1

TALIS 2013 ResultsAn international perspective on teaching and learning

Sonia Guerriero

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 over 30 coun-tries…

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

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

Developing and

Supporting Teach-ers

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.355 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

Mexico Average

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.366 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

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.377 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…

Teacher Practices

8%

13%

79%

12%

12%

76%

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 time9

Average

Mexico

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.31

010 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

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.31111 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 Job Satis-

faction

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.31

313

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

Mal

aysi

a

Sin

gapo

re

Kor

ea

Abu

Dha

bi (U

AE

)

Finl

and

Mex

ico

Alb

erta

(Can

ada)

Flan

ders

(Bel

gium

)

Sha

ngha

i (C

hina

)

New

Zea

land

Rus

sia

Net

herla

nds

Ger

ogia

Aus

tralia

Eng

land

(UK

)

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

Italy

Cze

ch R

epub

lic

Por

tuga

l

Cro

atia

Spa

in

Sw

eden

Fran

ce

Slo

vak

Rep

ublic

0

10

20

30

40

50

60

70

80

90

100

Perc

enta

ge o

f tea

cher

sMean mathematics performance, by school location,

after accounting for socio-economic status Fig II.3.31414 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

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.31

515

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

10

20

30

40

50

60

Australia

BrazilBulgaria

Chile

Croatia

Czech RepublicDenmark

Estonia FinlandFrance

IcelandIsraelItaly

Japan

Korea

Latvia

Mexico

Netherlands

Norway

Poland

Portugal

RomaniaSerbia

Singapore

Slovak Republic

SpainSweden

Alberta (Canada)

England (UK)

Flanders (Belgium)

United States

Percentage of teachers who agree that teaching is valued in societySh

are

of m

athe

mat

ics

top

perf

orm

ers

Shanghai (China)

R2 = 0.24 r= 0.49

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.31616

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 stu -dents with behavioural problems

15 o

r les

s

16-2

0

21-2

5

26-3

0

31-3

5

36 o

r mor

e

0.0

2.0

4.0

6.0

8.0

10.0

12.0

14.0

Class size (number of students)

Teac

her j

ob s

atis

fact

ion

(leve

l)

Non

e

1% to

10%

11%

to 3

0%

31%

or m

ore

0.0

2.0

4.0

6.0

8.0

10.0

12.0

14.0

Students with behavioural problems

Teac

her j

ob s

atis

fact

ion

(leve

l)

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3

Next round – TALIS 2018:• 45+ systems confirmed, including in Latin

America:– Argentina, Brazil, Chile, Colombia and Mexico

• Apart from the main survey, TALIS options:– ISCED 1– ISCED 3– TALIS-PISA link

• Deadline for the final confirmation to join TALIS 2018: JULY 2016

1717 TALIS 2018

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3

• Teachers’ instructional practices and beliefs• School leadership • Teachers’ professional practices, including mobility issues • Teacher education and initial preparation• Teacher feedback and development (combining teacher

feedback and continuing professional development)• School climate • Job satisfaction • Teacher human resource issues and stakeholder relations • Teacher self-efficacy• Equity and Diversity• Innovation

1818 TALIS 2018 Themes – In Development

TALIS is a partnership

between

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.31919 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: TALIS@OECD.org