TALIS 2018 Pre-Launch Webinar - New insights on teaching and learning - What to expect from TALIS 2018
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Understanding teachers and school leaders as “professionals” means having high expectations of them as advanced knowledge workers. It means they should not only conduct their work in an effective manner, but also strive to improve their skills throughout their career, collaborate with colleagues and parents to work towards school improvement,and think creatively about the challenges they face. However, if we expect teachers and schools leaders to act as professionals, we should treat them as such. This report aims to provide an in-depth analysis of teachers’ and school leaders’ perceptions of the value of their profession, their work-related well-being and stress, and their satisfaction with their working conditions. It also offers a description of teachers’ and school leaders’ contractual arrangements, opportunities to engage in professional tasks such as collaborative teamwork, autonomous decision making, and leadership practices.Based on the voice of teachers and school leaders, the report offers a series of policy recommendations to help strengthen the professionalisation of teaching careers.The OECD Teaching and Learning International Survey (TALIS) is the largest international survey asking teachers and school leaders about their working conditions and learning environments, and provides a barometer of the profession every five years. Results from the 2018 cycle explore and examine the various dimensions of teacher and school leader professionalism across education systems.
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TALIS 2018 Pre-Launch Webinar - New insights on teaching and learning - What to expect from TALIS 2018
- 1. TALIS 2018 PRE-LAUNCH WEBINAR - WHAT TO EXPECT FROM TALIS 2018 VOLUME II: TEACHERS AND SCHOOL LEADERS AS VALUED PROFESSIONALS 11 March 2020 Pablo Fraser OECD Analyst Directorate for Education and Skills
- 3. Building on a now-famous motto… “The quality of an education system cannot exceed the quality of its teachers and principals”… …but the quality of teachers and principals cannot exceed the quality of their training, their practices, their opportunities to collaborate and develop further, and their learning environments.
- 4. TALIS was designed to support the professionalism of the teaching workforce • What does it mean to recognise our teachers and school leaders as professionals? – Using their expertise and training to make decisions about their work – Having autonomy to act on those decisions – Contributing to the body of professional knowledge – Such decisions and actions are grounded in a specialised set of knowledge and skills, stemming from both quality initial and continuous training, and from constant collaboration with peers • Teaching in today’s world requires a new, uniquely modern kind of professionalism, as teachers and school leaders are expected to perform new tasks – Responding to students’ individual learning needs – Nurturing the development of students’ social and emotional skills – Adapting to the technological and digital demands of our economies and societies – Using information and communication technologies in the classroom and for collaboration with other teachers – Collecting and analysing data about the school and classroom, and acting upon it • This second volume of TALIS, Teachers and School Leaders as Valued Professionals, aims to – Give a sense of how schools can foster productive and engaging working environments where peer learning thrives and teachers are at the centre of discussions on what is best for teaching – It also sheds light on teachers’ and school leaders’ working conditions, along with their reported satisfaction levels and work-related well-being
- 5. The imperative of enhancing professionalism throughout the teacher career pathway to empower teachers as agents of change
- 6. The imperative of enhancing professionalism throughout the teacher career pathway to empower teachers as agents of change
- 7. TALIS overview TALIS is the first international survey examining teaching and learning environments in schools. It asks teachers and school leaders about their work, their schools and their classrooms with 48 education systems covered TALIS options: Some countries also survey their primary and upper secondary teachers as well as conduct TALIS in PISA schools 3 surveys to date: 2008 with 24 education systems covered 2013 with 34 education systems covered + 4 in 2014 2018 3rd cycle of TALIS with 48 education systems from all continents covered
- 8. TALIS is developed in partnership 2 surveys to date: 2008 with 24 education systems covered 2013 with 34 education systems covered + 4 in 2014 3rd round of TALIS with 48 education systems covered TALIS Is a partnership between 48 Educational systems Educational systems European Commission Teachers’ Unions International research consortium
- 9. Scope of TALIS 2018 TALIS 2008 About 70,000 teachers in 4,500 schools TALIS 2013 About 150,000 teachers in 9,500 schools Number of participants 2008 2013 2018 ISCED 2 24 34 (+4) 48 ISCED 1 - 6 15 ISCED 3 - 10(+1) 11 TALIS-PISA link - 8 9 TALIS 2018 About 260,000 teachers in 15,000 schools representing more than 8 millions teachers across 48 countries
- 10. TALIS-participating countries and economies *Note: TALIS only runs in a sub-national entity of the following countries: Argentina (Buenos Aires), Canada (Alberta), China (Shanghai) and the 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 and 2013-14 TALIS 2018 new systems
- 11. WHAT TALIS 2018 OFFERS
- 12. TALIS 2018 content - 11 themes 1. Initial training 2. Professional development 3. Teaching practices 4. Professional practices 5. Feedback and appraisal 6. Job satisfaction 7. Human resources issues 8. Leadership 9. Classroom /school climate 10. Innovation 11. Equity and diversity Cross-cutting themes
- 13. TALIS 2018 new content in a nutshell • 2 new thematic areas to remain policy relevant – Innovation capacity (organisation and team innovativeness) – Teaching in diverse environments in terms of social & cultural composition of the student body (equity and diversity beliefs and practices, self-efficacy in multicultural classrooms and environments) • New content to expand existing themes – Commitment to teaching profession (motivation to join profession, teacher attrition and turnover, principals’ and teachers’ career plans/attrition) – Satisfaction with level of autonomy in target class – Stress and well-being (workplace well-being and stress, sources of stress) – Policy influence (perception of value and policy influence, teachers’ spending priorities)
- 14. Teacher professionalism as the overarching framework for TALIS 2018 Professionalism Knowledge and skills base Career opportunities Peer regulation and collaborative culture Responsibility and autonomy Prestige and standing To equip students with the skills needed for the 21st Century, education systems need high-level professional knowledge workers in education
- 15. TALIS 2018 Results Volume I Teachers and School Leaders as Lifelong Learners Pillar addressed: Knowledge and skills Volume II Teachers and School Leaders as Valued Professionals Pillars addressed: Career opportunities, professional responsibility and autonomy, collaborative communities and prestige 19 June 2019 23 March 2020
- 16. TALIS 2018 SELECTED RESULTS - VOLUME I -
- 17. WHO ARE THE TEACHERS AND PRINCIPALS ?
- 19. Fig I.4.1 - Motivations to become a teacher 0 10 20 30 40 50 60 70 80 90 100 Teaching allowed me to influence the development of children and young people Teaching allowed me to provide a contribution to society Teaching allowed me to benefit the socially disadvantaged Teaching was a secure job Teaching provided a reliable income The teaching schedule fit with responsibilities in my personal life Teaching offered a steady career path Percentage of teachers who report that the following elements were of "moderate" or "high" importance in becoming a teacher (OECD average-31) %
- 20. A first choice ?
- 21. Fig I.4.4 - Teaching as a first career choice 0 20 40 60 80 100 VietNam Georgia Shanghai(China) Portugal SaudiArabia Slovenia Japan Korea Lithuania Hungary UnitedArabEmirates Kazakhstan Romania Latvia Flemish(Belgium) Russia Bulgaria Singapore Malta France Belgium CzechRepublic Alberta(Canada) Colombia Croatia OECDaverage-31 Chile Austria Brazil Italy Turkey Estonia SlovakRepublic Iceland Denmark Spain Israel Norway Mexico Finland Sweden UnitedStates England(UK) Australia NewZealand Netherlands CABA(Argentina) SouthAfrica Female teachers Male teachers Percentage of teachers for whom teaching was their first choice as a career, by teacher characteristics %
- 22. Fig I.3.1 - Teachers’ age 32 36 40 44 48 52 0 20 40 60 80 100 Georgia Lithuania Estonia Bulgaria Portugal Italy Latvia Hungary Russia Iceland Slovenia Sweden Spain CzechRepublic Austria Finland Denmark SlovakRepublic NewZealand Colombia OECDaverage-31 CABA(Argentina) Norway Korea UnitedStates Romania France Netherlands SouthAfrica Israel Croatia Australia Japan Brazil Mexico Kazakhstan Chile Alberta(Canada) Belgium England(UK) Flemish(Belgium) VietNam Shanghai(China) UnitedArabEmirates SaudiArabia Singapore Malta Turkey Under age 30 Age 30 to 49 Age 50 and above% AgeAverage age
- 23. 0 10 20 30 40 50 60 70 80 90 0 10 20 30 40 50 60 70 80 90 Percentageoffemaleprincipals Percentage of female teachers Fig I.3.5- Gender balance among teachers and principals Below the OECD average Above the OECD average Equal feminisation of the teacher and the principal workforce Turkey Latvia Saudi Arabia Sweden Brazil Korea Japan
- 24. WHAT DO THEIR LEARNING ENVIRONMENTS LOOK LIKE?
- 25. Fig I.3.12 - School safety 0 2 4 6 8 10 12 14 16 Intimidation or bullying among students A student or parent/guardian reports unwanted electronic contact among students Intimidation or verbal abuse of teachers or staff Vandalism and theft A student or parent/guardian reports postings of hurtful information on the Internet about students Physical injury caused by violence among students Use/possession of drugs and/or alcohol OECD average-30 Percentage of principals reporting that the following incidents occurred at least weekly in their school %
- 26. Fig I.3.13/B - Change in school safety from 2013 to 2018 0 10 20 30 40 50 NewZealand Flemish(Belgium) Finland England(UK) Brazil Sweden France Israel Bulgaria Mexico Norway Alberta(Canada) Netherlands Romania Estonia Latvia SlovakRepublic Portugal Spain Singapore Denmark Croatia Chile Italy Iceland CzechRepublic Georgia Japan Korea Shanghai(China) 2018 2013 Percentage of principals reporting that “physical and non-physical forms of bullying among students” occurred at least weekly in their school%
- 27. Fig I.3.9 - School practices related to equity 0 20 40 60 80 100 Teaching students to be inclusive of different socio- economic backgrounds Additional support for students from disadvantaged backgrounds Explicit policies against gender discrimination Explicit policies against socio- economic discrimination OECD average-30 Percentage of principals reporting that the following policies and practices are implemented in their school%
- 28. WHAT DO THEY DO?
- 29. Fig I.2.1 - Teaching practices 0 10 20 30 40 50 60 70 80 90 100 Tell students to follow classroom rules Tell students to listen to what I say Calm students who are disruptive When the lesson begins, tell students to quieten down quickly Explain to students what I expect them to learn Explain how new and old topics are related Set goals at the beginning of instruction Refer to a problem from everyday life or work Present a summary of recently learned content Let students practise similar tasks Give tasks that require students to think critically Have students work in small groups to come up with a solution Let students to solve complex tasks Present tasks for which there is no obvious solution Let students use ICT for projects or class work Give students projects that require at least one week to complete OECD average-31 Percentage of teachers who frequently or always use the following practices in their class Classroom management Clarity of instruction Cognitive activation Enhanced activities %
- 30. 50 60 70 80 90 Russia Estonia VietNam Shanghai(China) Lithuania Georgia Latvia Bulgaria CzechRepublic Croatia Norway Sweden Denmark Romania Alberta(Canada) Slovenia Hungary SlovakRepublic England(UK) Finland Kazakhstan UnitedStates Japan OECDaverage-31 Italy Australia NewZealand CABA(Argentina) Austria Korea Mexico UnitedArabEmirates Spain Colombia Malta Israel France Iceland Flemish(Belgium) Singapore Portugal Turkey Belgium Netherlands Chile Brazil SouthAfrica SaudiArabia Fig I.2.5/A - Time spent on actual teaching and learning Average proportion of time teachers spend on actual teaching and learning in a typical lesson % Keeping order: 13% Admin: 9%
- 31. 50 60 70 80 90 More than 30% Fewer than or equal to 30% Under age 30 Age 50 and above Novice Experienced By concentration of students from socio- economically disadvantaged homes By age By teaching experience Fig I.2.5/B- Less time is spent on teaching in disadvantaged schools Average proportion of time teachers spend on actual teaching and learning in a typical classroom, by teacher and school characteristics (OECD average-31) %
- 32. HOW ARE THEY PREPARED ?
- 33. Fig I.4.4- In the OECD, teachers lack preparation in some areas 0 10 20 30 40 50 60 70 80 90 100 Content of some or all subject(s) taught General pedagogy Pedagogy of some or all subject(s) taught Classroom practice in some or all subject(s) taught Student behaviour and classroom management Monitoring students’ development and learning Teaching cross-curricular skills Teaching in a mixed ability setting Use of ICT for teaching Teaching in a multicultural or multilingual setting Element was included in formal education or training Well or "very well" prepared for the element % Percentage of teachers for whom… / who felt… OECD average-31 39% 81%
- 34. 0 20 40 60 80 100 Georgia CABA(Argentina) Estonia Hungary Lithuania Latvia Brazil Portugal Norway Chile Iceland Belgium Spain Denmark Mexico Sweden Slovenia Finland Bulgaria Netherlands Austria Kazakhstan Flemish(Belgium) Russia VietNam Croatia OECDaverage-31 CzechRepublic SlovakRepublic Italy Israel Malta Korea Colombia Romania SaudiArabia France SouthAfrica Alberta(Canada) UnitedArabEmirates UnitedStates Australia Turkey Singapore NewZealand England(UK) Japan Shanghai(China) Fig I.4.38 - Participation in induction activities during first employment Percentage of teachers who did not take part in any induction activities during their first employment %
- 35. Fig Tab I.4.14- And about a quarter of novice teachers have a mentor 0 10 20 30 40 50 60 70 UnitedArabEmirates SouthAfrica Kazakhstan Singapore Brazil NewZealand Shanghai(China) Japan Israel Australia UnitedStates SaudiArabia VietNam England(UK) Netherlands Colombia Russia Alberta(Canada) Flemish(Belgium) Mexico Georgia Korea Malta OECDaverage-31 CzechRepublic Portugal Belgium Iceland Bulgaria Romania Turkey SlovakRepublic Sweden Hungary Chile Norway Denmark CABA(Argentina) Latvia France Estonia Finland Austria Croatia Spain Italy Lithuania Slovenia Novice teachers Experienced teachers Percentage of teachers who have an assigned mentor as part of a formal arrangement at the school, by teachers' teaching experience % 22%
- 36. Keeping up to date
- 37. Fig I.5.4/A – Relationship between teachers' job satisfaction and participation in impactful professional development 0.0 0.4 0.8 1.2 1.6 UnitedArabEmirates Singapore UnitedStates Korea England(UK) Alberta(Canada) Australia Shanghai(China) Japan NewZealand Turkey Croatia CABA(Argentina) Sweden Israel Malta Estonia Colombia SaudiArabia Finland OECDaverage-31 CzechRepublic Brazil Chile SouthAfrica Flemish(Belgium) Latvia Lithuania Denmark Italy Spain Romania Portugal France Georgia SlovakRepublic Bulgaria Austria Belgium Mexico Iceland Norway VietNam Slovenia Kazakhstan Netherlands Change in the index of job satisfaction associated with having participated in impactful professional development Regression coefficient (β)
- 38. Fig I.5.3 - Type of professional development attended by teachers and principals 0 10 20 30 40 50 60 70 80 90 100 Courses and/or seminars attended in person Reading professional literature Education conferences Peer and/or self-observation and coaching as part of a formal arrangement Participation in a professional network Online courses and/or seminars Other types of professional development activities OECD average-31: Teachers OECD average-30: Principals Percentage of teachers and principals who participated in the following professional development activities %
- 39. Fig I.5.6/B – Participation in professional development for teachers and need for it 0 10 20 30 40 50 60 70 80 Knowledge and understanding of my subject field(s) Pedagogical competencies in teaching my subject field(s) Student assessment practices Knowledge of the curriculum ICT skills for teaching Student behaviour and classroom management Teaching cross-curricular skills Analysis and use of student assessments Approaches to individualised learning Teaching students with special needs Teacher-parent/guardian co-operation School management and administration Teaching in a multicultural or multilingual setting Communicating with people from different cultures or countries Topic was included in professional development activities High level of need for professional development in the topic % Percentage of teachers for whom the following topics were included in their professional development activities in the 12 months prior the survey and report a high level of need for them
- 40. TALIS 2018 VOLUME II MAIN FEATURES
- 41. TALIS 2018 vol.II: new questions Target class autonomy
- 42. TALIS 2018 vol.II: new questions Satisfaction with salary and other terms of contract
- 43. TALIS 2018 vol.II: new questions Perceptions of value and policy influence
- 44. TALIS 2018 vol.II: new questions Workplace well-being and stress
- 45. TALIS 2018 vol.II: new questions Workload stress
- 46. TALIS 2018 Results - Volume II Teachers and School Leaders as Valued Professionals Chapter 2: Teachers and school leaders valued as professionals Illustrates the prestige and the status of the teaching profession as elements of its attractiveness Describes teachers’ and school leaders’ satisfaction with both their work environment and the profession Identifies levels and sources of stress among teachers and school leaders Examines teachers’ absenteeism and turnover in schools as well as teachers’ plans to leave teaching Chapter 3: Providing teachers and school leaders with secure, flexible and rewarding jobs Describes job security and flexible time arrangements in schools Reports on frequency, sources and methods of teacher appraisal and their consequences on both salary and career progression Examines teachers’ and school leaders’ satisfaction with salary and other terms of employment such as autonomy or support for professional development
- 47. Chapter 4: Fostering collaboration to improve professionalism Describes how teachers collaborate among each others and how often they engage in collaborative activities Presents teachers’ views on collegiality (i.e. having good interpersonal relationships with colleagues) and the culture of collaboration in schools Reports on methods and sources of teacher feedback and on their impact on specific aspect of teaching (e.g. pedagogical competencies in teaching and use of student assessments to improve student learning) Chapter 5: Empowering teachers and school leaders Illustrates how responsibilities are distributed between schools and out- of-schools authorities (i.e. school autonomy) Describes how the school management team is composed and how responsibilities are distributed within schools Presents principals’, teachers’ and system’s leadership as well as principals’ and teachers’ views on their relations with policy makers and the media TALIS 2018 Results - Volume II Teachers and School Leaders as Valued Professionals
- 48. TALIS 2018 Products What’s next? • 23 March 2020, 11am Paris time – TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals – Full TALIS dataset for ISCED 2 and all TALIS options: Volume I and II – TALIS Teachers’ Guide (Volume II) – Policy Insights brochure (Volume I and II) – Other TALIS 2018 Products (Videos, Infographics…) • Further thematic reports (tentative) – Dec 2020 - Schools performing against the odds (TALIS-PISA link option) – Sept 2021 - Primary and upper secondary education teachers and principals (ISCED 1 and 3 options) – Feb 2022 - Equity issues across schools, teachers and students
- 49. Find out more about TALIS at www.oecd.org/talis All national and international publications The complete micro-level database The 2018 conceptual framework and questionnaires Email: TALIS@oecd.org
Editor's Notes
- http://www.oecd.org/education/talis/
- Note to Andreas: We expect many TGB members (and possibly the Consortium as well) to register for the pre-launch webinar, so we suggest keeping this slide to acknowledge them, and if you can take this opportunity to thank them, this would be a nice gesture.
- Note to Andreas: This is an alternative way to present participants, but not our preferred one. There is also the issue of the Cyprus footnote that is currently missing.
- TALIS 2018 content in a nutshell: 2 new thematic areas to remain policy relevant Innovation capacity (organisation and team innovativeness) Teaching in diverse environments in terms of social & cultural composition of the student body (equity and diversity beliefs and practices, self-efficacy in multicultural classrooms and environments) New content to expand existing themes Commitment to teaching profession (motivation to join profession, teacher attrition and turnover, principals’ and teachers’ career plans/attrition) Satisfaction with level of autonomy in target class Stress and well-being (workplace well-being and stress, sources of stress) Policy influence (perception of value and policy influence, teachers’ spending priorities)
- These 11 themes are organised around the concept of professionalism. Understanding teachers and school leaders as “professionals” means having high expectations of them. It means they should not only conduct their work in an effective manner, but work to improve their skills, collaborate with colleagues and parents, and think creatively about the challenges they face. Education communities also have the responsibility of having open and direct dialogue with the teaching profession in order to design the guidelines and allocate the resources needed to help teachers and school leaders further develop as professionals. TALIS 2018 examined the degree of professionalism in the teaching profession Volume I: Teachers and school leaders need to be lifelong learners to develop and sustain a strong knowledge base Volume II: Teachers and school leaders need to be valued and supported as the professionals they are Knowledge and skills base This was the focus of TALIS 2018 Volume I, released in June 2019 Prestige and standing Societal value, job satisfaction, stress, and risk of attrition Career opportunities Working conditions in terms of job security and flexibility, appraisal processes and teachers’ satisfaction with reward structures and other working conditions Peer regulation and collaborative culture Collaborative aspects of teachers’ work in terms of frequency, methods, and impact, collegiality and feedback Responsibility and autonomy Autonomy and leadership over decisions
- While about 90% of teachers cite the opportunity to contribute to children’s development and society as a major motivation to join the profession, only 61% say that the steady career path offered by teaching was an important part of their decision making.
- 2 out of 3 teachers in the OECD (66.5%) also report that teaching was their first choice as a career, again highlighting their commitment to the job Female teachers are more likely to report teaching as their first career choice (69%) than male teachers (59%)
- Teaching was the first‑choice career for two out of three teachers in OECD countries participating in TALIS. But this is true for only 59% of male teachers, compared to 70% of female teachers.
- The average age of teachers in OECD countries participating in TALIS is 44, but there is considerable variation across countries.
- Karine
- However, 14% of principals report regular acts of intimidation or bullying among their students. These incidents have decreased in a number of countries since 2013, but increased in others
- More than 90% of school leaders report that their school has implemented policies aiming at teaching students to be inclusive of different socio-economic background and about 75% state that their school has adopted explicit policies against socio-economic discrimination.
- [1] During a typical lesson, practices centred on managing the class and ensuring clarity of instruction are widely applied in OECD countries and economies participating in TALIS, with at least two‑thirds of teachers frequently relying on these practices. [2] What is less prevalent, however, is the use of practices that involve student cognitive activation (i.e. getting students to evaluate information and apply knowledge in order to solve a problem), despite their high potential leverage on student learning. Only around half of teachers adopt this approach.
- In OECD countries and economies participating in TALIS, only 78% of a typical lesson is dedicated to teaching, with the remainder of the time spent keeping order or dealing with classroom administrative tasks. In around half of the countries that participate in TALIS, this represents a decrease in time spent on actual teaching and learning in class over the last five to ten years.
- This problem is more acute For teachers working in more challenging schools (75% - 64%) For younger teachers (73% - 65%) And for those who are less experienced (74% - 65%)
- When teachers reach the stage of actually teaching, upon completing their initial preparation, only 38% of them participate in some kind of formal or informal induction in their first school, despite the positive impact of induction processes on novice teachers’ transition to school and perceived efficacy.
- Only 22% of novice teachers report having an assigned mentor on average across the OECD, despite the fact that 2 thirds of schools (64%) offer mentoring programmes
- Taking part in some kind of in-service training is commonplace among teachers and principals in the OECD countries and economies that participate in TALIS, with more than 90% of teachers and principals having attended at least one professional development activity in the year prior to the survey. Attending courses and seminars outside of school is one of the most popular types of professional development for teachers – more than 70% participate in this kind of training. Only 44% of teachers, however, participate in training based on peer learning and networking, despite the fact that collaborative learning is one of the aspects of training that teachers in TALIS identify as the most impactful.
- But some areas of professional development are still lacking, according to teachers. Developing advanced ICT skills is one area in which teachers say that they need more training, along with teaching in multicultural/multilingual settings and teaching students with special needs.