1. The document discusses findings from TALIS (Teaching and Learning International Survey) regarding supporting teachers and developing teaching as a profession. It notes challenges around recruiting and retaining teachers, especially for more difficult schools and subjects.
2. Data is presented on factors like teacher collaboration, induction programs, mentoring, job satisfaction, self-efficacy, and the societal perception of teaching. Countries with higher rates of teachers who feel their profession is valued tend to have higher student achievement and fewer low performers.
3. Professional learning communities where teachers collaborate and learn from each other are linked to greater job satisfaction and self-efficacy. Schools with more collaborative cultures saw benefits for both new and experienced teachers.
2. 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 …
3. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
33 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
6. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
66 The challenges of new teachers
For a majority of TALIS countries,
Few countries attract
the most experienced
teachers…
…to the most challenging
schools.
8. TALIS 2008: Percentage of class time spent on effective
teaching and learning
60
65
70
75
80
85
90 Australia
Austria
Belgium…
Brazil
Bulgaria
Denmark
Estonia
Hungary
Iceland
Ireland
Italy
Korea
Lithuania
Malaysia
Malta
Mexico
Norway
Poland
Portugal
Slovak…
Slovenia
Spain
Turkey
% Experienced teachers New teachers
9. TALIS 2008: Percentage of class time spent on keeping
order in the classroom
0
5
10
15
20
25
Australia
Austria
Belgium(Fl.)
Brazil
Bulgaria
Denmark
Estonia
Hungary
Iceland
Ireland
Italy
Korea
Lithuania
Malaysia
Malta
Mexico
Norway
Poland
Portugal
SlovakRepublic
Slovenia
Spain
Turkey
% Experienced teachers New teachers
10. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
1010 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
Singapore
England(UK)
Malaysia
Australia
Flanders(Belgium)
Netherlands
Croatia
Japan
UnitedStates
Italy
Bulgaria
Alberta(Canada)
Serbia
SlovakRepublic
Israel
Korea
AbuDhabi(UAE)
France
Average
Sweden
Denmark
Cyprus2,3
Norway
Iceland
Finland
Romania
Estonia
Chile
CzechRepublic
Latvia
Mexico
Brazil
Spain
Poland
Portugal
Percentageofteachers
For all new teachers to the school Only for teachers new to teaching
11. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
1111
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
Iceland
Finland
Serbia
Japan
SlovakRepublic
Netherlands
Norway
Alberta(Canada)
Flanders(Belgium)
Australia
UnitedStates
Croatia
Korea
Average
Chile
Israel
Malaysia
England(UnitedKingdom)
Romania
CzechRepublic
Singapore
Access Participation
%
12. 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)
ItalySweden
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
Percentageofteachersworkinginschoolswherethe
principalreportsthatmentoringprogrammesare
availableforallteachersintheschool
Percentage of teachers who report presently having
an assigned mentor to support them
Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
1212
Not everywhere where principals say mentoring is available
do teachers have mentors
13. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
1414 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
5orless
6-10
11-15
16-20
21-25
26-30
31ormore
Teacherjobsatisfaction(level)
Years of experience as a teacher in total
Average Netherlands
14. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
1515 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
12.8
5orless
6-10
11-15
16-20
21-25
26-30
31ormore
Teacherself-efficacy(level)
Years of experience as a teacher in total
Average Netherlands
17. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
1818
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 a
good 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
18. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
1919 Teachers' satisfaction with their profession
Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements
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 work
as a teacher
The advantages of being a teacher clearly outweigh
the disadvantages
Netherlands Average
19. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
2020 Teachers' satisfaction with their profession
Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements
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 choose
another profession
Netherlands Average
21. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
2222
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
Shareofmathematicstopperformers
Percentage of teachers who agree that teaching is valued in society
R2 = 0.24 r= 0.49
22. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
2323
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
Shareofmathematicslowperformers
Percentage of teachers who agree that teaching is valued in society
R2 = 0.06 r= 0.23
25. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
2626 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.
27. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
2828 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
Iceland
France
Brazil
Flanders(Belgium)
Portugal
Finland
Croatia
Italy
Israel
Sweden
Mexico
Chile
Alberta(Canada)
UnitedStates
Norway
Denmark
Average
Australia
Malaysia
CzechRepublic
Bulgaria
Estonia
Netherlands
Serbia
SlovakRepublic
AbuDhabi(United…
Singapore
England(United…
Poland
Romania
Latvia
Japan
Korea
Percentageofteachers
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
28. 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 on
student learning
Reflection De-privatisation
of practice
Collaborative
activities -
exchange
Collaborative
activities - teach
jointly
Meanfactorscore
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.)
2
29. TALIS 2008: Cooperation among staff
3
-1.5
-1.0
-0.5
0.0
0.5
1.0
1.5
SlovakRepublic
Turkey
Poland
Lithuania*
Mexico
Hungary
Korea
Italy
Portugal
Bulgaria
Austria
Norway
Denmark
Estonia*
Malta
Ireland
Brazil
Malaysia*
Australia
Iceland
Slovenia
Belgium(Fl.)*
Spain
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
30. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
3131 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
31. TALIS
is a partnership
between
Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
3232 TALIS partnership
an international
research
consortium
OECD
Governments
in 34 countries
European
Commission
Teachers’ unions
This is important because our analyses show that teachers who take part in formal induction are more likely to engage in CPD later in their career.
Figure 4.3
Figure 4.4
Figure 4.14
Figure 7.5
"For the international averages the data are more stable than for individual countries. Please use caution when presenting data that are in the extreme of the graph."
Figure 7.4
"For the international averages the data are more stable than for individual countries. Please use caution when presenting data that are in the extreme of the graph."
Figure 7.2
Figure 7.2
Figure 7.2
Figure 7.3
We also know from TALIS that teachers who work in schools where teachers are provided with opportunities to participate in school decisions are also more likely to say that teaching is valued in society.
