Teachers in Mexico. Results of TALIS 2013

1

TALIS 2013 ResultsAn international perspective on teaching and learning

Mexico

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


Fig II.3.333 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

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

The Learning Environ-ment:

Characteristics of Teachers and Schools


Fig II.3.366 Gender and age distribution of teachers

Percentage of female teachers in lower secondary and their age

Sin

gapo

re

Abu

Dha

bi (

UA

E)

Mal

aysi

a

Bra

zil

Eng

land

(U

K)

Alb

erta

(C

anad

a)

Pol

and

Fla

nder

s (B

elgi

um)

Mex

ico

Fra

nce

Rom

ania

Kor

ea

Isra

el

Por

tuga

l

Ave

rage

Ser

bia

Chi

le

Cro

atia

Japa

n

Icel

and

Slo

vak

Rep

ublic

Fin

land

Nor

way

Spa

in

Cze

ch R

epub

lic

Den

mar

k

Net

herla

nds

Aus

tral

ia

Sw

eden

Latv

ia

Bul

garia

Est

onia

Ital

y

0

10

20

30

40

50

60

70

80

90

100

Under 30 years 30-49 years 50-59 years 60 years or more Female

Above-average performers in PISA

Bra

zil

Kor

ea

Cro

atia

Net

herla

nds

Uni

ted

Sta

tes

Chi

le

Latv

ia

Mex

ico

Por

tuga

l

Ital

y

Ser

bia

Fra

nce

Bul

garia

Abu

Dha

bi (

UA

E)

Slo

vak

Rep

ublic

Pol

and

Mal

aysi

a

Spa

in

Ave

rage

Aus

tral

ia

Sin

gapo

re

Est

onia

Japa

n

Eng

land

(U

K)

Isra

el

Rom

ania

Alb

erta

(C

anad

a)

Sw

eden

Fla

nder

s (B

elgi

um)

-10

-8

-6

-4

-2

0

2

4

6


Fig II.3.377Distribution of experienced teachers in more and less challenging schools

Schools with more than 30% of students from socioeconomically disadvantaged homes

Difference in the proportion of teachers with more than 5 years teaching experience who work in more challenging schools and those who do not

Higher proportion of experienced teachers in challenging schools

Higher proportion of experienced teachers in schools that are less

challenging


Fig II.3.388Lack of resources hindering the school's capacity for quality instruction

Percentage of lower secondary teachers whose school principal reports the following issues substantially hinder the school’s capacity to provide quality instruction

Vocational teachers

Instructional materials

Library materials

Internet access

Computer software for instruction

Computers for instruction

Qualified and/or well-performing teachers

Support personnel

Teachers with competences in teaching students with special needs

0 10 20 30 40 50 60 70

Mexico Average


Fig II.3.399 Student-related factors in school climate

Percentage of lower secondary teachers whose school principal considers the following student behaviors to occur at least weekly in their school

Arriving late at school

Absenteeism

Cheating

Vandalism and theft

Intimidation or verbal abuse among students

Physical injury caused by violence among students

Intimidation or verbal abuse of teachers or staff

Use/possession of drugs and/or alcohol

0 10 20 30 40 50 60

Mexico Average

Developing and Supporting Teach-

ers


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 45 50

Mexico 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

Mexico Average

Improving Teach-ing Using Appraisal

and Feedback


Fig II.3.31414 Emphasis placed on feedback

Percentage of lower secondary teachers who report the feedback they received emphasized 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 Mexico

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.3.31515

Teachers feedback : never received


Fig II.3.31616 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

Mexico Average

Teacher Practices and Classroom

Environment

8%

13%

79%

12%

12%

76%

Mexico

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 time18

Average


Fig II.3.31919 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

Mexico Average


Fig II.3.32020 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

Mexico Average

Teacher Self-Effi-cacy and Job Satis-

faction


Fig II.3.32222

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

89

94

98

Mexico Average

Teachers' satisfaction with their working environment


Fig II.3.32323 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

95

80

Mexico Average


Fig II.3.32424 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

3

10

Mexico Average

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.3.32525 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


Fig II.3.32626 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.3.32727Behavioral 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

13.5

Average Mexico

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

13.5

14.0

Average Mexico

Students with behavioural problems

Tea

cher

jo

b s

atis

fact

ion

(le

vel)


Fig II.3.32828 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

10.5

11.0

11.5

12.0

12.5

13.0

13.5

14.0

Average Mexico

Years of experience as a teacher in total

Te

ac

he

r jo

b s

ati

sfa

cti

on

(le

ve

l)

TALIS is a partnership

between


Fig II.3.32929 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]@OECD.org

Twitter: @VanDammeEDU

mailto:[email protected]

mailto:[email protected]

Teachers in Mexico. Results of TALIS 2013

Education

challenging schools

proportion of teachers

characteristics of teachers

school location

schools capacity

lower secondary teachers

socioeconomic status

mean mathematics performance