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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
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
Austria
Belgium (Fl.)
Brazil
Bulgaria
Denmark
Estonia
Hungary
IcelandIrelandItaly
Korea
Lithuania
MalaysiaMalta
Mexico
Norway
Poland
Portugal
Slovak Republic
SloveniaSpain
Turkey
Self -efficacy: standardised factor scores
Job
sat
isfa
ctio
n
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
Ave
rag
e d
ays
of
pro
fess
ion
al
deve
lop
men
t u
nd
ert
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
0
5
10
15
20
25
30
35
TALIS Average%
Barriers to participation in professional development
Conflict w
ith sc
hedule
No suita
ble opportu
nities
Family
resp
onsibiliti
es
Too ex
pensiv
e
Lack
of employe
r support
Did not hav
e 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
Some teachers are left aloneTeachers who received no appraisal or feedback in their
schools
Figure 5.3
Ital
ySp
ain
Port
ugal
Irel
and
Bra
zil
Icel
and
Nor
way
Aus
tria
Aus
tral
ia
Net
herlan
ds
Bel
gium
(Fl
.)M
alta
Turk
eyM
exic
oDen
mar
kPo
land
Kor
eaSl
oven
iaHun
gary
Esto
nia
Slov
ak R
epub
licLi
thua
nia
Mal
aysi
aBul
garia
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?
Mal
aysi
aM
exic
oBu
lgar
iaBr
azil
Kor
eaPo
land
Slov
enia
Lith
uani
aHun
gary
Turk
eyItal
y
TALI
S Ave
rage
Icel
and
Slov
ak R
epub
licEs
toni
aPo
rtug
alM
alta
Nor
way
Irel
and
Spai
nAus
tral
iaAus
tria
Belg
ium
(Fl
.)Den
mar
k
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
Austria
Belgium (Fl.)
Brazil
Bulgaria
Denmark
Estonia
Hungary
Iceland
IrelandItaly
Korea
Lithuania
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
Sco
re o
n a
dm
inis
trati
ve
leaders
hip
sca
le
21
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 Malaysia
Belgium (Fl)
France Netherlands
England Romania
Canada (Alberta)
Iceland Norway United States
Serbia
Chile Israel Poland Brazil Singapore
Czech 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 conducte
d, criteria, impact, teacher
perception
School climate,
job satisfacti
on+
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/ managemen
t of the school
Evaluation of
teachers
School climate, job satisfaction
TALIS 2013 Timeline
Activity Date
Field trial March/April 2012Main study- Southern
Hemisphere Sept-December 2012
Main study- Northern Hemisphere March-May 2013
Results published June 2014
24