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Science Teachers' Satisfaction - Evidence from the PISA 2015 Teacher Survey

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Teachers play a vital role in the lives of their students. They impart knowledge, provide pastoral care, act as role models and, above all, create an effective learning environment. However, teaching is fraught with numerous challenges that could lead to dissatisfaction and to eventually leaving the profession

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Science Teachers' Satisfaction - Evidence from the PISA 2015 Teacher Survey

  1. 1. Science teachers’ satisfaction: Evidence from the PISA 2015 teacher survey Andreas Schleicher Director for Education and Skills
  2. 2. The PISA 2015 teacher 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. 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. 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. 5. Satisfaction with the teaching profession • 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. 6. Relationship between the indices 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. 7. Satisfaction with the teaching 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. 8. Satisfaction with the current 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. 9. Teachers who were motivated 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. 10. Self-efficacy in teaching science 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. 11. Self-efficacy with science content 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. 12. 0.0 0.1 0.2 0.3 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. 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 for science 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. 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 Second quarter 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. 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 Second quarter 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. 16. Teachers who perceive greater 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. 17. Teachers who perceive greater 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. 18. -0.2 -0.1 0.0 0.1 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. 19. • large proportions of 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. 20.  Most satisfied teachers 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. 21.  Pay attention to motivation  Provide sufficient educational resources for teaching science and improve school climate  Encourage science teachers’ collaboration and self- growth Implications
  22. 22. Find out more about 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

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