II.3.34343 Teachers' satisfaction with their profession


If I could decide again, I would still choose to work as a teacher

The advantages of being a teacher clearly outweigh the disadvantages

0 10 20 30 40 50 60 70 80 90 100

78

77

84

87



Fig II.3.34444 Teachers' satisfaction with their profession


I regret that I decided to become a teacher

I wonder whether it would have been better to choose another profession

0 10 20 30 40 50 60 70 80 90 100

9

32

6

34


Mal

aysi

a

Sin

gapo

re

Kor

ea

Abu

Dha

bi (

UA

E)

Fin

land

Mex

ico

Alb

erta

(C

anad

a)

Fla

nder

s (B

elgi

um)

Net

herla

nds

Aus

tral

ia

Eng

land

(U

K)

Rom

ania

Isra

el

Uni

ted

Sta

tes

Chi

le

Ave

rage

Nor

way

Japa

n

Latv

ia

Ser

bia

Bul

garia

Den

mar

k

Pol

and

Icel

and

Est

onia

Bra

zil

Ital

y

Cze

ch R

epub

lic

Por

tuga

l

Cro

atia

Spa

in

Sw

eden

Fra

nce

Slo

vak

Rep

ublic

0

10

20

30

40

50

60

70

80

90

100

Per

cen

tag

e o

f te

ach

ers


Fig II.3.34545 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

Above-average performers in PISA


Fig II.3.34646

Countries where teachers believe their profession is valued show higher levels of student achievement

Relationship 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

Bulgaria

Chile

Croatia

Czech RepublicDenmark

Estonia FinlandFrance

IcelandIsrael

Italy

Japan

Korea

Latvia

Mexico

Netherlands

Norway

Poland

Portugal

Romania

Serbia

Singapore

Slovak Republic

SpainSweden

Alberta (Canada)

England (UK)

Flanders (Belgium)

United States

Percentage of teachers who agree that teaching is valued in society

Sh

are

of

ma

the

ma

tics t

op

pe

rfo

rme

rs

R2 = 0.24 r= 0.49


Fig II.3.34747

Countries where teachers believe their profession is valued show higher levels of student achievement

Relationship between lower secondary teachers' views on the value of their profession in society and the country mean score in mathematics in PISA 2012

0 10 20 30 40 50 60 70 80380

390

400

410

420

430

440

450

460

470

480

490

500

510

520

530

540

550

560

570

580

590

600

Australia

Brazil

Bulgaria

Chile

Croatia

Czech Republic

Denmark

EstoniaFinland

France Iceland

Israel

Italy

Japan

Korea

Latvia

Mexico

Netherlands

Norway

Poland

Portugal

RomaniaSerbia

Singapore

Slovak RepublicSpain

Sweden

Alberta (Canada)

England (UK)

Flanders (Belgium)

United States


Math

em

ati

cs m

ean s

core

R2 = 0.15 r= 0.38


Fig II.3.34848

Relationship between the value of the teaching profession and the share of low mathematics performers

Relationship between lower secondary teachers' views on the value of their profession in society and the country’s share of low mathematics performers in PISA 2012

0 10 20 30 40 50 60 70 800

10

20

30

40

50

60

70

Australia

Brazil

Bulgaria

Chile

Croatia

Czech RepublicDenmark

EstoniaFinland

France

Iceland

Israel

Italy

Japan Korea

Latvia

Mexico

Netherlands

Norway

Poland

Portugal

RomaniaSerbia

Singapore

Slovak Republic

Spain

Sweden

Alberta (Canada)

England (UK)

Flanders (Belgium)

United States


Share

of

math

em

ati

cs low

perf

orm

ers

R2 = 0.06 r= 0.23


Fig II.3.34949 Value of teaching and job satisfaction

0 10 20 30 40 50 60 70 80 90 10070

75

80

85

90

95

100

Australia

Brazil

Bulgaria Chile

Croatia

Czech Republic

Denmark

Estonia Finland

France

Iceland

Israel

Italy

Japan

Korea

Latvia

MalaysiaMexico

Netherlands

Norway

PolandPortugalRomania

SerbiaSingapore

Slovak Republic

Spain

Sweden

Abu Dhabi (UAE)

Alberta (Canada)

England (UK)

Flanders (Belgium)

Average

United States

I think that the teaching profession is valued in society

All in a

ll,

I am

sati

sfi

ed w

ith m

y job



Fig II.3.35050 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.


Fig II.3.35151Behavioral 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 le

ss

16-2

0

21-2

5

26-3

0

31-3

5

36 o

r m

ore

10.0

10.5

11.0

11.5

12.0

12.5

13.0


Class size (number of students)

Tea

cher

jo

b s

atis

fact

ion

(le

vel)

Non

e

1% t

o 10

%

11%

to

30%

31%

or

mor

e

10.0

10.5

11.0

11.5

12.0

12.5

13.0


Students with behavioural problems

Tea

cher

jo

b s

atis

fact

ion

(le

vel)


Fig II.3.35252 Teachers' job satisfaction and experience

Teachers' job satisfaction level in lower secondary according to their total years of teaching experience

5 or

less

6-10

11-1

5

16-2

0

21-2

5

26-3

0

31 o

r m

ore

11.2

11.4

11.6

11.8

12.0

12.2

12.4

12.6

12.8


Years of experience as a teacher in total

Te

ac

he

r jo

b s

ati

sfa

cti

on

(le

ve

l)


Fig II.3.35353 Teachers' self-efficacy and experience

Teachers' self-efficacy level in lower secondary according to their total years of teaching experience

5 o

r le

ss

6-1

0

11

-15

16

-20

21

-25

26

-30

31

or

mo

re

11.6

11.8

12.0

12.2

12.4

12.6

12.8

13.0

13.2


Years of experience as a teacher in total

Te

ac

he

r s

elf

-eff

ica

cy

(le

ve

l)

TALIS is a partnership

between


Fig II.3.35454 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]: @Kristen_TALIS

Documents

TALIS 2013 Results An international perspective on teaching and learning