supporting teacher professionalism insights from talis 2013

1

Supporting Teacher

Professionalism Insights from TALIS 2013

Prevalence of memorisation

rehearsal, routine exercises, drill and practice and/or repetition

-1.60 -1.40 -1.20 -1.00 -0.80 -0.60 -0.40 -0.20 0.00Switzerland

Poland

Germany

Japan

Korea

France

Sweden

Shanghai-China

Canada

Singapore

United States

Norway

Spain

Netherlands

United Kingdom

0.00 0.20 0.40 0.60 0.80 1.00 1.20

Prevalence of elaborationreasoning, deep learning, intrinsic motivation, critical thinking, creativity, non-routine problems

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.333 Background: TALIS 2013

…representing more than 4 million teachers in over 30 coun-tries and economies…

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

Profiles of

teacher profession-alism

• Defined as knowledge that is necessary for teaching• Index includes: formal teacher education, and whether the teacher has

incentives for professional development (e.g. receives time release dur-ing professional hours) and participates in professional development

Knowledge

• Defined as teachers’ decision-making power over aspects related to their work

• Index includes decision making over: teaching content, course offerings, discipline practices, assessment and materials

Autonomy

• Defined as opportunities for the information exchange and support needed to maintain high standards of teaching

• Index includes: participation in induction, mentoring programmes and/or network of teachers, receiving feedback from direct observations

Peer networks

5

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

Por

tuga

lS

pain

Geo

rgia

Chi

leJa

pan

Mex

ico

Fran

ceB

razi

lFi

nlan

dC

ypru

sFl

ande

rs (B

elgi

um)

Nor

way

Abu

Dha

bi (U

nite

d A

rab

Em

irate

s)

Icel

and

Alb

erta

(Can

ada)

Aus

tralia

Den

mar

kIs

rael

Kor

eaM

alay

sia

Italy

Uni

ted

Sta

tes

Rom

ania

Bul

garia

Cro

atia

Cze

ch R

epub

licS

lova

kia

Sha

ngha

i (C

hina

)S

erbi

aLa

tvia

Net

herla

nds

Pol

and

Eng

land

(Uni

ted

Kin

gdom

)N

ew Z

eala

ndS

inga

pore

Est

onia

Rus

sia0

2

4

6

8

10

12

14

NetworksAutonomyKnowledge

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.366 Teacher professionalism index across TALIS systems

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

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

Icel

and

Finl

and

Geor

gia

Serb

ia

Japa

n

Slov

ak R

epub

lic

Net

herla

nds

Nor

way

Albe

rta

(Can

ada)

Flan

ders

(Bel

gium

)

Aust

ralia

Unite

d St

ates

Croa

tia

Kore

a

Aver

age

Russ

ia

Chile

Israe

l

New

Zea

land

Mal

aysia

Engl

and

(Uni

ted

King

dom

)

Rom

ania

Czec

h Re

publ

ic

Sing

apor

e

Shan

ghai

(Chi

na)

0

10

20

30

40

50

60

70

80

90

100

Access

Participation

%

0 10 20 30 40 50 60 70 800

10

20

30

40

50

60

70

80

Netherlands

Romania

Slovak RepublicBulgaria

Iceland

Georgial

Brazil

England (United Kingdom)

AustraliaAlberta (Canada)

Latvia

PortugalKorea

Average

Shanghai (China)

Spain

Abu Dhabi (United Arab Emirates)

Croatia

Poland

Mexico

Chile Norway

FinlandDenmark Flanders (Belgium)

Sweden

Singapore

Italy

EstoniaIsrael

Russia

United States Japan

SerbiaFrance

Malaysia

Percentage of teachers who report presently having an assigned mentor to support them

Perc

enta

ge o

f tea

cher

s wor

king

in sc

hool

s whe

re th

e pr

inci

pal r

epor

ts t

hat m

ento

ring

prog

ram

mes

are

av

aila

ble

for a

ll te

ache

rs in

the

scho

ol

Czech Re-public


Not everywhere where principals say mentoring is availabledo teachers have mentors

Por

tuga

lS

pain

Geo

rgia

Chi

leJa

pan

Mex

ico

Fran

ceB

razi

lFi

nlan

dC

ypru

sFl

ande

rs (B

elgi

um)

Nor

way

Abu

Dha

bi (U

nite

d A

rab

Em

irate

s)

Icel

and

Alb

erta

(Can

ada)

Aus

tralia

Den

mar

kIs

rael

Kor

eaM

alay

sia

Italy

Uni

ted

Sta

tes

Rom

ania

Bul

garia

Cro

atia

Cze

ch R

epub

licS

lova

kia

Sha

ngha

i (C

hina

)S

erbi

aLa

tvia

Net

herla

nds

Pol

and

Eng

land

(Uni

ted

Kin

gdom

)N

ew Z

eala

ndS

inga

pore

Est

onia

Rus

sia0

2

4

6

8

10

12

14

NetworksAutonomyKnowledge

Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.399 Teacher professionalism index across TALIS systems

Disc

uss

indi

vidu

al s

t...

Shar

e re

sour

ces

Team

con

fere

nces

Colla

bora

te fo

r com

m...

Team

teac

hing

Colla

bora

tive

PD

Join

t act

iviti

es

Clas

sroo

m o

bser

vatio

ns

0

10

20

30

40

50

60

70

80

90

100Average Shanghai (China)

Perc

enta

ge o

f te

ache

rs

Professional collaboration

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

Teacher co-operation10

Exchange and co-ordination

Eng

land

(UK

)

Latv

ia

Mal

aysi

a

Est

onia

Sin

gapo

re

Net

herla

nds

Sha

ngha

i (C

hina

)

Rus

sia

Slo

vak

Rep

ublic

New

Zea

land

Cze

ch R

epub

lic

Bra

zil

Abu

Dha

bi (U

AE

)

Japa

n

Chi

le

Mex

ico

Cro

atia

Uni

ted

Sta

tes

Ave

rage

Rom

ania

Aus

tralia

Geo

rgia

Nor

way

Isra

el

Alb

erta

(Can

ada)

Pol

and

Spa

in

Ser

bia

Icel

and

Kor

ea

Por

tuga

l

Flan

ders

(Bel

gium

)

Italy

Sw

eden

Bul

garia

Den

mar

k

Fran

ce

Finl

and

0

10

20

30

40

50

60

70

80

90

100

School Management Principals Other teachers

Perc

enta

ge o

f tea

cher

sMean mathematics performance, by school location,

after accounting for socio-economic status Fig II.3.31111

Teachers feedback : direct classroom observations


212 Models of teacher professionalism

High Peer Networks/Low AutonomyHigh AutonomyKnowledge EmphasisBalanced Domains/

High ProfessionalismBalanced Domains/

Low Professionalism


313 Models of teacher professionalism

High Peer Net-works/

Low AutonomyHigh Autonomy Knowledge Emphasis

Balanced Domains/High Professional-

ism

Balanced Domains/Low Professional-

ism

Impact of teacher

professionalism


515 Relationship between teacher professionalism and learning

Relationship between PISA 2012 mathematics scores and teacher professionalism index (system-level)

5.0 6.0 7.0 8.0 9.0 10.0 11.0350

400

450

500

550

600

650

Dubai (UAE)

AustraliaFlanders (Belgium)

Bulgaria

Brazil

Alberta (Canada)

Chile

Shaghai (China)

Czech RepublicDenmarkEngland (UK)

Spain

EstoniaFinland

France

Croatia

Iceland

Israel

Italy

Japan

Korea

Latvia

MexicoMalaysia

Netherlands

NorwayNew Zealand

Poland

Portugal

Romania

Russian Federation

Singapore

Serbia

Slovak RepublicSweden

Teacher professionalism index

PISA

mat

hem

atics

scor

e

R = 0.298

Status of the profession

Teachers’ perception of the extent to which teach-ing is valued as a profes-

sion

Satisfaction with the pro-

fession

Teachers’ re-port on the extent to

which teach-ers are happy with their de-cision to be-

come a teacher.

Satisfaction with work en-

vironment

Teachers’ re-port on the extent to

which teach-ers are happy with their cur-rent schools.

Self-efficacy

Teachers’ perception of their capabil-

ities (e.g. controlling disruptive behaviour,

use a variety of assess-

ment strategies,

etc.).

16

1616 Mean mathematics performance, by school location,

after accounting for socio-economic status Fig II.3.31616 Policy-relevant teacher outcomes

0

10

20

30

40

50

60

70

Overall professionalism = 1 Overall professionalism = 5Overall professionalism = 10


717 Teacher professionalism index and teacher outcomes

The relationship between overall teacher professionalism and teacher outcomes

Perceptions of teachers’ status

Satisfaction with the profession

Satisfaction with the work environment

Teachers’ self-efficacy

Predicted percentile

0

10

20

30

40

50

60

70

80

Knowledge = 0Knowledge = 5


818 Knowledge base index and teacher outcomes

The relationship between knowledge base and teacher outcomes






0

10

20

30

40

50

60

70

80

Networks = 0Networks = 5


919 Peer networks index and teacher outcomes

The relationship between peer networks and teacher outcomes






0

10

20

30

40

50

60

70

80

Autonomy = 0Autonomy = 5


020 Autonomy index and teacher outcomes

The relationship between autonomy and teacher outcomes






Fran

ce

Net

herla

nds

Est

onia

Geo

rgia

Nor

way

Slo

vaki

a

Por

tuga

l

Sw

eden

Japa

n

Alb

erta

(Can

ada)

Italy

Chi

le

Cro

atia

Den

mar

k

Icel

and

Abu

Dha

bi (U

.A.E

.)

Flan

ders

(Bel

gium

)

Sin

gapo

re

Rom

ania

Bra

zil

Ser

bia

Latv

ia

Bul

garia

Isra

el

New

Zea

land

Aus

tralia

Cze

ch R

epub

lic

Finl

and

Spa

in

Mex

ico

Rus

sia

Pol

and

Kor

ea

Sha

ngha

i (C

hina

)

Eng

land

(U.K

.)

Mal

aysi

a0.00

0.02

0.04

0.06

0.08

0.10

0.12

0.14

0.16


121 Country differences: Self efficacy

Relationship between overall teacher professionalism and teachers’ self efficacy

Coefficient size

Geo

rgia

Icel

and

Fran

ce

Latv

ia

Slo

vaki

a

Rom

ania

Italy

Japa

n

Finl

and

Nor

way

Est

onia

Bra

zil

Spa

in

Por

tuga

l

Ser

bia

Rus

sia

Sw

eden

Flan

ders

(Bel

gium

)

Den

mar

k

Mal

aysi

a

Mex

ico

Alb

erta

(Can

ada)

Cze

ch R

epub

lic

Cro

atia

Kor

ea

Chi

le

Net

herla

nds

Isra

el

Bul

garia

Pol

and

New

Zea

land

Abu

Dha

bi (U

.A.E

.)

Sin

gapo

re

Aus

tralia

Eng

land

(U.K

.)

Sha

ngha

i (C

hina

)0.00

0.05

0.10

0.15

0.20

0.25


222 Country differences: Work environment

Relationship between overall teacher professionalism and teachers’ satisfaction with work environment

Coefficient size

Teacher profes-sionalism and

equity

24


after accounting for socio-economic status Fig II.3.32424 Conceptualising high-needs schools

School Low needs Medium needs High needs

Percentage of stu-dents in high needs

group (second-language learners, students with special needs

and students that are so-

cio-economically disadvantaged)

Less than 11% of students

11 to 30% of stu-dents

Greater than 30% of students

25


after accounting for socio-economic status Fig II.3.32525 Socio-economically disadvantaged schools Teacher professionalism support gap and the percentage of schools that fall into the high socio-economi-cally disadvantaged category

-0.4 -0.3 -0.2 -0.1 0 0.1 0.2 0.3 0.4 0.5

0

10

20

30

40

50

60

70

Australia

Flanders (Beligum) Alberta (Canada)

Chile

Czech RepublicDenmark

Estonia

Finland

France

Iceland

Israel Italy

Japan

Korea

Mexico

Netherlands

New Zealand

Norway

Poland

Portugal

Slovak Republic

Spain

Sweden

England (UK)

Brazil

Bulgaria

Croatia

Georgia

Latvia

Malaysia

Romania

Russian Federation

Serbia

Shanghai (China)

Singapore

Dubai (UAE))

Teacher professionalism support gap - economically disadvantaged

High

conc

entr

ation

- ec

onom

ically

disa

dvan

tage

d



Knowledge domain in high and low socio-economi-cally disadvantaged schools and teacher job satisfac-tion

Nor

way

Abu

Dha

bi (U

AE

)

Isra

el

Net

herla

nds

Eng

land

(UK

)

Bel

gium

(Fla

nder

s)

Alb

erta

(Can

ada)

Italy

Aus

tralia

Ser

bia

Cro

atia

Sha

ngha

i (C

hina

)

Spa

in

Sin

gapo

re

Pol

and

Mal

aysi

a

Slo

vak

Rep

ublic

Mex

ico

Chi

le

Est

onia

Bra

zil

New

Zea

land

Rom

ania

Latv

ia

Por

tuga

l

Fran

ce

Geo

rgia

Japa

n

Sw

eden

Kor

ea

Bul

garia

-0.40

-0.20

0.00

0.20

0.40

0.60

0.80

1.00

LowHigh

Association between satisfaction with current working environment and knowledge domain for each country sepa-rated by a high and low socio-economically disadvantaged concentration level.

Unst

anda

rdise

d co

efficie

nts



Peer networks domain in high and low socio-economically disadvantaged schools and teacher job satisfaction

Bul

garia

Aus

tralia

Net

herla

nds

Abu

Dha

bi (U

AE

)

Eng

land

(UK

)

New

Zea

land

Ser

bia

Sin

gapo

re

Est

onia

Cro

atia

Chi

le

Sw

eden

Sha

ngha

i (C

hina

)

Nor

way

Bel

gium

(Fla

nder

s)

Mex

ico

Slo

vak

Rep

ublic

Bra

zil

Alb

erta

(Can

ada)

Pol

and

Por

tuga

l

Mal

aysi

a

Italy

Spa

in

Fran

ce

Kor

ea

Latv

ia

Rom

ania

Isra

el

Japa

n

Geo

rgia

-0.40

-0.20

0.00

0.20

0.40

0.60

0.80

1.00

LowHigh

Association between satisfaction with current working environment and peer networks domain for each country separated by a high and low socio-economically disadvantaged concentration level.

Unst

anda

rdise

d co

efficie

nts

29


after accounting for socio-economic status Fig II.3.32929 Equity in teacher professionalism support

Most Equitable Mixed Equity Least EquitableEngland (United Kingdom) Abu Dhabi (United Arab Emirates) CroatiaKorea Australia EstoniaLatvia Flanders (Belgium) IsraelSpain Brazil MalaysiaSweden Bulgaria Netherlands

Alberta (Canada) PolandChile PortugalCzech Republic SerbiaDenmark Slovak RepublicFinlandFranceGeorgiaIcelandItalyJapanMexicoNew ZealandNorwayRomaniaThe Russian FederationShanghai (China)Singapore

Conclusions


131 The importance of teacher professionalism

Teachers in schools that adopt more practices re-lated to improving teacher professionalism (espe-cially teachers’ knowledge base and peer net-works) feel:• more satisfied,• more capable (i.e. have higher feelings of self-ef -

ficacy),• that teaching professions has a higher status in

the society.


232 How can systems support teacher professionalism?

Policies supporting teacher professionalism should con-sider:• requiring teachers to participate in pre-service

formal teacher education programmes that ex-pose teachers to pedagogy and provide opportunit-ies to practice teaching;

• expanding induction and mentoring programs; • supporting teachers in conducting classroom-based

individual or collaborative research;• encouraging teachers’ participation in networks of

other teachers for information exchange.


333 How can systems support teacher professionalism?

TALIS is a partnership

between

an international research consor-

tiumOECD

Governments in 34 countries

European Commission

Teachers’ unions


• The report has been prepared by:

Elizabeth Buck-ner

(FHI 360)

Christine Harris-Van Keuren

(Education Policy Insti-tute)

Carina Omoeva(FHI 360)

Under the oversight of OECD Secretariat

William Smith(RESULTS Educational

Fund)

Charles Gale(FHI 360)