Congreso TALIS: Julie Bélanger (analista OCDE)
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This document summarizes findings from the Teaching and Learning International Survey (TALIS) regarding teachers, teaching practices, professional development, and school leadership. Some key findings include: - Many teachers face challenging classrooms with students of varying needs and abilities. - Teachers spend much of their time on non-teaching tasks like administrative work and classroom management rather than actual teaching. - Teacher collaboration and use of student-centered teaching practices are not very common. - Barriers like lack of time and support prevent teachers from engaging in professional development. - Feedback to help teachers improve is often lacking or not meaningful.
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Congreso TALIS: Julie Bélanger (analista OCDE)
- 1. 1 A Teachers’ Guide to TALIS 2013
- 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
- 4. Many teachers are faced with challenging classrooms 4 TALIS shows that…
- 5. Percentage of lower secondary teachers who report that more than 10% of the students in their class have the following characteristics Challenging classrooms5 0% 10% 20% 30% 40% 50% 60% 70% 80% Students with special needs Students whose language is different from the language of instruction Students from socioeconomically disadvantaged homes Students with behavioural problems Low academic achievers Spain Average
- 6. During a lesson, teaching, and therefore learning time, can be lost to disruptions and other administrative tasks 6 TALIS shows that…
- 7. 8% 13% 79% 7% 15% 78% Spain 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 time7 Average
- 8. Teachers’ work weeks are full of often competing responsibilities 8 TALIS shows that…
- 9. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 99 Distribution of time in a week Average number of 60-minute hours lower secondary education teachers report having spent on the following activities during the most recent complete calendar week: 0 5 10 15 20 25 30 35 40 45 School management Communication with parents or guardians Other tasks Extracurricular activities Student counselling Team work General administrative work Marking/correcting Individual planning Teaching Total working hours Number of hours Spain Average
- 10. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.31010 What teachers do beyond teaching Average number of 60-minute hours teachers report spending on the following tasks in an average week Finland Malaysia Abu Dhabi (United Arab Emirates)Flanders (Belgium) IsraelItaly Malaysia JapanMalaysiaSweden Finland Korea Finland Malaysia Finland Korea Finland Malaysia PortugalSingapore CroatiaFinland Japan 0 1 2 3 4 5 6 7 8 9 10 Number of hours School management Communication with parents All other tasks Extracurricular activities Student counselling Team work Administrative work Marking Planning Spain
- 11. Teacher collaboration is an important aspect of effective teaching, yet not always very commonly practiced 11 TALIS shows that…
- 12. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 1212 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
- 13. 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(UAE) Singapore England(UK) Poland Romania Latvia Japan Korea Percentageofteachers Never observe other teachers' classes and provide feedback Never teach jointly as a team in the same class Never take part in collaborative professional learning Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 1313 Teacher co-operation: Professional collaboration Percentage of lower secondary teachers who report never doing the following activities
- 14. Active and student-centered practices are not most commonly used in the classroom 14 TALIS shows that…
- 15. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 1515 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 Spain Average
- 16. Principals’ instructional leadership can be important in supporting teachers in improving their teaching practices 16 TALIS shows that…
- 17. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 1717 Principals' leadership Percentage of lower secondary education principals who report having engaged "often" or "very often" in the following leadership activities during the 12 months prior to the survey 0 10 20 30 40 50 60 70 80 Observe instruction in the classroom Take action to support co-operation among teachers to develop new teaching practices Take action to ensure that teachers take responsibility for improving their teaching skills Take action to ensure that teachers feel responsible for their students' learning outcomes Spain Average
- 18. Poland Serbia Croatia Spain Portugal SlovakRepublic England(UK) Israel Australia CzechRepublic France Finland Norway Flanders(Belgium) Italy Average Bulgaria Latvia Romania Brazil Denmark Estonia Mexico Sweden Netherlands Chile Singapore Iceland Alberta(Canada) AbuDhabi(UAE) Korea Japan Malaysia UnitedStates 0 10 20 30 40 50 60 70 School administration or principal training programme or course Instructional leadership training or course Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 1818 Elements not included in principals' formal education Percentage of lower secondary principals whose formal education did not include:
- 19. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 1919 What can teachers do? Better use of class time • Participate in mentoring systems to enhance co-operation among colleagues, build trust and promote a positive school climate. • Report to the school leader on daily or weekly inefficiencies, such as administrative tasks that might be performed by support staff or automated, so that more time can be devoted to teaching.
- 20. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 2020 What can teachers do? More student-centered active teaching practices • Expand their knowledge of pedagogy in the subjects they teach to see how these practices can be applied to these subjects in the classroom. • Engage in collaborative PD.
- 21. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 2121 What can principals do? Engage in instructional forms of leadership • Participate in instructional leadership training Give teachers the opportunity to participate in professional development • Both those related to improving their practices and those that focus on using class time effectively. • Include collaboration and mentoring activities within the school.
- 23. Induction and mentoring programmes are an important aspect of new teachers’ continuing education, yet can easily be overlooked 23 TALIS shows that…
- 24. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 2424 Access to 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
- 25. 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 2525 Not everywhere where principals say mentoring is available do teachers have mentors
- 26. Teachers have specific needs for continuing professional development and face important barriers to further engagement in such learning 26 TALIS shows that…
- 27. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 2727 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 5 10 15 20 25 30 35 40 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 Spain Average
- 28. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 2828 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 Spain Average
- 29. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 2929 Participation in professional development and level of support received by teachers 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 (United Arab Emirates) Alberta (Canada) England (United Kingdom) Flanders (Belgium) Average United States 0 10 20 30 40 50 60 70 80 90 100 70 75 80 85 90 95 100 Percentageofteacherswhohadtopayfornoneofthe professionaldevelopmentactivitiesundertaken Percentage of teachers who undertook some professional development activities in the 12 months prior to the survey
- 30. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 3030 What can teachers do? Engage in learning opportunities • Participate in induction programmes, mentoring programmes and other professional development activities when they’re offered. • If these programmes are not offered in the school, encourage school leaders to make them available.
- 31. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 3131 What can principals do? Promote teacher engagement in learning opportunities • Offer formal induction to all new teachers • Encourage teachers to engage in mentoring programmes by giving teachers time to participate and arranging pairings of mentors/mentees who teach the same subject. • Provide support for teachers’ participation in professional development.
- 33. Teachers welcome receiving feedback on their work, but many do not receive any feedback at all – or receive feedback that is not meaningful 33 TALIS shows that…
- 34. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 3434 Teachers and feedback On average across TALIS countries, … and just over one in ten report never having received feedback in their school. Only one in 5 teachers report receiving feedback from at least three sources, … and in Spain. just over three in ten report never having received feedback in their school.
- 35. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 3535 Emphasis placed on feedback Percentage of lower secondary teachers who report the feedback they received emphasised 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 Spain
- 36. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 3636 Teachers feedback : direct classroom observations 0 10 20 30 40 50 60 70 80 90 100 Bulgaria Poland UnitedStates Romania Alberta(Canada) Croatia CzechRepublic AbuDhabi(UAE) Flanders(Belgium) Serbia SlovakRepublic Japan Israel Average Singapore Latvia Brazil Mexico Malaysia Sweden Estonia England(UK) Norway Finland Portugal Denmark Korea Chile Italy Netherlands France Spain Iceland Australia Percentageofteachers Principals School Management Other teachers
- 37. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 3737 Teachers feedback : analysis of students' test scores 0 10 20 30 40 50 60 70 80 90 100 Romania Bulgaria Poland AbuDhabi(UAE) UnitedStates Alberta(Canada) Mexico Israel Brazil CzechRepublic France Serbia SlovakRepublic Latvia Average Norway Malaysia Flanders(Belgium) Estonia Denmark Croatia Portugal Japan Chile England(UK) Sweden Italy Singapore Korea Spain Australia Netherlands Iceland Finland Percentageofteachers Principals School Management Other teachers
- 38. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 3838 Teachers feedback : assessment of teacher content knowledge 0 10 20 30 40 50 60 70 80 90 100 Bulgaria Poland Romania AbuDhabi(UAE) UnitedStates SlovakRepublic Serbia CzechRepublic Alberta(Canada) Israel Latvia Estonia Brazil Flanders(Belgium) Mexico Japan Average Malaysia Chile Norway Singapore Finland Portugal Denmark Sweden Italy Korea Iceland Netherlands England(UK) France Spain Australia Percentageofteachers Principals School Management Other teachers
- 39. 0 10 20 30 40 50 60 70 80 90 100 Malaysia Singapore Poland Bulgaria Latvia Romania CzechRepublic Chile AbuDhabi(UAE) Korea SlovakRepublic Estonia UnitedStates England(UK) Average Japan Sweden Mexico Australia Italy Serbia Alberta(Canada) Israel Croatia Finland Netherlands Denmark Brazil Portugal Iceland Spain Flanders(Belgium) Norway France Percentageofteachers The best performing teachers in this school receive the greatest recognition Teacher appraisal and feedback are largely done to fulfil administrative requirements Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 3939 Impact of teacher appraisal and feedback systems in schools Percentage of lower secondary teachers who "agree" or "strongly agree" that :
- 40. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 4040 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 Spain Average
- 41. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 4141 Feedback and change in behavior Percentage of lower secondary teachers who report a "moderate" or "large" positive change in the following issues after they received feedback on their work 0 10 20 30 40 50 60 70 80 90 100 Confidenceasateacher Motivation Jobsatisfaction Knowledgeandunderstandingofmain subjectfield(s) Teachingpractices Studentassessmentstoimprovestudent learning Classroommanagementpractices Methodsforteachingstudentswithspecial needs Publicrecognition Jobresponsibilities Roleinschooldevelopmentinitiatives Amountofprofessionaldevelopment Likelihoodofcareeradvancement Salaryand/orfinancialbonus Average Spain Personal Pedagogical Professional
- 42. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 4242 What can teachers do? Seek more feedback • Regard appraisals and feedback as tools to improve teaching practices to, in turn, improve student learning. • Work with other teachers to develop a system of peer feedback on all aspects of teaching, from lesson planning and classroom practice to student evaluation.
- 43. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 4343 What can principals do? Foster a climate of peer learning in the school • Foster a climate in which peer appraisals, in addition to direct feedback from the school leader, can take place. • Help teachers identify their individual professional development needs and incorporate these into the school’s priorities.
- 44. Teacher Self- Efficacy and Job Satisfaction
- 45. Teachers love their jobs and generally have confidence in their abilities as teachers, but many challenging factors can threaten these feelings 45 TALIS shows that…
- 46. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 4646 Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements 84 90 91 87 89 95 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 Spain Average Teachers' satisfaction with their working environment
- 47. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 4747 Teachers' satisfaction with their profession Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements 78 77 88 79 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 Spain Average
- 48. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 4848 Teachers' satisfaction with their profession Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements 9 32 6 21 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 Spain Average
- 49. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 4949 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
- 50. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 5050 The importance of in-school relationships Positive interpersonal relationships are related to higher levels of confidence in teachers. In many countries, the association is even stronger with teacher-teacher relations than with teacher-student relations. Positive interpersonal relationships can negate the detrimental effects that challenging classrooms of students might have on a teacher’s job satisfaction or feelings of self-efficacy. Positive interpersonal relationships are also related to higher levels of Job satisfaction in teachers. In many countries, the association is even stronger with teacher-student relations.
- 51. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 5151 Drivers of self-efficacy and 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. The more teachers report that they are provided opportunities to participate in school decisions, The more teachers report that appraisal and feedback impact classroom teaching,
- 52. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 5252 Drivers of self-efficacy and job satisfaction But the more teachers report that appraisal and feedback are largely done to fulfil administrative requirements, the lower their level of self-efficacy. The same is true for job satisfaction.
- 53. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 5353 What can teachers do? Work together • Be open to working together with colleagues and school leaders. If formal collaborative activities aren’t already established, take the initiative to create them. • Consider team teaching as a way of approaching classroom management. • Take advantage of collaborative forms of professional development in the school.
- 54. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 5454 What can principals do? Involve teachers • Give teachers a say in how the school is managed. Teachers are on the “front lines” of learning, and so may have a better idea that school leaders of how curriculum is actually translated in class and how students are performing.
- 55. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 5555 What can principals do? Go beyond feedback as a box-ticking exercise • Develop meaningful appraisal and feedback systems that are linked to teachers’ practice and further development plans.
- 56. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 5656 What can principals do? Foster a climate of collaboration in the school • Provide opportunities and support to build relationships within the school. This could be in the form of a physical space where teachers can meet and by setting aside some time away from class to allow teachers to develop relationships. • Encourage collaboration. While this may require adjustment to teachers’ schedules, the benefits are likely to outweigh any administrative inconvenience.
- 57. TALIS is a partnership between Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 5757 TALIS partnership an international research consortium OECD Governments in 34 countries European Commission Teachers’ unions
- 58. THANK YOU FOR LISTENING! Find out more about TALIS at www.oecd.org/talis All national and international publications The complete micro-level database Email: Julie.Belanger@oecd.org Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 5858 TALIS partnership
Editor's Notes
- Research shows that teachers are the biggest within-school influence on student learning. If we want to raise the achievement of our students, we have to improve teaching.
- Adapted from Figure 6.12
- Figure 6.8 Total working hours ranges from 29 hours in Chile to 54 hours in Japan. Spain is 38. Teaching hours range from 15 hours in Norway to 27 hours in Chile. Spain is 19. We can see the variation for each activity in the next slide.
- Expended from Figure 6.7
- Figure 6.10
- Figure 6.10
- Figure 6.2 One important distinction is between active and passive teaching strategies, which differ in the degree to which students are engaged in the process of learning. Conversely, when teachers design instructions such that students play a central role in the learning process, such strategies are known as active teaching practices. In the report, we refer to these three types of practices highlighted here as active practices. The first thing we can notice in this graph is that they are less likely to be reported to be used frequently by teachers than other practices. But our analyses also show that teachers who engage in collaborative professional development (such as in a network of teachers, observation visits to other schools, collaborative research) are more likely to use these types of practices. These findings underscore the important role that collaborative practices and learning can possibly have in shaping teachers’ practices.
- Figure 2.6
- Figure 3.6 School principals are the link between teaches, students and their parents, the education system, and the wider community. Principals can contribute to student achievement through their impact on how the school is organised, on the climate in the school and, especially, on teachers and teaching. School leaders can set the tone for teachers by encouraging them to co-operate with each other to develop new teaching practices and take responsibility for improving their teaching skills, and by ensuring that teachers feel responsible for their students’ learning outcomes. These practices are part of what is known as instructional leadership, which consider by many to be the most important of all principals’ tasks.
- Participate in mentoring systems to enhance co-operation among colleagues, build trust and promote a positive school climate. Co-operation is not only a way of sharing and comparing teaching practices, it can also lead to the development of more effective responses to student misbehaviour and disruptions in class. Report to the school leader on daily or weekly inefficiencies, such as administrative tasks that might be performed by support staff or automated, so that more time can be devoted to teaching.
- Expand their knowledge of pedagogy in the subjects they teach; that may free them to explore the use of active, student-centred teaching practices, such as having students work in small groups or having them work on projects that take longer than a week to complete. Engage in some kind of professional development activity – whether attending workshops and conferences, observing other teachers, individual or collaborative research, or mentoring – as TALIS results show that teachers who do engage in these types of activities are more likely to use student-centred teaching practices.
- Participate in instructional leadership training. More than one in five (22%) principals report that they had never participated in instructional training, and 31% report that they had, but only after becoming a principal. Give teachers the opportunity to participate in professional development activities, both those related to improving their practice and those that focus on using class time effectively. These activities can – and should – include collaboration and mentoring activities within the school itself. They build trust, encourage co-operation and promote a positive school climate
- No matter how good initial teacher education is, it cannot be expected to prepare teachers for all the challenges they will face during their job as a teacher. Induction and mentoring programmes can provide teachers new to a school or new to teaching with invaluable assistance as they face their first students. Also, learning doesn’t stop once teaching begins. Professional development, at all points in a teacher’s career, is necessary to keep up with changing research, tools, practices and students’ needs.
- Figure 4.3
- Figure 4.4
- Figure 4.14
- Figure 4.15
- Figure 4.6
- Participate in induction programmes, mentoring programmes and other professional development activities when they’re offered. If these programmes are not offered in the school, encourage school leaders to make them available. These activities do not have to be costly or involve external experts. For example, collaboration among teachers within a school can result in effective mentoring systems. Teachers should participate, both as mentors and as mentees, regardless of their level of work experience. They could also form or join already established collaborative research groups and teacher networks, and/or simply observe their colleagues as they teach.
- Offer formal induction programmes to all new teachers. Encourage teachers to participate in mentoring programmes. School leaders should give teachers the time to participate in these programmes and arrange pairings of mentors/mentees who teach the same subject. Give teachers the support they need to participate in professional development activities. Such support can include paying fees, scheduling time for training during the school day, modifying the school schedule to allow for team-teaching or peer observation and feedback, and recognising teachers’ participation in these activities in front of the teachers’ colleagues. Creating opportunities for professional development activities within the school or among nearby schools can be a relatively inexpensive way of promoting lifelong learning and fostering co-operation among teachers.
- Appraising teachers and providing them with feedback about their practices recognises and celebrates great teaching even as it challenges teachers to confront and address their weaknesses.
- Figure 5.11
- New graph for the PPT – derived from tables 5.5.Web.2, 5.5.Web.3 and 5.5.Web.5.
- New graph for the PPT – derived from tables 5.5.Web.2, 5.5.Web.3 and 5.5.Web.5.
- New graph for the PPT – derived from tables 5.5.Web.2, 5.5.Web.3 and 5.5.Web.5.
- Figure 5.13
- Expended from Figure 5.13
- New graph for the PPT – derived from Table 5.7
- While TALIS doesn’t – and can’t – measure teachers’ effectiveness in the classroom, it does ask teachers to describe their ability to manage their classes, provide instruction, and engage their students in learning. Research has shown that when teachers are more confident about their own abilities to teach (greater self-efficacy) their students tend to do better in school and are more motivated to learn, and the teachers, themselves, tend to use more effective instructional practices, have greater enthusiasm for, and are more committed to, teaching, and report greater job satisfaction. Equally, lower levels of self-efficacy among teachers are related to more problems with student misbehaviour, pessimism about student learning, greater job-related stress, and less job satisfaction. In the majority of TALIS-participating countries and economies, between 80% and 92% of teachers, on average, answer survey questions in a way that suggests that they have high levels of self-efficacy. In this section we look at what might promote high levels of self-efficacy and job satisfaction.
- Figure 7.2
- Figure 7.2
- Figure 7.2
- The quality of the relationships teachers have with their colleagues and their students also affects their self-confidence. In all TALIS-participating countries, when teachers report more positive relationships with students and collaborative relationships with other teachers, they also report significantly higher levels of self-efficacy. In fact, in many countries, the association with self-efficacy is stronger with teacher-teacher relations than with teacher-student relations. Our analyses show that positive relationships between teachers, between teachers and the headteacher, and between teachers and students can help teachers be more successful in challenging circumstances. In Brazil, France, Italy, Mexico, Portugal, Romania, Serbia, Spain and Abu Dhabi (United Arab Emirates), the strength of the association between self-efficacy and teaching more low-achievers is weaker or no longer significant when teachers have good working relationships with their colleagues and students. In Australia, Croatia, the Czech Republic, Denmark, Israel, Poland, Portugal, Romania, Spain, Abu Dhabi (United Arab Emirates) and England (United Kingdom), the association between self-efficacy and teaching more students with behavioural problems is also weaker when teachers have good working relationships in school.
- Collaborative practices: TALIS finds that teachers who collaborate more with their colleagues—teaching jointly in the same class, observing and providing feedback on each other’s classes, engaging in joint activities across different classes and age groups, and taking part in collaborative professional learning—report a greater sense of self-efficacy and job satisfaction. Participation in school decisions: As for most professionals, teachers derive the most satisfaction from their work when they feel that they are treated as professionals, when their opinions are sought and valued, and when they feel they have a say in how they work. TALIS finds that, across all participating countries, when teachers report that they are given opportunities to participate in decision making at school they also report higher job satisfaction and self-efficacy. Impact of appraisal and feedback on classroom teaching: TALIS results show that teachers in most participating countries report greater job satisfaction when they receive feedback about classroom management and when they are appraised by at least two evaluators. TALIS also finds that teachers who believe that appraisal and feedback have an impact on their teaching practices also report greater job satisfaction.
- So our findings suggest that collaborative school environments where meaningful appraisals and feedback are provided to teachers and where teachers play an important role in the development of the school are the types of schools where teachers feel more effective and are more satisfied with their jobs.