Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 11 TALIS in Brief …representing more than 4 million.

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


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 …


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

Mala

ysi

a

Sin

gap

ore

Kore

a

Ab

u D

hab

i (U

AE)

Fin

lan

d

Mexic

o

Alb

ert

a (

Can

ad

a)

Fla

nd

ers

(B

elg

ium

)

Neth

erl

an

ds

Au

stra

lia

En

gla

nd

(U

K)

Rom

an

ia

Isra

el

Un

ited

Sta

tes

Ch

ile

Avera

ge

Norw

ay

Jap

an

Latv

ia

Serb

ia

Bu

lgari

a

Den

mark

Pola

nd

Icela

nd

Est

on

ia

Bra

zil

Italy

Cze

ch R

ep

ub

lic

Port

ug

al

Cro

ati

a

Sp

ain

Sw

ed

en

Fra

nce

Slo

vak R

ep

ub

lic

0

10

20

30

40

50

60

70

80

90

100

Perc

enta

ge o

f te

ach

ers

Above-average performers in PISA


Fig II.3.355Countries 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 Republic

Denmark

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.3.366 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



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"

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

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-operation8

Exchange and co-ordination


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.


Fig II.3.31010 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

Average United States

Personal Pedagogical Professional


Fig II.3.31111 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.3.31212

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


Fig II.3.31313Behavioural 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)

TALIS is a partnership

between


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

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 11 TALIS in Brief …representing more than 4 million.

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