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Science Teachers' Satisfaction - Evidence from the PISA 2015 Teacher Survey
The PISA 2015 teacher survey analyzed satisfaction among science and non-science teachers across 72 countries, revealing concerns in attracting and retaining qualified science teachers. Factors such as motivation, professional development participation, collaborative environments, and school climate significantly influence teacher satisfaction, while perceptions of staff shortages tend to lower satisfaction levels. The findings underscore the importance of improving educational resources and fostering a positive school environment to enhance teacher retention and performance.
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Science Teachers' Satisfaction - Evidence from the PISA 2015 Teacher Survey
- 1. Science teachers’ satisfaction: Evidencefrom the PISA 2015 teacher survey Andreas Schleicher Director for Education and Skills
- 2. The PISA 2015teacher survey In 2015, over half a million students participated in the PISA assessment • representing 28 million 15-year-olds in 72 countries/economies In 9 OECD countries and 10 partner countries and economies, teachers filled out the teacher questionnaire Teachers were defined as those eligible to teach, have taught, are teaching, or will be teaching the modal grade Teachers randomly sampled into two populations: science and non-science teachers • In total, 32 071 science teachers and 62 765 non-science teachers were surveyed
- 3. OECD • Australia • Chile •Czech Republic • Germany • Italy • Korea • Portugal • Spain • United States Country participation Partners • Brazil • B-S-J-G (China) • Colombia • Dominican Republic • Hong Kong (China) • Macao (China) • Peru • Chinese Taipei • United Arab Emirates • Malaysia*
- 4. Why teacher satisfaction? Many countries and economies around the world are struggling to attract and retain teachers Inadequate teacher supply was blamed for the shortage of qualified science teachers In reality, retention was the problem Why are teachers quitting their jobs?
- 5. Satisfaction with the teachingprofession • The advantages of being a teacher clearly outweigh the disadvantages • If I could decide again, I would still choose to work as a teacher. • I regret that I decided to become a teacher • I wonder whether it would have been better to choose another profession Satisfaction with the current job • I enjoy working at this school • I would recommend my school as a good place to work • I am satisfied with my performance in this school. • All in all, I am satisfied with my job Teacher satisfaction measures in PISA 2015
- 6. Relationship between theindices of satisfaction with the teaching profession and with the current job Australia Chile Czech Republic Germany Italy Korea Portugal Spain United States Brazil B-S-J-G (China) Colombia Dominican Republic Hong Kong (China) Macao (China) Peru Chinese Taipei United Arab Emirates OECD average Average-18 -0.6 -0.4 -0.2 0.0 0.2 0.4 0.6 0.8 1.0 -0.8 -0.6 -0.4 -0.2 0.0 0.2 0.4 0.6 0.8 1.0 1.2 Index of satisfaction with the current job Indexofsatisfactionwiththe teachingprofession Source: Figure 3.1 OECD countries All countries
- 7. Satisfaction with theteaching profession 0 20 40 60 80 100 % Germany OECD average-9 Average-18 I wonder whether it would have been better to choose another profession I regret that I decided to become a teacher If I could decide again, I would still choose to work as a teacher The advantages of being a teacher clearly outweigh the disadvantages Source:Figure 3.2
- 8. Satisfaction with thecurrent job 0 20 40 60 80 100 % Germany OECD average-9 Average-18 All in all, I am satisfied with my job I am satisfied with my performance in this school I would recommend my school as a good place to work I enjoy working at this school Source: Figure 3.3
- 9. Teachers who weremotivated to pursue a career in the teaching profession tend to be more satisfied 0.0 0.2 0.4 0.6 0.8 Change in satisfaction with the teaching profession 0.0 0.2 0.4 0.6 0.8 Change in satisfaction with the current job United Arab Emirates (66.0) Dominican Republic (72.4) Brazil (52.7) Peru (64.1) B-S-J-G (China) (77.2) Italy (46.4) Chile (68.1) Macao (China) (51.1) Average-18 (57.7) Portugal (54.0) Spain (42.7) OECD average-9 (53.0) Korea (56.7) United States (26.9) Hong Kong (China) (56.9) Colombia (74.5) Czech Republic (68.9) Australia (35.5) Chinese Taipei (46.8) Germany (77.7) Source: Figure 4.9 Percentage of science teachers whose goal was to pursue a career in the teaching profession after <ISCED level 3> Index change Index change
- 10. Self-efficacy in teachingscience boosts teacher satisfaction 0.0 0.1 0.2 0.3 0.4 0.5 Change in satisfaction with the teaching profession 0.0 0.1 0.2 0.3 0.4 0.5 Change in satisfaction with the current job Mean index of self-efficacy related to teaching science Dominican Republic (0.92) Colombia (0.47) B-S-J-G (China) (-0.05) Portugal (-0.12) Chile (0.20) Brazil (0.06) United Arab Emirates (0.66) Average-18 (0.01) Macao (China) (-0.51) Peru (0.17) OECD average-9 (0.01) Germany (-0.05) Australia (0.31) Chinese Taipei (-0.53) Czech Republic (-0.11) Hong Kong (China) (-1.00) Spain (0.13) United States (0.24) Korea (-0.54) Source: Figure 4.7 Index change Index change
- 11. Self-efficacy with sciencecontent also enhances teacher satisfaction -0.1 0.0 0.1 0.2 0.3 0.4 Change in satisfaction with the teaching profession Dominican Republic (0.48) B-S-J-G (China) (-0.69) Colombia (0.28) Portugal (-0.12) Peru (0.02) Macao (China) (-0.67) Brazil (0.00) Chile (0.30) Average-18 (-0.14) United Arab Emirates (0.18) Czech Republic (-0.12) Chinese Taipei (-0.76) Korea (-0.56) OECD average-9 (0.03) Hong Kong (China) (-1.45) Australia (0.14) Germany (0.16) Spain (0.17) United States (0.25) -0.1 0.0 0.1 0.2 0.3 0.4 Change in satisfaction with the current job Mean index of self-efficacy related to science content Index change Index change Source: Figure 4.8
- 12. 0.0 0.1 0.20.3 0.4 0.5 0.6 Change in satisfaction with the teaching profession 0.0 0.2 0.4 0.6 Change in satisfaction with the current job Participation in more than three professional development activities boosts teacher satisfaction Chile (39.5) B-S-J-G (China) (81.6) Brazil (64.8) Peru (65.2) Chinese Taipei (53.9) Australia (62.6) Macao (China) (51.7) United States (53.5) Average-18 (52.3) Spain (48.7) OECD average-9 (43.8) Italy (36.7) United Arab Emirates (65.4) Germany (39.4) Czech Republic (26.2) Portugal (36.0) Hong Kong (China) (32.0) Dominican Republic (75.9) Korea (51.5) Colombia (56.7) Source: Figure 4.6 Index change Index change Percentage of science teachers who participated in more than three professional activities during the previous 12 months
- 13. 0.0 0.1 0.2 0.3 0.4 0.5 0.6 Brazil DominicanRepublic Peru UnitedStates Germany Chile UnitedArabEmirates B-S-J-G(China) Average-18 OECDaverage-9 Spain Colombia Macao(China) Korea CzechRepublic Italy Portugal HongKong(China) ChineseTaipei Australia After accounting forscience teachers' demographic profile Before accounting for science teachers' demographic profile A positive disciplinary climate in the school helps improve teachers’ satisfaction with the current job Index change Source: Figure 5.8
- 14. -1.4 -1.2 -1.0 -0.8 -0.6 -0.4 -0.2 0.0 0.2 0.4 0.6 0.8 1.0 1.2 1.4 DominicanRepublic0.73 Colombia0.18 Spain-0.01 Germany-0.52 Peru0.13 Australia0.19 UnitedStates-0.12 OECDaverage-9-0.04 Average-180.12 Chile-0.23 Italy-0.16 ChineseTaipei0.01 HongKong(China)-0.04 Macao(China)0.25 CzechRepublic-0.26 UnitedArabEmirates0.68 Korea0.45 Portugal0.30 Brazil-0.18 B-S-J-G(China)0.71 Bottom quarter Secondquarter Third quarter Top quarter Teachers who collaborate with colleagues are more satisfied with the teaching profession Mean index Source: Figure 6.2 Mean index of science teachers’ collaboration
- 15. -1.4 -1.2 -1.0 -0.8 -0.6 -0.4 -0.2 0.0 0.2 0.4 0.6 0.8 1.0 1.2 1.4 DominicanRepublic0.73 Colombia0.18 Spain-0.01 Germany-0.52 Peru0.13 Australia0.19 UnitedStates-0.12 OECDaverage-9-0.04 Average-180.12 Chile-0.23 Italy-0.16 ChineseTaipei0.01 HongKong(China)-0.04 Macao(China)0.25 CzechRepublic-0.26 UnitedArabEmirates0.68 Korea0.45 Portugal0.30 Brazil-0.18 B-S-J-G(China)0.71 Bottom quarter Secondquarter Third quarter Top quarter Teachers who collaborate with colleagues are more satisfied with the current job Mean index Source: Figure 6.2 Mean index of science teachers’ collaboration
- 16. Teachers who perceivegreater staff shortages are less satisfied with the teaching profession -1.2 -1.0 -0.8 -0.6 -0.4 -0.2 0.0 0.2 0.4 0.6 0.8 1.0 1.2 DominicanRepublic-0.30 Spain0.18 Germany0.39 Colombia0.02 Australia-0.24 Chile-0.07 UnitedArabEmirates0.27 Peru0.23 Average-180.11 OECDaverage-90.08 UnitedStates-0.07 Macao(China)0.55 ChineseTaipei0.04 HongKong(China)-0.02 Italy0.04 Portugal0.62 Brazil0.03 Korea0.54 CzechRepublic-0.64 B-S-J-G(China)0.44 Bottom quarter Second quarter Third quarter Top quarter Source: Figure 6.3 Mean index of science teachers' views on staff shortage
- 17. Teachers who perceivegreater staff shortages are less satisfied with the current job -1.2 -1.0 -0.8 -0.6 -0.4 -0.2 0.0 0.2 0.4 0.6 0.8 1.0 1.2 DominicanRepublic-0.30 Spain0.18 Germany0.39 Colombia0.02 Australia-0.24 Chile-0.07 UnitedArabEmirates0.27 Peru0.23 Average-180.11 OECDaverage-90.08 UnitedStates-0.07 Macao(China)0.55 ChineseTaipei0.04 HongKong(China)-0.02 Italy0.04 Portugal0.62 Brazil0.03 Korea0.54 CzechRepublic-0.64 B-S-J-G(China)0.44 Bottom quarter Second quarter Third quarter Top quarter Source: Figure 6.3 Mean index of science teachers' views on staff shortage
- 18. -0.2 -0.1 0.00.1 Change in satisfaction with teaching profession -0.3 -0.2 -0.1 0.0 0.1 Change in satisfaction with the current job Teachers are less satisfied when there are differences in perception between them and school principals on staff shortages Chile (0.77) Brazil (1.01) United States (0.81) Dominican Republic (0.80) Germany (0.80) United Arab Emirates (1.10) Peru (0.89) Australia (0.78) Average-18 (0.89) OECD average-9 (0.85) Hong Kong (China) (0.83) B-S-J-G (China) (1.06) Spain (0.98) Colombia (0.92) Czech Republic (0.78) Portugal (0.81) Italy (0.97) Chinese Taipei (0.78) Macao (China) (1.05) Korea (0.92) Source: Figure 6.8 Index change Index change Mean index of difference in views on staff shortage between teachers and school principals
- 19. • large proportionsof immigrant students in the school (more than 30%) • large proportions of students who do not speak the language of the host country (more than 30%) Factors not associated with teacher satisfaction
- 20. Most satisfiedteachers tend to be those who were personally motivated from the beginning to become teachers Teachers tend to more satisfied when: • They work in a collaborative environment • They have sufficient human and educational resources • They have the opportunity to undertake professional development activities In contrast, a poor disciplinary climate undermines teacher satisfaction while a more diverse school environment does not Conclusion
- 21. Pay attentionto motivation Provide sufficient educational resources for teaching science and improve school climate Encourage science teachers’ collaboration and self- growth Implications
- 22. Find out moreabout our work at www.oecd.org/pisa – All publications – The complete micro-level database Email: Andreas.Schleicher@OECD.org Twitter: SchleicherOECD Wechat: AndreasSchleicher Thank you
Editor's Notes
- #10 After accounting for science teachers' demographic and schools' socio-economic profile. Notes: Science teachers' demographic and schools' socio-economic profile include the PISA index of economic, social and cultural status (ESCS) at the school level, science teachers' gender, total number of years working as a teacher, highest level of formal education completed, teacher education or training programme completed, and employment type at the current school. Student variables are aggregated at the school level. Statistically significant values are marked in a darker tone (see Annex A). Only countries and economies with available values are shown. Countries and economies are ranked in descending order of the change in satisfaction with the teaching profession associated with a one-unit change in the index of self-efficacy related to teaching science, after accounting for science teachers' demographic and schools' socio-economic profile.
- #11 After accounting for science teachers' demographic and schools' socio-economic profile. Notes: Science teachers' demographic and schools' socio-economic profile include the PISA index of economic, social and cultural status (ESCS) at the school level, science teachers' gender, total number of years working as a teacher, highest level of formal education completed, teacher education or training programme completed, and employment type at the current school. Student variables are aggregated at the school level. Statistically significant values are marked in a darker tone (see Annex A). Only countries and economies with available values are shown. Countries and economies are ranked in descending order of the change in satisfaction with the teaching profession associated with a one-unit change in the index of self-efficacy related to teaching science, after accounting for science teachers' demographic and schools' socio-economic profile.
- #12 After accounting for science teachers' demographic and schools' socio-economic profile. Notes: Science teachers' demographic and schools' socio-economic profile include the PISA index of economic, social and cultural status (ESCS) at the school level, science teachers' gender, total number of years working as a teacher, highest level of formal education completed, teacher education or training programme completed, and employment type at the current school. Student variables are aggregated at the school level. Statistically significant values are marked in a darker tone (see Annex A). Only countries and economies with available values are shown. Countries and economies are ranked in descending order of the change in satisfaction with the teaching profession associated with a one-unit change in the index of self-efficacy related to science content, after accounting for science teachers' demographic and schools' socio-economic profile.
- #13 After accounting for science teachers' demographic and schools' socio-economic profile. Notes: Science teachers' demographic and schools' socio-economic profile include the PISA index of economic, social and cultural status (ESCS) at the school level, science teachers' gender, total number of years working as a teacher, highest level of formal education completed, teacher education or training programme completed, and employment type at the current school. Statistically significant values are marked in a darker tone (see Annex A). Countries and economies are ranked in descending order of the difference in satisfaction with the teaching profession between science teachers who participated in more than and those who participated in fewer than three professional acitivities during the previous 12 months, after accounting for science teachers' demographic profile.
- #14 Notes: Science teachers' demographic and schools' socio-economic profile include the PISA index of economic, social and cultural status (ESCS) at the school level, science teachers' gender, total number of years working as a teacher, highest level of formal education completed, teacher education or training programme completed, and employment type at the current school. Student variables are aggregated at the school level. Statistically significant values are marked in a darker tone (see Annex A). Statistically significant values are marked in a darker tone (see Annex). Countries and economies are ranked in descending order of the change in satisfaction with the current job, after accounting for science teachers' demographic profile.
- #15 Countries and economies are ranked in descending order of satisfaction with the teaching profession at the bottom quarter of the index of science teachers' collaboration.
- #16 Countries and economies are ranked in descending order of satisfaction with the teaching profession at the bottom quarter of the index of science teachers' collaboration.
- #19 After accounting for science teachers' demographic and schools' socio-economic profile. Notes: Science teachers' demographic and schools' socio-economic profile includes the PISA index of economic, social and cultural status (ESCS) at the school level, science teachers' gender, total number of years working as a teacher, highest level of formal education completed, teacher education or training programme completed, and employment type at the current school. The mean index of difference in views on staff shortages between teachers and school principals is found next to the country/economy name. Statistically significant values are marked in a darker tone (see Annex A). Countries and economies are ranked in ascending order of the change in satisfaction with the teaching profession associated with a one-unit change in the index of difference in the views on staff shortage between teachers and school principals, after accounting for science teachers' demographic and schools' socio-economic profile.