1. TALIS 2013 Results:
An international perspective on teaching and learning
The Norwegian teacher:
A special case?
Julie Bélanger
Analyst, OECD
Oslo 1

2. TALIS seeks to help with …
Improve the societal view of teaching as a profession
Recruit top candidates into the profession
Mean mathematics performance, by school location, after accounting for socio-economic status
TALIS seeks to help with … 2 2
Developing Teaching
as a profession
Retain and recognise effective teachers – path for growth
Support teachers in continued development of practice

3. Mean mathematics performance, by school location, after accounting for socio-economic status
TALIS in Brief 3
Fig II.3.3
Over 100 thousand randomly selected lower secondary teachers and their school leaders from over 6500 schools
…representing more than 4 million teachers in 34 countries…
…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. Outputs

5. Teachers' perceptions of the value of teaching
Mean mathematics performance, by school location, after accounting for socio-economic status 5 5
Fig II.3.3
Percentage of lower secondary teachers who "agree" or "strongly agree" that teaching profession is a valued profession in society
Figure 7.3

6. The Learning Environment:
Characteristics of Teachers and Schools

7. Fewer female teachers as we move up in the ISCED levels8
More of 60+ as ISCED level goes up
Proportion of females stayed at the same level since 2008 for ISCED 2 (60% in 2008, 61% in 2013).
More female than average at ISCED 1 but less than average for ISCED 3.
Check salary by level

8. Work experience of teachers
Mean mathematics performance, by school location, after accounting for socio-economic status 9
Fig II.3.3
Countries on the left have teachers with more teaching years of experience.
Perhaps not surprisingly given the younger workforce, teachers in Singapore tend to be less experienced than teachers in other countries.
Interesting to point out that in countries like Korea, Singapore and Japan, teachers don’t tend to stay in the same school very long.

9. TALIS in Brief For a majority of TALIS countries, 10
Mean mathematics performance, by school location, after accounting for socio-economic status
TALIS in Brief 10
Fig II.3.3
For a majority of TALIS countries,
Few countries attract the most experienced teachers…
…to the most challenging schools.
       
Move to before 12

10. Distribution of experienced teachers in more and less challenging schools
Mean mathematics performance, by school location, after accounting for socio-economic status 11
Fig II.3.3
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
Figure 2.4
Higher proportion of experienced
teachers in schools that are less challenging

11. Schools with more than 10% of students with special needs
Distribution of experienced teachers in more and less challenging schools
Mean mathematics performance, by school location, after accounting for socio-economic status 12
Fig II.3.3
Schools with more than 10% of students with special needs
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
Figure 2.4
Higher proportion of experienced
teachers in schools that are less challenging

12. Developing and Supporting Teachers

13. Access to formal induction programmes
Mean mathematics performance, by school location, after accounting for socio-economic status 14
Fig II.3.3
Percentage of lower secondary education teachers whose school principal reports the existence of formal induction programmes
This is important because our analyses show that teachers who take part in formal induction are more likely to engage in CPD later in their career.

14. Participation in professional development
Mean mathematics performance, by school location, after accounting for socio-economic status 15
Fig II.3.3
Percentage of lower secondary teachers who report having undertaken professional development activities in the 12 months prior to the survey and the types of activities undertaken
This figure shows that overall, teachers report high levels of participation in professional development – in England even slightly more than the international average.

15. Improving Teaching Using Appraisal and Feedback
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.

16. direct classroom observations
Mean mathematics performance, by school location, after accounting for socio-economic status
Teachers feedback :
direct classroom observations 17 17
Fig II.3.3

17. Emphasis of teacher feedback
Teachers feedback :
Emphasis of teacher feedback
Mean mathematics performance, by school location, after accounting for socio-economic status 18
Fig II.3.3
2008 data

18. Consequences of feedback and appraisal systems
Mean mathematics performance, by school location, after accounting for socio-economic status 19 19
Fig II.3.3
Percentage of lower secondary teachers who "agree" or "strongly agree" that:
2008 data
Expended from Figure 5.13

19. Teacher Practices and Classroom Environment

20. Distribution of time in a week
Mean mathematics performance, by school location, after accounting for socio-economic status 22 22
Fig II.3.3
Average number of 60-minute hours lower secondary education teachers report having spent on the following activities during the most recent complete calendar week:
Total working hours ranges from 29 hours in Chile to 54 hours in Japan.
Teaching hours range from 15 hours in Norway to 27 hours in Chile.
We can see the variation for each activity in the next slide.

21. What teachers do beyond teaching 23
Mean mathematics performance, by school location, after accounting for socio-economic status 23
Fig II.3.3
Average number of 60-minute hours teachers report spending on the following tasks in an average week
Expended from Figure 6.7

22. Teaching practices
Mean mathematics performance, by school location, after accounting for socio-economic status 24
Fig II.3.3
Percentage of lower secondary teachers who report using the following teaching practices "frequently" or "in all or nearly all lessons"
Figure 6.2

23. Exchange and co-ordination
Teacher co-operation 25
Percentage of lower secondary teachers who report doing the following activities at least once per month
Exchange and co-ordination
This figure shows that teachers are more likely to report using simpler forms of co-ordination activities than more complex forms of collaborative behaviours – and this is true both internationally and in England.
This is important because our analyses also show that more complex forms of collaboration can play a role not only in teachers’ practices in the classroom, but in their feelings of confidence in their own abilities, in their abilities to face challenging classroom circumstances, and in their overall job satisfaction.

24. Teacher Self-Efficacy and Job Satisfaction

25. Teachers' satisfaction with their working environment
Mean mathematics performance, by school location, after accounting for socio-economic status 27 27
Fig II.3.3
Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements
Figure 7.2

26. Behavioral issues equate to lower job satisfaction, class size doesn’t
Mean mathematics performance, by school location, after accounting for socio-economic status
Behavioral issues equate to lower job satisfaction, class size doesn’t 28
Fig II.3.3
Teachers' job satisfaction level following the number of students in the classroom in relation to the percentage of students with behavioural problems
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."

27. The importance of in-school relationships
Mean mathematics performance, by school location, after accounting for socio-economic status 29
Fig II.3.3
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.
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.

28. Key Messages
Mean mathematics performance, by school location, after accounting for socio-economic status 30
Fig II.3.3
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

29. TALIS TALIS partnership 31 is a partnership between
Mean mathematics performance, by school location, after accounting for socio-economic status
TALIS partnership 31
Fig II.3.3
TALIS
is a partnership between
an international research consortium
OECD
Governments
in 34 countries
Teachers’ unions
European Commission

30. THANK YOU FOR LISTENING!
TALIS partnership
Mean mathematics performance, by school location, after accounting for socio-economic status 32
Fig II.3.3
THANK YOU FOR LISTENING!
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