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How can countries prepare teachers to face the diverse challenges in today’s schools? The OECD Teaching and Learning International Survey (TALIS) helps answer this question by asking teachers and school leaders about their working conditions and the learning environments at their schools. This report presents the results of the second cycle of the TALIS survey conducted in 2013.
Contents:
+ Executive Summary
+ Reader’s Guide
+ Chapter 1. Overview of TALIS
-What is TALIS?
-TALIS 2013
-The aims of TALIS
--The population surveyed
--Who is a TALIS teacher?
--TALIS 2013 policy themes
--Administering TALIS
--Interpretation of the results
--Organisation of the report
+ Chapter 2. Teachers and their Schools
-Highlights
-Introduction
-Who is teaching in lower secondary schools?
--Teachers’ gender and age
--Teachers’ education and professional training
--Work experience of teachers
--Employment status
--Distribution of teachers
-A profile of schools where teachers work
--School type and school composition
--School resources
--School climate
-School autonomy
-Summary and main policy implications
+ Chapter 3. The Importance of School Leadership
-Highlights
-Introduction
-The Principal’s Work
--Planning school goals, programmes and professional development
--Sharing responsibilities
-Who are today’s school leaders?
--Age and gender of principals
--Formal education of school principals
-Principals’ work experience
-Professional development for principals
-Principals’ leadership: Providing direction to the school and supporting teachers
--Instructional leadership and principals’ engagement in school and teacher development
--Instructional leadership and school climate
-Principals’ job satisfaction
-Summary and main policy implications
+ Chapter 4. Developing and supporting teachers
-Highlights
-Introduction
-Induction and mentoring programmes
--Availability of induction programmes
--Participation rates in induction programmes
--Availability of mentoring programmes
--Participation rates in mentoring programmes
-Why teachers participate in professional development
--Participation rates
--How does participation vary by teacher and school characteristics?
-How much professional development do teachers get?
-Teachers’ perceptions about the effectiveness of their professional development
-How teachers’ professional development is supported
--Scheduled time
--Financial support: Salary supplements
--Non-monetary support
-Teachers’ professional development needs
--Professional development on using ICT
-Barriers to participation
--Conflict with work schedule
--Lack of incentives for participation
--Participation is too costly
--Other barriers
-Summary and main policy implications
+ Chapter 5. Improving teaching using appraisal and feedback
-Highlights
-Introduction
-Defining teacher appraisal and feedback
-Organisation of the chapter
--Formal teacher appraisal
--Who provides feedback to teachers
--Methods for providing teacher feedback
--Multiple sources of feedback
--Focus of teacher feedback
-Outcomes of teacher appraisal and feedback
-Perceptions of teacher appraisal and feedback systems in schools
-Does school autonomy make a difference to teacher appraisal and feedback?
-Summary and main policy implications
+ Chapter 6. Examining teacher practices and classroom environment
-Highlights
-Introduction
--Theoretical background, review of literature and analytical framework
--Organisation of the chapter
--Classroom teaching practices
--What accounts for the variance in teaching practices?
--Teacher characteristics
--Professional development
--Classroom context
-Teachers’ use of student assessment
-Time spent on various tasks
-Beliefs about the nature of teaching and learning
--What accounts for the variance in teachers’ beliefs?
-Bringing beliefs and practices together
-Teacher professional practices: Co-operation among staff
--Creating a collaborative school climate
--What accounts for the variance in teacher co-operation?
--Classroom environment
--Country differences in classroom environment
--What accounts for the variance in classroom climate?
-Summary and implications for policy and practice
+ Chapter 7. Teacher self-efficacy and job satisfaction: Why they matter
-Highlights
-Introduction
--Analytical model
--Organisation of this chapter
-A profile of teachers’ self-efficacy and job satisfaction
--Individual self-efficacy and job satisfaction items across countries
-Teachers’ self-efficacy and job satisfaction in relation to teacher demographics
-Teachers’ self-efficacy and job satisfaction in relation to classroom environment
-Teachers’ self-efficacy and job satisfaction in relation to school leadership and in-school relations
--The role of in-school relationships in accounting for the impact of classroom composition
-Teachers’ self-efficacy and job satisfaction in relation to professional development of teachers
-Teachers’ self-efficacy and job satisfaction in relation to teacher appraisal and feedback
-Teachers’ self-efficacy and job satisfaction in relation to teachers’ professional collaborative practices
-Summary and main policy implications
+ Annex A. Technical notes on sampling procedures and response rates for TALIS 2013
+ Annex B. Technical notes on indices and analysis used in TALIS
+ Annex C. TALIS 2013 data
+ Annex D. List of contributors
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