Teaching: a maturing profession

1

A TALIS perspective

Dirk Van Damme

OECD

Teaching: a maturing profession

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 status22 TALIS seeks to help with …

Mean mathematics performance, by school location,

after accounting for socio-economic statusFig II.3.333 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

4 Outputs

Early-career

teachers


ounting for socio-economic statusFig II.3.366 The challenges of new teachers

For a majority of TALIS countries,

Few countries attract

the most experienced

teachers……to the most challenging

schools.

-10

-8

-6

-4

-2

0

2

4

6

Bra

zil

Kore

a

Cro

atia

Ne

therl

and

s

Un

ite

d S

tate

s

Ch

ile

La

tvia

Me

xic

o

Port

ug

al

Ita

ly

Serb

ia

Fra

nce

Bulg

aria

Abu D

hab

i (U

AE

)

Slo

vak R

epub

lic

Pola

nd

Ma

laysia

Spain

Ave

rage

Austr

alia

Sin

gapo

re

Esto

nia

Japa

n

Engla

nd

(U

K)

Isra

el

Ro

man

ia

Alb

ert

a (

Can

ada

)

Sw

ede

n

Fla

nde

rs (

Belg

ium

)


ounting for socio-economic statusFig II.3.377

Distribution 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

TALIS 2008: Percentage of class time spent on effective

teaching and learning

60

65

70

75

80

85

90A

ustr

alia

Au

str

ia

Be

lgiu

m…

Bra

zil

Bu

lgaria

De

nm

ark

Esto

nia

Hu

ng

ary

Ice

lan

d

Irela

nd

Ita

ly

Ko

rea

Lith

ua

nia

Ma

laysia

Ma

lta

Me

xic

o

No

rwa

y

Po

land

Port

ugal

Slo

va

k…

Slo

ve

nia

Spain

Tu

rke

y

% Experienced teachers New teachers

TALIS 2008: Percentage of class time spent on keeping

order in the classroom

0

5

10

15

20

25

Au

str

alia

Au

str

ia

Be

lgiu

m (

Fl.)

Bra

zil

Bu

lgaria

De

nm

ark

Esto

nia

Hu

ng

ary

Ice

lan

d

Ire

lan

d

Ita

ly

Ko

rea

Lithuania

Mala

ysia

Malta

Mexic

o

Norw

ay

Pola

nd

Port

ugal

Slo

vak R

epublic

Slo

ve

nia

Spain

Tu

rke

y

% Experienced teachers New teachers


ounting for socio-economic statusFig II.3.31010 Access to formal induction programmes

Percentage of lower secondary education teachers whose school principal reports the

existence of formal induction programmes

0

10

20

30

40

50

60

70

80

90

100

Sin

gapo

re

Engla

nd

(U

K)

Ma

laysia

Austr

alia

Fla

nde

rs (

Belg

ium

)

Ne

therl

and

s

Cro

atia

Japa

n

Un

ite

d S

tate

s

Ita

ly

Bulg

aria

Alb

ert

a (

Can

ada

)

Serb

ia

Slo

vak R

epub

lic

Isra

el

Kore

a

Abu D

hab

i (U

AE

)

Fra

nce

Ave

rage

Sw

ede

n

De

nm

ark

Cypru

s2,3

No

rwa

y

Icela

nd

Fin

land

Ro

man

ia

Esto

nia

Ch

ile

Czech R

epu

blic

La

tvia

Me

xic

o

Bra

zil

Spain

Pola

nd

Port

ug

al

Perc

en

tag

e o

f te

ach

ers

For all new teachers to the school Only for teachers new to teaching



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

Japa

n

Slo

vak R

epub

lic

Ne

therl

and

s

No

rwa

y

Alb

ert

a (

Can

ada

)

Fla

nde

rs (

Belg

ium

)

Austr

alia

Un

ite

d S

tate

s

Cro

atia

Kore

a

Ave

rage

Ch

ile

Isra

el

Ma

laysia

Engla

nd

(U

nited

Kin

gd

om

)

Ro

man

ia

Czech R

epu

blic

Sin

gapo

re

Access Participation

%

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

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 statusFig II.3.31414 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

12.85 o

r le

ss

6-1

0

11

-15

16

-20

21

-25

26

-30

31

or

more

Teach

er

job

sati

sfa

cti

on

(le

vel)

Years of experience as a teacher in total

Average Netherlands


ounting for socio-economic statusFig II.3.31515 Teachers' self-efficacy and experience

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

11.0

11.2

11.4

11.6

11.8

12.0

12.2

12.4

12.6

12.85

or

less

6-1

0

11

-15

16

-20

21

-25

26

-30

31

or

mo

re

Te

ac

he

r s

elf

-eff

ica

cy (

leve

l)

Years of experience as a teacher in total

Average Netherlands

TALIS 2008: Classroom teaching practices

-1.5

-1.0

-0.5

0.0

0.5

1.0

1.5

2.0

De

nm

ark

Ice

lan

d

Norw

ay

Po

lan

d

Po

rtu

ga

l □

∆•

Tu

rke

y

Ma

laysia

□∆

Bra

zil

Me

xic

o

Au

str

alia

∆

Ko

rea

•

Esto

nia

□•

Au

str

ia

Lith

ua

nia

□•

Sp

ain

∆

Be

lgiu

m (

Fl.) □

•

Slo

va

k R

ep

ub

lic

Slo

venia

∆

Ita

ly ∆

Malta

Bu

lga

ria

Hu

nga

ry

Ire

lan

d

Ipsative means

Structuring teaching practices - Experienced teachers Structuring teaching practices - New teachers

Student-oriented teaching practices - Experienced teachers Student-oriented teaching practices - New teachers

Enhanced teaching activities - Experienced teachers Enhanced teaching activities - New teachers

Job satisfaction

and recognition


after accounting for socio-economic statusFig II.3.31818

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

84

90

91

84

94

91

0 20 40 60 80 100

I would recommend my school as agood place to work

I enjoy working at this school

All in all, I am satisfied with my job

Netherlands Average

Teachers' satisfaction with their working environment


after accounting for socio-economic statusFig II.3.31919 Teachers' satisfaction with their profession


78

77

82

87

0 10 20 30 40 50 60 70 80 90 100

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

The advantages of being a teacher clearly outweighthe disadvantages

Netherlands Average


after accounting for socio-economic statusFig II.3.32020 Teachers' satisfaction with their profession


9

32

5

19

0 20 40 60 80 100

I regret that I decided to become a teacher

I wonder whether it would have been better to chooseanother profession

Netherlands Average

0

10

20

30

40

50

60

70

80

90

100

Ma

laysia

Sin

gapo

re

Kore

a

Abu D

hab

i (U

AE

)

Fin

land

Me

xic

o

Alb

ert

a (

Can

ada

)

Fla

nde

rs (

Belg

ium

)

Ne

therl

and

s

Austr

alia

Engla

nd

(U

K)

Ro

man

ia

Isra

el

Un

ite

d S

tate

s

Ch

ile

Ave

rage

No

rwa

y

Japa

n

La

tvia

Serb

ia

Bulg

aria

De

nm

ark

Pola

nd

Icela

nd

Esto

nia

Bra

zil

Ita

ly

Czech R

epu

blic

Port

ug

al

Cro

atia

Spain

Sw

ede

n

Fra

nce

Slo

vak R

epub

lic

Perc

en

tag

e o

f te

ach

ers


after accounting for socio-economic statusFig II.3.32121 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



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

EstoniaFinland

France

IcelandIsrael

Italy

Japan

Korea

Latvia

Mexico

Netherlands

Norway

Poland

Portugal

Romania

Serbia

Singapore

Slovak Republic

SpainSweden

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



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

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

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

Percentage of teachers who agree that teaching is valued in society

R2 = 0.06 r= 0.23

Professional

learning

communities

0

10

20

30

40

50

60

70

80

90

100D

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

Average Netherlands

Professional collaboration

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

per month

Teacher co-operation25

Exchange and co-ordination


ounting for socio-economic statusFig II.3.32626 Collaboration as driver 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.

0

10

20

30

40

50

60

70

80

90

100

Spain

Icela

nd

Fra

nce

Bra

zil

Fla

nde

rs (

Belg

ium

)

Port

ug

al

Fin

land

Cro

atia

Ita

ly

Isra

el

Sw

ede

n

Me

xic

o

Ch

ile

Alb

ert

a (

Can

ada

)

Un

ite

d S

tate

s

No

rwa

y

De

nm

ark

Ave

rage

Austr

alia

Ma

laysia

Czech R

epu

blic

Bulg

aria

Esto

nia

Ne

therl

and

s

Serb

ia

Slo

vak R

epub

lic

Abu D

hab

i (U

AE

)

Sin

gapo

re

Engla

nd

(U

K)

Pola

nd

Ro

man

ia

La

tvia

Japa

n

Kore

a

Perc

en

tag

e o

f te

ach

ers

Never observe otherteachers' classes andprovide feedback

Never teach jointly as ateam in the same class

Never engage in jointactivities across differentclasses and age groups(e.g. projects)

Never take part incollaborative professionallearning


ounting for socio-economic statusFig II.3.32727 Teacher co-operation: Professional collaboration

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


ounting for socio-economic statusFig II.3.32828 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

nde

rs (

Belg

ium

)

Port

ug

al

Fin

land

Cro

atia

Ita

ly

Isra

el

Sw

ede

n

Me

xic

o

Ch

ile

Alb

ert

a (

Can

ada

)

Un

ite

d S

tate

s

No

rwa

y

De

nm

ark

Ave

rage

Austr

alia

Ma

laysia

Czech R

epu

blic

Bulg

aria

Esto

nia

Ne

therl

and

s

Serb

ia

Slo

vak R

epub

lic

Abu D

hab

i (U

nite

d…

Sin

gapo

re

Engla

nd

(U

nited

…

Pola

nd

Ro

man

ia

La

tvia

Japa

n

Kore

a

Perc

en

tag

e o

f te

ach

ers

Never engage indiscussions about thelearning development ofspecific students

Never exchange teachingmaterials with colleagues

Never work with otherteachers in my school toensure common standardsin evaluations for assessingstudent progress

Never attend teamconferences

Professional learning communities:

the example of the Flemish Community (B)

1.00

2.00

3.00

4.00

5.00

6.00

Shared vision Focus onstudent learning

Reflection De-privatisationof practice

Collaborativeactivities -exchange

Collaborativeactivities - teach

jointly

Me

an

fa

cto

r sco

re

Professional learning community

Belgium (Fl.)

Belgium (Fl.) profile A: 80% of teachers in Belgium (Fl.)

Belgium (Fl.) profile B: 13% of teachers in Belgium (Fl.)

Belgium (Fl.) profile C: 8% of teachers in Belgium (Fl.)

29

TALIS 2008: Cooperation among staff

30

-1.5

-1.0

-0.5

0.0

0.5

1.0

1.5

Slo

va

k R

ep

ub

lic

Tu

rke

y

Po

lan

d

Lith

uan

ia*

Me

xic

o

Hu

nga

ry

Ko

rea

Italy

Po

rtu

gal

Bu

lga

ria

Au

str

ia

No

rwa

y

De

nm

ark

Esto

nia

*

Ma

lta

Ire

lan

d

Bra

zil

Ma

laysia

*

Au

str

alia

Ice

lan

d

Slo

ve

nia

Belg

ium

(F

l.)*

Sp

ain

Ipsative means

Exchange and co-ordination for teaching - New teachers Exchange and co-ordination for teaching - Experienced teachers

Professional collaboration - New teachers Professional collaboration - Experienced teachers


ounting for socio-economic statusFig II.3.33131 Key Messages

Schools where teachers feel more effective and are more

satisfied with their jobs

Teachers play

an important

role in the

development of

the school

Meaningful

appraisals and

feedback are

provided to

teachers

Collaborative

school

environment

TALIS is a partnership

between


ounting for socio-economic statusFig II.3.33232 TALIS partnership

an international

research

consortium

OECD

Governments

in 34 countries

European

Commission

Teachers’ unions

Thank you !

[email protected]/edu/ceri

www.oecd.org/talistwitter @VanDammeEDU

33

http://www.oecd.org/talis

Teaching: a maturing profession

Education