Developing a High-Quality Teaching Profession – What TALIS can tell us

Michael DavidsonOECD Directorate for EducationTALIS webinar, 7 December 2012

• 34 member countries •Mission: to promote policies that will improve the economic and social well-being of people around the world.

• Growing recognition of importance of education

•Education work includes:• Quantitative indicators

and analysis• Policy reviews• Research and

innovation

What is the OECD?

Why TALIS?

• Education is a key driver for economic and social well-being

• Teachers matter ! – Lack of international comparative data on

teachers

• “TALIS provides powerful insight into the working conditions of teachers and the teaching and learning practices in schools. As a result, TALIS will help countries to improve policies for developing a high quality teaching profession” – OECD Director of Education 3

• WHAT DID TALIS 2008 TELL US?

• PREPARING FOR TALIS 2013

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WHAT DID TALIS 2008 TELL US?

TALIS 2008• Teachers of lower secondary education and

the principals of their schools

• Representative samples

• Data collected through questionnaires

• 24 participating countries– Netherlands did not achieve the sampling

standards

• School year 2007-08

Country means of teacher self-efficacy and job satisfaction

-1.0 -0.5 0.0 0.52.6

2.7

2.8

2.9

3.0

3.1

3.2

3.3

3.4

3.5

Australia

AustriaBelgium (Fl.)

Brazil

Bulgaria

Denmark

Estonia

Hungary

IcelandIrelandItaly

Korea

Lithuania

MalaysiaMalta

Mexico

Norway

PolandPortugal

Slovak Republic

SloveniaSpain

Turkey

Self -efficacy: standardised factor scores

Job

satis

fact

ion

8

Teachers who receive more professional development feel more effective and a majority of teachers

would like more professional development.

(TALIS 2008)

Comparison of the level and intensity of participation in professional development

70 75 80 85 90 95 1000

5

10

15

20

25

30

35

40

AustraliaAustria

Brazil

Bulgaria

DenmarkEstonia

HungaryIceland

Ireland

Italy Korea

LithuaniaMalaysia

Malta

Mexico

Norway

Poland

Portugal

Slovak Republic Slovenia

Spain

Turkey

Percentage of teachers undertaking professional development

Aver

age

days

of

prof

essi

onal

de

velo

pmen

t un

dert

aken

Netherlands

Aspects of teaching with high level of need for professional development (2007-08)

Teaching special

learning needs

students

ICT teach-ing skills

Student discipline

and behav-iour prob-

lems

Instruc-tional

practices

Subject field

05

101520253035

TALIS Average%

Barriers to participation in professional development

Conflict w

ith sc

hedule

No suita

ble opportu

nities

Family

responsib

ilities

Too ex

pensiv

e

Lack o

f employe

r support

Did not have

the p

re-req

uisites

05

101520253035404550

TALIS average

Professional development

• Countries are investing significantly in teachers’ professional development – but there appear to be real issues about

matching demand and supply, cost and benefit.

• There is a lack of suitable development activities on offer to satisfy teachers’ demand

Learning from appraisal and feedback

Some teachers are left aloneTeachers who received no appraisal or feedback in their

schools

Figure 5.3

Italy

Spain

Portu

gal

Irelan

dBr

azil

Icelan

dNo

rway

Aust

riaAu

stra

liaNe

ther

lands

Belg

ium

(Fl.)

Malta

Turk

eyMex

icoDe

nmar

kPo

land

Kore

aSl

oven

iaHu

ngar

yEs

toni

a

Slov

ak R

epub

licLit

huan

iaMala

ysia

Bulg

aria

0

10

20

30

40

50

60

Countries are ranked in descending order of the percentage of teachers who have received no appraisal or feedback.Source: OECD. Table 5.1 and 5.3

%

Does appraisal and feedback support teacher development?

Malays

iaMex

icoBu

lgar

iaBr

azil

Korea

Polan

dSl

oven

iaLit

huan

iaHun

gary

Turk

eyIta

ly

TALIS

Ave

rage

Icelan

d

Slov

ak R

epubl

icEs

toni

aPo

rtuga

lMalt

aNor

wayIre

land

Spain

Austra

liaAus

tria

Belg

ium (F

l.)Den

mark

0

10

20

30

40

50

60

70

80

90

100 %

Source: OECD. Table 5.1 and 5.3

Percentage of teachers reporting that appraisal and feedback led to a mo-derate or large change in a development or training plan for teachers to improve their teaching

16

Only a minority of teachers reported that their appraisal affects their

professional development, career, or pay.

A great majority say that they receive no recognition for improving the

quality of their teaching or that that they would not be rewarded for

being innovative.(TALIS 2008)

School leadership support

In many countries an instructional leadership style is associated with supporting teachers’ professional development

School principals according to their level of management styles by country (2007-08)

-1.0 -0.5 0.0 0.5 1.0 1.5-2.0

-1.5

-1.0

-0.5

0.0

0.5

1.0

1.5

Australia

AustriaBelgium (Fl.)

Brazil

Bulgaria

Denmark

Estonia

Hungary

Iceland

IrelandItaly

KoreaLithuania

Malaysia

Malta

MexicoNorway

PolandPortugal Slovak Republic Slovenia

Spain

Turkey

Countries in green have a high average in principal involvement in decision making, while countries in red principals have lower than average.Source: OECD

Figure 6.2

Score on instructional leadership scale

Scor

e on

adm

inist

rativ

e le

ader

ship

scal

e

TALIS Publications

www.oecd.org/TALIS

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PREPARING FOR TALIS 2013

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Overview of TALIS 2013

• 33 countries• School year 2012-2013• Teachers and principals of lower

secondary education (ISCED 2)– Options to survey elementary (ISCED 1)

and upper secondary (ISCED 3) and PISA schools

• Same overall policy focus with some new indicators

Australia Finland Mexico Sweden MalaysiaBelgium (Fl)

France Netherlands

England Romania

Canada (Alberta)

Iceland Norway United States

Serbia

Chile Israel Poland Brazil SingaporeCzech Republic

Italy Portugal Bulgaria UAE

Denmark Japan Slovak Rep.

Croatia

Estonia Korea Spain Latvia

Teacher Questionnaire

Information on teachers and their working conditions

Personal information,

time as teacher, teacher training

(university or otherwise),

working time

Continuing professional

development: access, content, methods,

costs, needs, potential barriers

Appraisal: Who is

involved, how is it

conducted, criteria, impact, teacher

perception

School climate, job satisfaction

+ professional

mobility

Pedagogical aspects

Teaching beliefs,

activities and feelings of

self-efficacy

Classroom practices: contextual

data, methods

School Leader Questionnaire

Information related to teaching and learning

Contextual elements:

personal data, information about the

school

Leadership/ management of the school

Evaluation of teachers

School climate, job satisfaction

TALIS 2013 Timeline

Activity DateField trial March/April 2012Main study- Southern

Hemisphere Sept-December 2012Main study- Northern

Hemisphere March-May 2013

Results published June 2014

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Thank you for listening!

Michael.davidson@oecd.org

www.oecd.org/TALIS

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