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TALIS 2013 Results
An international perspective
on teaching and learning
Katarzyna KubackaOECD
EUNEC Conference
Mean mathematics performance, by school location,
after accounting for socio-economic statusFig II.3.322 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
Developing Teaching
as a profession
Recruit top candidates into the profession
Support teachers in continued
development of practice
Retain and recognise effective teachers –path for growth
Improve the societal
view of teaching as
a profession
Mean mathematics performance, by school location, after acc
ounting for socio-economic status33 TALIS seeks to help with …
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
Developing and
Supporting
Teachers
Mean mathematics performance, by school location, after acc
ounting for socio-economic statusFig II.3.366
Not everywhere where induction programmes are
accessible do teachers use them
Percentage of lower secondary teachers with less than 3 years experience at their school and as a teacher, who are
working in schools with the following reported access to formal induction programmes, and their reported participation in
such programmes
0
10
20
30
40
50
60
70
80
90
100
Icela
nd
Fin
land
Serb
ia
Ja
pa
n
Slo
vak R
epu
blic
Neth
erla
nds
Norw
ay
Alb
ert
a (
Ca
na
da)
Fla
nde
rs (
Be
lgiu
m)
Austr
alia
Un
ited
Sta
tes
Cro
atia
Kore
a
Avera
ge
Chile
Isra
el
Ma
laysia
Eng
land
(U
nite
dK
ingd
om
)
Rom
ania
Czech R
ep
ub
lic
Sin
ga
po
re
Access Participation
%
Above-average performers in PISA
Netherlands
Romania
Slovak Republic
Bulgaria
Iceland
Brazil
Czech Republic
England (United Kingdom)
Australia
Alberta (Canada)
Latvia
Portugal
Korea
Average
EstoniaSpain
Abu Dhabi (UAE)
Croatia
PolandMexico
Chile Norway
FinlandDenmark
France
Flanders (Belgium)
ItalySweden
Singapore
Malaysia
Serbia
Israel
JapanUnited States
0
10
20
30
40
50
60
70
80
0 10 20 30 40 50 60 70 80
Perc
enta
ge o
f te
ach
ers
work
ing in s
chools
where
the
princi
pal re
port
s t
hat
mento
ring p
rogra
mm
es
are
available
for
all t
each
ers
in t
he s
chool
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 statusFig II.3.377
Not everywhere where principals say mentoring is available
do teachers have mentors
Mean mathematics performance, by school location, after acc
ounting for socio-economic statusFig II.3.388 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
Mean mathematics performance, by school location, after acc
ounting for socio-economic statusFig II.3.399 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 developmentoffered
Professional development is tooexpensive/unaffordable
There are no incentives for participating in suchactivities
Professional development conflicts with my workschedule
Mean mathematics performance, by school location, after
accounting for socio-economic statusFig II.3.31010
Professional development recently undertaken by
teachers by type and intensity
Percentage of teachers who participated in the
following professional development activities
in the 12 months prior to the survey
Average number of
days of participation
among those who
participated
Courses/workshops 8
Education conferences or seminars where
teachers and/or researchers present their
research results and discuss educational issues
4
Observation visits to other schools 3
In-service training courses in business
premises, public organisations or non-
governmental organisations (NGOs)
7
Observation visits to business premises, public
organisations or NGOs3
Participation in a network of teachers formed
specifically for the professional development
Individual or collaborative research on a topic
of interest to the teacher
Mentoring and/or peer observation and
coaching,
as part of a formal school arrangement
Qualification programme (e.g., a degree
programme)
71%
44%
19%
14%
13%
37%
31%
29%
18%
Mean mathematics performance, by school location, after
accounting for socio-economic statusFig II.3.31111
School embedded and non-embedded professional
development
0 20 40 60 80
Collaborative professional…
Observation of other teachers
Mentoring and coaching
Individual or collaborative…
Network of teachers formed for…
Qualification program
Conferences and seminars
Courses and workshops
Non-School Embedded PD
School Embedded PD
% of teachers
Mean mathematics performance, by school location, after acc
ounting for socio-economic statusFig II.3.31212 Impact of professional development
…the professional development
in which they have participated
has had a positive impact on
their teaching.
Regardless of the
content, over 3/4 of
teachers report that…
School-embedded PD has more impact
than non-school embedded PD on
teachers:
• Knowledge & understanding of subject
field
• Pedagogical competencies
• ICT skills
• Student evaluation and assessment
practices
• Student behaviour and classroom
management, etc.
Mean mathematics performance, by school location, after
accounting for socio-economic statusFig II.3.31313
School embedded and non-embedded professional
development
0
0,5
1
1,5
2
2,5
3
3,5
4
Belg
ium
Fla
nders
Finla
nd
France
Portugal
Slo
vak R
epublic
Italy
Bra
zil
Bulg
aria
Chile
Spain
Denm
ark
Icela
nd
Norw
ay
Latv
ia
Sw
eden
Japan
Tota
l M
ean
Neth
erlands
Cro
atia
Serb
ia
Est
onia
Cze
ch R
epublic
Mexi
co
Kore
a
Isra
el
Pola
nd
Russ
ia
Canada A
lberta
Engla
nd
Aust
ralia
Sin
gapore
Abu D
habi
Non-School Embedded Mean School Embedded Mean
No
of P
D a
ctivitie
s
Improving
Teaching Using
Appraisal and
Feedback
Mean mathematics performance, by school location, after acc
ounting for socio-economic statusFig II.3.31515 Teachers and feedback
On average across TALIS countries,
...and only one in 5 receive
feedback from
three sources.
Just above half of the teachers
report receiving feedback on
their teaching from
one or two sources
Mean mathematics performance, by school location,
after accounting for socio-economic statusFig II.3.31616 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
Stu
de
nt
pe
rform
ance
Be
ha
vio
ur
man
ag
em
ent
Pe
da
go
gic
al co
mpe
tency
Su
bje
ct
kn
ow
ledg
e
Asse
ssm
ent p
ractices
Te
am
work
Stu
de
nt fe
ed
ba
ck
Fe
ed
ba
ck fro
m p
are
nts
Te
achin
g s
pecia
l ne
ed
sstu
de
nts
Fe
ed
ba
ck to
oth
er
tea
ch
ers
Mu
ltili
ng
ua
l settin
gs
0
10
20
30
40
50
60
70
80
90
100
Ice
land
Fin
land
Sw
ed
en
Fla
nd
ers
(B
elg
ium
)
Fra
nce
Ita
ly
De
nm
ark
Neth
erlands
No
rway
Sp
ain
Au
str
alia
Cro
atia
Alb
ert
a (
Ca
na
da
)
Un
ite
d S
tate
s
Ja
pa
n
Po
rtu
ga
l
Ave
rag
e
Isra
el
En
gla
nd
(U
K)
Chile
Esto
nia
Se
rbia
Cze
ch R
epu
blic
Slo
va
k R
ep
ub
lic
Me
xic
o
Sin
ga
po
re
Bra
zil
Kore
a
Po
land
Ab
u D
hab
i (U
AE
)
Bu
lgaria
Ro
ma
nia
Latv
ia
Ma
laysia
Perc
en
tag
e o
f te
ach
ers
Analysis of students' test scores Direct classroom observation Assessment of content knowledge
Mean mathematics performance, by school location,
after accounting for socio-economic statusFig II.3.31717
Teachers feedback :
never received
0
10
20
30
40
50
60
70
80
90
100
Ma
laysia
Sin
ga
po
re
Po
land
Bu
lgaria
Latv
ia
Ro
ma
nia
Cze
ch R
epu
blic
Ch
ile
Abu D
habi (U
AE
)
Ko
rea
Slo
va
k R
ep
ub
lic
Esto
nia
Un
ite
d S
tate
s
En
gla
nd
(U
K)
Ave
rag
e
Japan
Sw
ede
n
Me
xic
o
Au
str
alia
Ita
ly
Se
rbia
Alb
ert
a (
Ca
na
da
)
Isra
el
Cro
atia
Fin
land
Ne
the
rla
nd
s
De
nm
ark
Bra
zil
Po
rtu
ga
l
Ice
land
Sp
ain
Fla
nd
ers
…
No
rway
Fra
nce
Perc
en
tag
e o
f te
ach
ers
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
Teacher appraisal and feedback are largely done to fulfil administrative requirements
Mean mathematics performance, by school location, after acc
ounting for socio-economic statusFig II.3.31818 Impact of teacher appraisal and feedback systems in schools
Percentage of lower secondary teachers who "agree" or "strongly agree" that :
Mean mathematics performance, by school location,
after accounting for socio-economic statusFig II.3.31919 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
Co
nfid
en
ce
as a
te
ach
er
Mo
tiva
tio
n
Jo
b s
atisfa
ctio
n
Kn
ow
led
ge
and
und
ers
tan
din
g o
fm
ain
sub
ject fie
ld(s
)
Te
ach
ing
pra
ctice
s
Stu
de
nt asse
ssm
en
ts to
im
pro
ve
stu
den
t le
arn
ing
Cla
ssro
om
ma
na
gem
en
tp
ractices
Me
tho
ds fo
r te
ach
ing s
tud
en
tsw
ith s
pe
cia
l n
ee
ds
Pu
blic
re
co
gn
itio
n
Jo
b r
espo
nsib
ilitie
s
Role
in s
chool develo
pm
ent
initia
tives
Am
ou
nt o
f p
rofe
ssio
na
ld
eve
lop
me
nt
Lik
elih
ood
of ca
ree
radvancem
ent
Sa
lary
an
d/o
r fina
ncia
l b
on
us
Personal Pedagogical Professional
Teacher practices
and beliefs
0
10
20
30
40
50
60
70
80
90
100
Spa
in
Icela
nd
Fra
nce
Bra
zil
Fla
nde
rs…
Port
ug
al
Fin
land
Cro
atia
Italy
Isra
el
Sw
ede
n
Me
xic
o
Chile
Alb
ert
a…
Un
ited
Sta
tes
No
rwa
y
Denm
ark
Avera
ge
Austr
alia
Ma
laysia
Cze
ch R
ep
ub
lic
Bulg
aria
Esto
nia
Ne
the
rla
nds
Serb
ia
Slo
vak R
epu
blic
Abu
Dh
ab
i…
Sin
ga
po
re
Eng
land
(U
K)
Pola
nd
Rom
ania
Latv
ia
Ja
pa
n
Kore
a
Perc
en
tag
e o
f te
ach
ers
Never observeother teachers'classes andprovide feedback
Never teachjointly as a teamin the same class
Never engage injoint activitiesacross differentclasses and agegroups (e.g.projects)
Never take partin collaborativeprofessionallearning
Mean mathematics performance, by school location, after acc
ounting for socio-economic statusFig II.3.32121 Teacher co-operation: Professional collaboration
Percentage of lower secondary teachers who report never doing the following activities
Mean mathematics performance, by school location,
after accounting for socio-economic statusFig II.3.32222 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 ontheir own
Thinking and reasoning processes are more importantthan specific curriculum content
Students should be allowed to think of solutions topractical problems themselves before the teacher
shows them how they are solved
My role as a teacher is to facilitate students' owninquiry
Mean mathematics performance, by school location, after acc
ounting for socio-economic statusFig II.3.32323 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 oneweek to complete
Students use ICT for projects or class work
Give different work to the students who havedifficulties learning and/or to those who can…
Students work in small groups to come up with ajoint solution to a problem or task
Let students practice similar tasks until teacherknows that every student has understood the…
Refer to a problem from everyday life or work todemonstrate why new knowledge is useful
Check students' exercise books or homework
Present a summary of recently learned content
Average
Teacher Self-
Efficacy and Job
Satisfaction
Mean mathematics performance, by school location,
after accounting for socio-economic statusFig II.3.32525
Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements
84
90
91
0 20 40 60 80 100
I would recommend my school as agood place to work
I enjoy working at this school
All in all, I am satisfied with my job
Teachers' satisfaction with their working environment
0
10
20
30
40
50
60
70
80
90
100
Ma
laysia
Sin
gapo
re
Kore
a
Abu D
hab
i (U
AE
)
Fin
land
Me
xic
o
Alb
ert
a (
Can
ada
)
Fla
nde
rs (
Belg
ium
)
Ne
therl
and
s
Austr
alia
Engla
nd
(U
K)
Ro
man
ia
Isra
el
Un
ite
d S
tate
s
Ch
ile
Ave
rage
No
rwa
y
Japa
n
La
tvia
Serb
ia
Bulg
aria
De
nm
ark
Pola
nd
Icela
nd
Esto
nia
Bra
zil
Ita
ly
Czech R
epu
blic
Port
ug
al
Cro
atia
Spain
Sw
ede
n
Fra
nce
Slo
vak R
epub
lic
Perc
en
tag
e o
f te
ach
ers
Mean mathematics performance, by school location,
after accounting for socio-economic statusFig II.3.32626 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
Key messages
Mean mathematics performance, by school location, after acc
ounting for socio-economic statusFig II.3.32828 The importance of in-school relationships
Positive interpersonal relationships can help teachers be more
successful in challenging circumstances.
They are also related to higher levels of teachers’ job satisfaction and
self-efficacy.
Mean mathematics performance, by school location, after acc
ounting for socio-economic statusFig II.3.32929 Drivers of 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.
Mean mathematics performance, by school location, after acc
ounting for socio-economic statusFig II.3.33030 Drivers of self-efficacy and job satisfaction
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,
The more teachers report
that they are provided
opportunities to participate
in school decisions,
Thank you!
Find out more about TALIS at: www.oecd.org/talis
Teaching in Focus blogs and briefs
Contact:
Katarzyna Kubacka ([email protected])
31
