1
TALIS 2013 Results
An international perspective
on teaching and learning
Mexico
Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
22 TALIS in Brief
...
Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
33 Participating ...
Overview of TALIS
The Learning Environment:
Characteristics of Teachers and Schools
The Importance of School
Leadership
De...
The Learning
Environment:
Characteristics of
Teachers and Schools
Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
66 Gender and age...
-10
-8
-6
-4
-2
0
2
4
6
Brazil
Korea
Croatia
Netherlands
UnitedStates
Chile
Latvia
Mexico
Portugal
Italy
Serbia
France
Bul...
Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
88
Lack of resour...
Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
99 Student-relate...
Developing and
Supporting
Teachers
Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
1111 Teachers' ne...
Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
1212 Barriers to ...
Improving
Teaching Using
Appraisal and
Feedback
Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
1414 Emphasis plac...
0
10
20
30
40
50
60
70
80
90
100
Iceland
Finland
Sweden
Flanders(Belgium)
France
Italy
Denmark
Netherlands
Norway
Spain
Au...
Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
1616 Consequences ...
Teacher Practices
and Classroom
Environment
0%0%0%
8%
13%
79%
12%
12%
76%
Mexico
Administrative tasks
Keeping order in the
classroom
Actual teaching and
learning
Aver...
Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
1919 Teachers' bel...
Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
2020 Teaching pra...
Teacher Self-
Efficacy and Job
Satisfaction
Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
2222
Percentage of...
Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
2323 Teachers' sat...
Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
2424 Teachers' sat...
0
10
20
30
40
50
60
70
80
90
100
Malaysia
Singapore
Korea
AbuDhabi(UAE)
Finland
Mexico
Alberta(Canada)
Flanders(Belgium)
N...
Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
2626 Value of tea...
Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
2727
Behavioral i...
Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
2828 Teachers' jo...
TALIS
is a partnership
between
Mean mathematics performance, by school location, after acc
ounting for socio-economic stat...
Upcoming SlideShare
Loading in …5
×

Teachers in Mexico. Results of TALIS 2013

1,526 views

Published on

Presentation of the TALIS 2013 results for Mexico. Press conference Mexico City 25 June 2014.

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
1,526
On SlideShare
0
From Embeds
0
Number of Embeds
14
Actions
Shares
0
Downloads
13
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • Figure 2.1
  • Figure 2.4
  • Figure 2.6
  • Figure 2.6
  • Figure 4.14
  • Figure 4.15
  • Figure 5.11
  • New graph for the PPT – derived from Table 5.5.Web.6
  • Expended from Figure 5.13
  • Adapted from Figure 6.12
  • Figure 6.8
  • Figure 6.2
  • Figure 7.2
  • Figure 7.2
  • Figure 7.2
  • Figure 7.3
  • New graph for the PPT from table 7.2
  • Figure 7.6
    "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 7.5
    "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."

  • Teachers in Mexico. Results of TALIS 2013

    1. 1. 1 TALIS 2013 Results An international perspective on teaching and learning Mexico
    2. 2. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 22 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
    3. 3. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 33 Participating countries *Note: TALIS only runs in a sub-national entity of the following countries: Belgium (Flemish Community), Canada (Alberta), United Arab Emirates (Abu Dhabi) and United Kingdom (England) . This map is for illustrative purposes and is without prejudice to the status of or sovereignty over any territory covered by this map. TALIS 2008 & 2013
    4. 4. Overview of TALIS The Learning Environment: Characteristics of Teachers and Schools The Importance of School Leadership Developing and Supporting Teachers Improving Teaching Using Appraisal and Feedback Examining Teacher Practices and Classroom Environment Teacher Self-Efficacy and Job Satisfaction: Why they Matter
    5. 5. The Learning Environment: Characteristics of Teachers and Schools
    6. 6. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 66 Gender and age distribution of teachers Percentage of female teachers in lower secondary and their age Singapore AbuDhabi(UAE) Malaysia Brazil England(UK) Alberta(Canada) Poland Flanders(Belgium) Mexico France Romania Korea Israel Portugal Average Serbia Chile Croatia Japan Iceland SlovakRepublic Finland Norway Spain CzechRepublic Denmark Netherlands Australia Sweden Latvia Bulgaria Estonia Italy 0 10 20 30 40 50 60 70 80 90 100 Under 30 years 30-49 years 50-59 years 60 years or more Female Above-average performers in PISA
    7. 7. -10 -8 -6 -4 -2 0 2 4 6 Brazil Korea Croatia Netherlands UnitedStates Chile Latvia Mexico Portugal Italy Serbia France Bulgaria AbuDhabi(UAE) SlovakRepublic Poland Malaysia Spain Average Australia Singapore Estonia Japan England(UK) Israel Romania Alberta(Canada) Sweden Flanders(Belgium) Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 77 Distribution of experienced teachers in more and less challenging schools Schools with more than 30% of students from socioeconomically disadvantaged homes Difference in the proportion of teachers with more than 5 years teaching experience who work in more challenging schools and those who do not Higher proportion of experienced teachers in challenging schools Higher proportion of experienced teachers in schools that are less challenging
    8. 8. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 88 Lack of resources hindering the school's capacity for quality instruction Percentage of lower secondary teachers whose school principal reports the following issues substantially hinder the school’s capacity to provide quality instruction 0 10 20 30 40 50 60 70 Vocational teachers Instructional materials Library materials Internet access Computer software for instruction Computers for instruction Qualified and/or well-performing teachers Support personnel Teachers with competences in teaching students with special needs Mexico Average
    9. 9. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 99 Student-related factors in school climate Percentage of lower secondary teachers whose school principal considers the following student behaviors to occur at least weekly in their school 0 10 20 30 40 50 60 Arriving late at school Absenteeism Cheating Vandalism and theft Intimidation or verbal abuse among students Physical injury caused by violence among students Intimidation or verbal abuse of teachers or staff Use/possession of drugs and/or alcohol Mexico Average
    10. 10. Developing and Supporting Teachers
    11. 11. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 1111 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 0 10 20 30 40 50 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 Mexico Average
    12. 12. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 1212 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 0 20 40 60 80 100 Do not have the pre-requisites (e.g., qualifications, experience, seniority) 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 Mexico Average
    13. 13. Improving Teaching Using Appraisal and Feedback
    14. 14. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 1414 Emphasis placed on feedback Percentage of lower secondary teachers who report the feedback they received emphasized the following issues with a "moderate" or "high importance" 0 10 20 30 40 50 60 70 80 90 100 Studentperformance Behaviourmanagement Pedagogicalcompetency Subjectknowledge Assessmentpractices Teamwork Studentfeedback Feedbackfromparents Teachingspecialneedsstudents Feedbacktootherteachers Multilingualsettings Average Mexico
    15. 15. 0 10 20 30 40 50 60 70 80 90 100 Iceland Finland Sweden Flanders(Belgium) France Italy Denmark Netherlands Norway Spain Australia Croatia Alberta(Canada) UnitedStates Japan Portugal Average Israel England(UK) Chile Estonia Serbia CzechRepublic SlovakRepublic Mexico Singapore Brazil Korea Poland AbuDhabi(UAE) Bulgaria Romania Latvia Malaysia Percentageofteachers Analysis of students' test scores Direct classroom observation Assessment of content knowledge Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 1515 Teachers feedback : never received
    16. 16. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 1616 Consequences of feedback Percentage of lower secondary teachers who "agree" or "strongly agree" that: 0 20 40 60 80 If a teacher is consistently underperforming, he/she would be dismissed The best performing teachers in this school receive the greatest recognition Teacher appraisal and feedback have little impact upon the way teachers teach in the classroom A mentor is appointed to help teachers improve his/her teaching A development or training plan is established to improve their work as a teacher Mexico Average
    17. 17. Teacher Practices and Classroom Environment
    18. 18. 0%0%0% 8% 13% 79% 12% 12% 76% Mexico 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 time18 Average
    19. 19. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 1919 Teachers' beliefs about teaching and learning Percentage of lower secondary teachers who "agree" or "strongly agree" that: 0 10 20 30 40 50 60 70 80 90 100 Students learn best by finding solutions to problems on their own Thinking and reasoning processes are more important than specific curriculum content Students should be allowed to think of solutions to practical problems themselves before the teacher shows them how they are solved My role as a teacher is to facilitate students' own inquiry Mexico Average
    20. 20. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 2020 Teaching practices Percentage of lower secondary teachers who report using the following teaching practices "frequently" or "in all or nearly all lessons" 0 20 40 60 80 100 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 Mexico Average
    21. 21. Teacher Self- Efficacy and Job Satisfaction
    22. 22. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 2222 Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements 84 90 91 89 94 98 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 Mexico Average Teachers' satisfaction with their working environment
    23. 23. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 2323 Teachers' satisfaction with their profession Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements 78 77 95 80 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 Mexico Average
    24. 24. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 2424 Teachers' satisfaction with their profession Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements 9 32 3 10 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 Mexico Average
    25. 25. 0 10 20 30 40 50 60 70 80 90 100 Malaysia Singapore Korea AbuDhabi(UAE) Finland Mexico Alberta(Canada) Flanders(Belgium) Netherlands Australia England(UK) Romania Israel UnitedStates Chile Average Norway Japan Latvia Serbia Bulgaria Denmark Poland Iceland Estonia Brazil Italy CzechRepublic Portugal Croatia Spain Sweden France SlovakRepublic Percentageofteachers Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 2525 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
    26. 26. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 2626 Value of teaching and job satisfaction Australia Brazil Bulgaria Chile Croatia Czech Republic Denmark Estonia Finland France Iceland Israel Italy Japan Korea Latvia Malaysia Mexico Netherlands Norway Poland Portugal Romania Serbia Singapore Slovak Republic Spain Sweden Abu Dhabi (UAE) Alberta (Canada) England (UK) Flanders (Belgium) Average United States 80 82 84 86 88 90 92 94 96 98 100 0 10 20 30 40 50 60 70 80 90 100 Allinall,Iamsatisfiedwithmyjob I think that the teaching profession is valued in society Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements
    27. 27. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 2727 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 students with behavioural problems 10.0 10.5 11.0 11.5 12.0 12.5 13.0 13.5 15orless 16-20 21-25 26-30 31-35 36ormore Teacherjobsatisfaction(level) Class size (number of students) Average Mexico 10.0 10.5 11.0 11.5 12.0 12.5 13.0 13.5 14.0 None 1%to10% 11%to30% 31%ormore Teacherjobsatisfaction(level) Students with behavioural problems Average Mexico
    28. 28. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 2828 Teachers' job satisfaction and experience Teachers' job satisfaction level in lower secondary according to their total years of teaching experience 10.5 11.0 11.5 12.0 12.5 13.0 13.5 14.0 5orless 6-10 11-15 16-20 21-25 26-30 31ormore Teacherjobsatisfaction(level) Years of experience as a teacher in total Average Mexico
    29. 29. TALIS is a partnership between Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 2929 TALIS in Brief an international research consortium OECD 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: Dirk.VanDamme@OECD.org Julie.Belanger@OECD.org Twitter: @VanDammeEDU

    ×