TALIS 2013 Results...Mean mathematics performance, by school location, after accounting for socio-economic status 2 TALIS in Brief Fig II.3.3 …representing more than 4 million teachers

1

TALIS 2013 Results

An international perspective

on teaching and learning

Mean mathematics performance, by school location,

after accounting for socio-economic status Fig II.3.3 2 2 TALIS in Brief

…representing more than 4 million teachers in 34 countries…

Over 100 thousand randomly selected lower secondary

teachers and their school leaders from over 6500 schools

…took an internationally-agreed survey about the working

conditions and learning environments in their schools…

…responding to questions about their background, their teaching

practices, support and development, their relationships with

colleagues 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 acc

ounting for socio-economic status 3 3 TALIS seeks to help with …

Overview of TALIS

The Learning Environment:

Characteristics of Teachers and Schools

The Importance of School

Leadership

Developing and

Supporting Teachers

Improving Teaching

Using Appraisal and

Feedback

Examining Teacher Practices and

Classroom Environment

Teacher Self-Efficacy and Job

Satisfaction: Why they Matter

School Leadership

41%

22%

15%

11%

7% 4%

36%

24%

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 time 6

Average

Pola

nd

Serb

ia

Cro

atia

Spain

Port

ugal

Slo

vak R

epublic

Engla

nd (

UK

)

Isra

el

Austr

alia

Czech R

epublic

Fra

nce

Fin

land

Norw

ay

Fla

nders

(B

elg

ium

)

Italy

Avera

ge

Bulg

aria

Latv

ia

Rom

ania

Bra

zil

Denm

ark

Esto

nia

Mexic

o

Sw

eden

Neth

erlands

Chile

Sin

gapore

Icela

nd

Alb

ert

a (

Canada)

Abu D

habi (U

AE

)

Kore

a

Japan

Mala

ysia

United S

tate

s 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


ounting for socio-economic status Fig II.3.3 7 7 Elements not included in principals' formal education

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

Developing and

Supporting

Teachers


ounting for socio-economic status Fig II.3.3 9 9

Not 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

0

10

20

30

40

50

60

70

80

90

100

Icela

nd

Fin

land

Serb

ia

Japan

Slo

vak R

epublic

Neth

erlands

Norw

ay

Alb

ert

a (

Canada)

Fla

nders

(B

elg

ium

)

Austr

alia

United S

tate

s

Cro

atia

Kore

a

Avera

ge

Chile

Isra

el

Mala

ysia

Engla

nd (

United K

ingdom

)

Rom

ania

Czech R

epublic

Sin

gapore

Access Participation

%

Netherlands

Romania

Slovak Republic

Bulgaria

Iceland

Brazil

Czech Republic

England (United Kingdom)

Australia

Alberta (Canada)

Latvia

Portugal

Korea

Average

Estonia Spain

Abu Dhabi (UAE)

Croatia

Poland Mexico

Chile Norway

Finland Denmark

France

Flanders (Belgium)

Italy Sweden

Singapore

Malaysia

Serbia

Israel

Japan United States

0

10

20

30

40

50

60

70

80

0 10 20 30 40 50 60 70 80

Perc

enta

ge o

f te

ach

ers

work

ing in s

chools

where

the

princi

pal re

port

s t

hat

mento

ring p

rogra

mm

es

are

available

for

all t

each

ers

in t

he s

chool

Percentage of teachers who report presently having

an assigned mentor to support them



Not everywhere where principals say mentoring is available

do teachers have mentors


ounting for socio-economic status Fig II.3.3 11 11 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

0 5 10 15 20 25 30 35 40

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

United States Average


ounting for socio-economic status Fig II.3.3 12 12 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

0 20 40 60 80 100

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

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


Mean mathematics performance, by school location, after

accounting for socio-economic status Fig II.3.3 13 13

Professional 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%



Participation in professional development and level

of support received by teachers

Australia

Brazil

Bulgaria

Chile

Croatia

Czech Republic

Denmark

Estonia

Finland France

Iceland

Israel

Italy

Japan

Korea

Latvia

Malaysia

Mexico

Netherlands

Norway

Poland

Portugal

Romania

Serbia

Singapore

Slovak Republic Spain

Sweden

Abu Dhabi (United Arab Emirates)

Alberta (Canada)

England (United Kingdom)

Flanders (Belgium)

Average

United States

0

10

20

30

40

50

60

70

80

90

100

70 75 80 85 90 95 100

Perc

enta

ge o

f te

ach

ers

who h

ad t

o p

ay f

or

none o

f th

e

pro

fess

ional develo

pm

ent act

ivitie

s undert

aken

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

the survey


ounting for socio-economic status Fig II.3.3 15 15 Impact of professional development

…the professional development

in which they have participated

has had a positive impact on

their teaching.

Regardless of the

content, over 3/4 of

teachers report that…

Improving

Teaching Using

Appraisal and

Feedback


ounting for socio-economic status Fig II.3.3 17 17 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


after accounting for socio-economic status Fig II.3.3 18 18 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"

0

10

20

30

40

50

60

70

80

90

100

Stu

dent

perf

orm

ance

Behavio

ur

managem

ent

Pedagogic

al com

pete

ncy

Subje

ct know

ledge

Assessm

ent pra

ctices

Team

work

Stu

dent

feedback

Feedback fro

m p

are

nts

Teachin

g s

pecia

l needs s

tudents

Feedback to o

ther

teachers

Multili

ngual settin

gs

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


after accounting for socio-economic status Fig II.3.3 19 19 Where feedback comes from


after accounting for socio-economic status Fig II.3.3 20 20

Teachers feedback :

direct classroom observations

0

10

20

30

40

50

60

70

80

90

100

Bulg

aria

Pola

nd

United S

tate

s

Rom

ania

Alb

ert

a (

Canada)

Cro

atia

Czech R

epublic

Abu D

habi (U

AE

)

Fla

nders

(B

elg

ium

)

Serb

ia

Slo

vak R

epublic

Japan

Isra

el

Avera

ge

Sin

gapore

Latv

ia

Bra

zil

Mexic

o

Mala

ysia

Sw

eden

Esto

nia

Engla

nd (

UK

)

Norw

ay

Fin

land

Port

ugal

Denm

ark

Kore

a

Chile

Italy

Neth

erlands

Fra

nce

Spain

Icela

nd

Austr

alia

Perc

en

tag

e o

f te

ach

ers

Principals School Management Other teachers



Teachers feedback :

analysis of students' test scores

0

10

20

30

40

50

60

70

80

90

100

Rom

ania

Bulg

aria

Pola

nd

Abu D

habi (U

AE

)

United S

tate

s

Alb

ert

a (

Canada)

Mexic

o

Isra

el

Bra

zil

Czech R

epublic

Fra

nce

Serb

ia

Slo

vak R

epublic

Latv

ia

Avera

ge

Norw

ay

Mala

ysia

Fla

nders

(B

elg

ium

)

Esto

nia

Denm

ark

Cro

atia

Port

ugal

Japan

Chile

Engla

nd (

UK

)

Sw

eden

Italy

Sin

gapore

Kore

a

Spain

Austr

alia

Neth

erlands

Icela

nd

Fin

land

Perc

en

tag

e o

f te

ach

ers




Teachers feedback :

assessment of teacher content knowledge

0

10

20

30

40

50

60

70

80

90

100

Bulg

aria

Pola

nd

Rom

ania

Abu D

habi (U

AE

)

United S

tate

s

Slo

vak R

epublic

Serb

ia

Czech R

epublic

Alb

ert

a (

Canada)

Isra

el

Latv

ia

Esto

nia

Bra

zil

Fla

nders

(B

elg

ium

)

Mexic

o

Japan

Avera

ge

Mala

ysia

Chile

Norw

ay

Sin

gapore

Fin

land

Port

ugal

Denm

ark

Sw

eden

Italy

Kore

a

Icela

nd

Neth

erlands

Engla

nd (

UK

)

Fra

nce

Spain

Austr

alia

Perc

en

tag

e o

f te

ach

ers


0

10

20

30

40

50

60

70

80

90

100

Icela

nd

Fin

land

Sw

eden

Fla

nders

(B

elg

ium

)

Fra

nce

Italy

Denm

ark

Neth

erlands

Norw

ay

Spain

Austr

alia

Cro

atia

Alb

ert

a (

Canada)

United S

tate

s

Japan

Port

ugal

Avera

ge

Isra

el

Engla

nd (

UK

)

Chile

Esto

nia

Serb

ia

Czech R

epublic

Slo

vak R

epublic

Mexic

o

Sin

gapore

Bra

zil

Kore

a

Pola

nd

Abu D

habi (U

AE

)

Bulg

aria

Rom

ania

Latv

ia

Mala

ysia

Perc

en

tag

e o

f te

ach

ers

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



Teachers feedback :

never received

0

10

20

30

40

50

60

70

80

90

100

Mala

ysia

Sin

gapore

Pola

nd

Bulg

aria

Latv

ia

Rom

ania

Czech R

epublic

Chile

Abu D

habi (U

AE

)

Kore

a

Slo

vak R

epublic

Esto

nia

United S

tate

s

Engla

nd (

UK

)

Avera

ge

Japan

Sw

eden

Mexic

o

Austr

alia

Italy

Serb

ia

Alb

ert

a (

Canada)

Isra

el

Cro

atia

Fin

land

Neth

erlands

Denm

ark

Bra

zil

Port

ugal

Icela

nd

Spain

Fla

nders

(B

elg

ium

)

Norw

ay

Fra

nce

Perc

en

tag

e o

f te

ach

ers

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


ounting for socio-economic status Fig II.3.3 24 24 Impact of teacher appraisal and feedback systems in schools

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


after accounting for socio-economic status Fig II.3.3 25 25 Consequences of feedback

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

0 20 40 60 80

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



after accounting for socio-economic status Fig II.3.3 26 26 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

0

10

20

30

40

50

60

70

80

90

100

Confidence a

s a

teacher

Motivation

Job s

atisfa

ction

Know

ledge a

nd u

nders

tandin

g o

f m

ain

subje

ct field

(s)

Teachin

g p

ractices

Stu

dent

assessm

ents

to im

pro

ve s

tudent

learn

ing

Cla

ssro

om

managem

ent pra

ctices

Meth

ods f

or

teachin

g s

tudents

with s

pecia

l needs P

ublic

recognitio

n

Job r

esponsib

ilities

Role

in s

chool develo

pm

ent

initia

tives

Am

ount of

pro

fessio

nal develo

pm

ent

Lik

elih

ood o

f care

er

advancem

ent

Sala

ry a

nd/o

r financia

l bonus


Personal Pedagogical Professional

0

10

20

30

40

50

60

70

80

90

100

England (UK) Finland

Australia

Flanders

Netherlands

Iceland

United States

Norway

Sweden

Alberta (Canada)

Spain

Portugal

France

Denmark

Czech Republic

Estonia Latvia Average

Croatia

Singapore

Korea

Israel

Serbia

Slovak Republic

Poland

Abu Dhabi (UAE)

Japan

Brazil

Bulgaria

Romania

Mexico

Chile Malaysia

Confidence as a teacher

Motivation

Job satisfaction

Knowledge and understanding of main subject field(s)


after accounting for socio-economic status Fig II.3.3 27 27 Outcomes of teacher feedback - Personal




after accounting for socio-economic status Fig II.3.3 28 28 Outcomes of teacher feedback - Pedagogical



0

10

20

30

40

50

60

70

80

90

100


Australia

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

Chile Malaysia

Teaching practices

Student assessments to improve student learning

Classroom management practices

Methods for teaching students with special needs




after accounting for socio-economic status Fig II.3.3 29 29 Outcomes of teacher feedback - Professional



0

10

20

30

40

50

60

70

80

90

100


Australia

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

Chile Malaysia

Public recognition

Job responsibilities

Role in school development initiatives Amount of professional development Likelihood of career advancement

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 time 31

Average


after accounting for socio-economic status Fig II.3.3 32 32 What teachers do beyond teaching

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

Finland Malaysia

Abu Dhabi (United Arab Emirates) Flanders (Belgium)

Israel Italy Malaysia

Japan Malaysia Sweden

Finland Korea

Finland Malaysia

Finland Korea

Finland Malaysia Portugal Singapore

Croatia Finland Japan

0 1 2 3 4 5 6 7 8 9 10 Number of hours

School management

Communication with parents

All other tasks

Extracurricular activities

Student counselling

Team work

Administrative work

Marking

Planning

0

10

20

30

40

50

60

70

80

90

100 D

iscu

ss indiv

idual

students

Share

reso

urc

es

Team

confe

rence

s

Colla

bora

te for co

mm

on

standard

s

Team

teach

ing

Colla

bora

tive

PD

Join

t act

ivitie

s

Cla

ssro

om

obse

rvations

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-operation 33

Exchange and co-ordination

0

10

20

30

40

50

60

70

80

90

100

Spain

Icela

nd

Fra

nce

Bra

zil

Fla

nders

(B

elg

ium

)

Port

ugal

Fin

land

Cro

atia

Italy

Isra

el

Sw

eden

Mexic

o

Chile

Alb

ert

a (

Canada)

United S

tate

s

Norw

ay

Denm

ark

Avera

ge

Austr

alia

Mala

ysia

Czech R

epublic

Bulg

aria

Esto

nia

Neth

erlands

Serb

ia

Slo

vak R

epublic

Abu D

habi (U

AE

)

Sin

gapore

Engla

nd (

UK

)

Pola

nd

Rom

ania

Latv

ia

Japan

Kore

a

Perc

en

tag

e o

f te

ach

ers

Never observe other teachers' classes and provide feedback

Never teach jointly as a team in the same class

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

Never take part in collaborative professional learning


ounting for socio-economic status Fig II.3.3 34 34 Teacher co-operation: Professional collaboration

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


ounting for socio-economic status Fig II.3.3 35 35 Teacher co-operation: Exchange and co-ordination

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

0

10

20

30

40

50

60

70

80

90

100

Spain

Icela

nd

Fra

nce

Bra

zil

Fla

nders

(B

elg

ium

)

Port

ugal

Fin

land

Cro

atia

Italy

Isra

el

Sw

eden

Mexic

o

Chile

Alb

ert

a (

Canada)

United S

tate

s

Norw

ay

Denm

ark

Avera

ge

Austr

alia

Mala

ysia

Czech R

epublic

Bulg

aria

Esto

nia

Neth

erlands

Serb

ia

Slo

vak R

epublic

Abu D

habi (U

nited …

Sin

gapore

Engla

nd (

United …

Pola

nd

Rom

ania

Latv

ia

Japan

Kore

a

Perc

en

tag

e o

f te

ach

ers

Never engage in discussions about the learning development of specific students

Never exchange teaching materials with colleagues

Never work with other teachers in my school to ensure common standards in evaluations for assessing student progress

Never attend team conferences


after accounting for socio-economic status Fig II.3.3 36 36 Teachers' beliefs about teaching and learning

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

0 10 20 30 40 50 60 70 80 90 100

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



ounting for socio-economic status Fig II.3.3 37 37 Teaching practices

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

all lessons"

0 20 40 60 80 100

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



after accounting for socio-economic status Fig II.3.3 38 38 Teaching practices by country

Percentage of lower secondary teachers who report using the following teaching practices "frequently" or

"in all or nearly all lessons"

0

10

20

30

40

50

60

70

80

90

100

Abu D

habi (U

nited A

rab E

mirate

s)

Mexic

o

Chile

Norw

ay

Denm

ark

Austr

alia

Alb

ert

a (

Canada)

United S

tate

s

Bra

zil

Engla

nd (

United K

ingdom

)

Sw

eden

Mala

ysia

Avera

ge

Neth

erlands

Slo

vak R

epublic

Port

ugal

Rom

ania

Bulg

aria

Icela

nd

Spain

Pola

nd

Italy

Latv

ia

Sin

gapore

Czech R

epublic

Fra

nce

Esto

nia

Fla

nders

(B

elg

ium

)

Serb

ia

Isra

el

Kore

a

Fin

land

Cro

atia

Japan

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%


ounting for socio-economic status Fig II.3.3 39 39 Teachers' use of student assessment practices

Percentage of lower secondary teachers who report using the following methods of assessing student learning

"frequently" or "in all or nearly all lessons"

0 20 40 60 80 100

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


Percentage of lower secondary teachers who report using the following methods of assessing student

learning "frequently" or "in all or nearly all lessons"


after accounting for socio-economic status Fig II.3.3 40 40 Reported use of methods of assessing student learning

0

10

20

30

40

50

60

70

80

90

100

Latvia Japan

Korea

Finland

Slovak Republic

Czech Republic

Romania

Estonia

Poland

Netherlands

Serbia

Iceland

Bulgaria

Italy

Sweden

Denmark Flanders Brazil

Malaysia

Israel

Chile

Croatia

United States

Alberta (Canada)

Spain

Singapore

Mexico

France

Norway

Australia

Portugal

England (UK) Abu Dhabi

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 letter grade

Observe students when working on particular tasks and provide immediate feedback

Teacher Self-

Efficacy and Job

Satisfaction



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

84

90

91

85

91

89

0 20 40 60 80 100

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


Teachers' satisfaction with their working environment


after accounting for socio-economic status Fig II.3.3 43 43 Teachers' satisfaction with their profession


78

77

84

87

0 10 20 30 40 50 60 70 80 90 100

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

The advantages of being a teacher clearly outweigh the disadvantages



after accounting for socio-economic status Fig II.3.3 44 44 Teachers' satisfaction with their profession


9

32

6

34

0 10 20 30 40 50 60 70 80 90 100

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

Mala

ysia

Sin

gapore

Kore

a

Abu D

habi (U

AE

)

Fin

land

Mexic

o

Alb

ert

a (

Canada)

Fla

nders

(B

elg

ium

)

Neth

erlands

Austr

alia

Engla

nd (

UK

)

Rom

ania

Isra

el

United S

tate

s

Chile

Avera

ge

Norw

ay

Japan

Latv

ia

Serb

ia

Bulg

aria

Denm

ark

Pola

nd

Icela

nd

Esto

nia

Bra

zil

Italy

Czech R

epublic

Port

ugal

Cro

atia

Spain

Sw

eden

Fra

nce

Slo

vak R

epublic

Perc

en

tag

e o

f te

ach

ers


after accounting for socio-economic status Fig II.3.3 45 45 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



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

Australia

Brazil

Bulgaria

Chile

Croatia

Czech Republic

Denmark

Estonia Finland

France

Iceland Israel

Italy

Japan

Korea

Latvia

Mexico

Netherlands

Norway

Poland

Portugal

Romania

Serbia

Singapore

Slovak Republic

Spain Sweden

Alberta (Canada)

England (UK)

Flanders (Belgium)

United States

0

5

10

15

20

25

30

35

40

45

0 10 20 30 40 50 60 70 80

Share

of

math

em

atics

top p

erf

orm

ers

Percentage of teachers who agree that teaching is valued in society

R2 = 0.24 r= 0.49



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

Australia

Brazil

Bulgaria

Chile

Croatia

Czech Republic

Denmark

Estonia Finland

France Iceland

Israel

Italy

Japan

Korea

Latvia

Mexico

Netherlands

Norway

Poland

Portugal

Romania Serbia

Singapore

Slovak Republic Spain

Sweden

Alberta (Canada)

England (UK)

Flanders (Belgium)

United States

380

390

400

410

420

430

440

450

460

470

480

490

500

510

520

530

540

550

560

570

580

590

600

0 10 20 30 40 50 60 70 80

Math

em

atics

mean s

core


R2 = 0.15 r= 0.38



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

Australia

Brazil

Bulgaria

Chile

Croatia

Czech Republic

Denmark

Estonia Finland

France

Iceland

Israel

Italy

Japan Korea

Latvia

Mexico

Netherlands

Norway

Poland

Portugal

Romania Serbia

Singapore

Slovak Republic

Spain

Sweden

Alberta (Canada)

England (UK)

Flanders (Belgium)

United States

0

10

20

30

40

50

60

70

0 10 20 30 40 50 60 70 80

Share

of

math

em

atics

low

perf

orm

ers


R2 = 0.06 r= 0.23


ounting for socio-economic status Fig II.3.3 49 49 Value of teaching and job satisfaction

Australia

Brazil

Bulgaria Chile

Croatia

Czech Republic

Denmark

Estonia Finland

France

Iceland

Israel

Italy

Japan

Korea

Latvia

Malaysia

Mexico

Netherlands

Norway

Poland Portugal

Romania

Serbia

Singapore

Slovak Republic

Spain

Sweden

Abu Dhabi (UAE)

Alberta (Canada)

England (UK)

Flanders (Belgium)

Average

United States

80

82

84

86

88

90

92

94

96

98

100

0 10 20 30 40 50 60 70 80 90 100

All in a

ll, I am

satisf

ied w

ith m

y job

I think that the teaching profession is valued in society



ounting for socio-economic status Fig II.3.3 50 50 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.



Behavioral 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

students with behavioural problems

10,0

10,5

11,0

11,5

12,0

12,5

13,0

15 o

r le

ss

16-2

0

21-2

5

26-3

0

31-3

5

36 o

r m

ore

Teach

er

job

sati

sfa

cti

on

(le

vel)

Class size (number of students)


10,0

10,5

11,0

11,5

12,0

12,5

13,0

None

1%

to 1

0%

11%

to 3

0%

31%

or

more

Teach

er

job

sati

sfa

cti

on

(le

vel)

Students with behavioural problems



ounting for socio-economic status Fig II.3.3 52 52 Teachers' job satisfaction and experience

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

11,2

11,4

11,6

11,8

12,0

12,2

12,4

12,6

12,8 5 o

r le

ss

6-1

0

11-1

5

16-2

0

21-2

5

26-3

0

31 o

r m

ore

Teach

er

job

sati

sfa

cti

on

(le

vel)

Years of experience as a teacher in total



ounting for socio-economic status Fig II.3.3 53 53 Teachers' self-efficacy and experience

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

11,6

11,8

12,0

12,2

12,4

12,6

12,8

13,0

13,2 5

or

less

6-1

0

11-1

5

16-2

0

21-2

5

26-3

0

31

or

mo

re

Teach

er

self

-eff

icac

y (

level)

Years of experience as a teacher in total


TALIS is a partnership

between


ounting for socio-economic status Fig II.3.3 54 54 TALIS in Brief

an international

research

consortium

OECD

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]

Twitter: @Kristen_TALIS

TALIS 2013 Results...Mean mathematics performance, by school location, after accounting for socio-economic status 2 TALIS in Brief Fig II.3.3 …representing more than 4 million teachers

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