A Teachers' Guide To TALIS 2018 - OECD
A Teachers'Guide toTALIS 2018Volume II
Foreword“The skills that students need to contribute effectively tosociety are in constant change. Yet, our education systemsare not keeping up with the fast pace of the world aroundus. Most schools look much the same today as they dida generation ago, and teachers themselves are often notdeveloping the practices and skills necessary to meet thediverse needs of today’s learners Recognising that education is the great equaliser in society,the challenge for all of us is to equip all teachers with theskills and tools they need to provide effective learningopportunities for their students.”Angel GurríaOECD Secretary-GeneralNote by TurkeyThe information in this document with reference to “Cyprus” relates to the southern part of the Island. There is no singleauthority representing both Turkish and Greek Cypriot people on the Island. Turkey recognises the Turkish Republic ofNorthern Cyprus (TRNC). Until a lasting and equitable solution is found within the context of the United Nations, Turkeyshall preserve its position concerning the “Cyprus issue”.Note by all the European Union Member States of the OECD and the European UnionThe Republic of Cyprus is recognised by all members of the United Nations with the exception of Turkey. The informationin this document relates to the area under the effective control of the Government of the Republic of Cyprus.The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use ofsuch data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements inthe West Bank under the terms of international law.This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and thearguments employed herein do not necessarily reflect the official views of OECD member countries.This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to thedelimitation of international frontiers and boundaries and to the name of any territory, city or area.You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications,databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials,provided that suitable acknowledgment of OECD as source and copyright owner is given. All requests for commercialuse and translation rights should be submitted to rights@oecd.org. OECD 2020Photo credits: Shutterstock/AVAVA - Shutterstock/Monkey Business Images - Shutterstock/Rawpixel.com Shutterstock/Rawpixel.com - Shutterstock/Matej Kastelic - Shutterstock/Gorodenkoff - Shutterstock/JacobLund - Hill Street Studios /Gettyimages
What is TALIS?The Teaching and Learning International Survey(TALIS), established in 2008, is the first majorinternational survey of teachers and schoolleaders on different aspects that affect studentlearning. It gives a voice to teachers and schoolleaders, allowing them to provide input intoeducational policy analysis and developmentin key areas.The international target population for TALIS2018 is lower secondary teachers and theirschool leaders in mainstream public and privateschools. In each country, a representativesample of 4 000 teachers and their schoolprincipals from 200 schools was randomlyselected for the 2018 study. Across all survey OECD 2020 A Teachers' Guide to TALIS 2018: Volume IIcomponents, approximatively 260 000 teachersresponded to the survey, representing morethan 8 million teachers in 48 participatingcountries and economies.An OECD average is estimated based on thearithmetic average of lower secondary teacherdata across the 31 OECD countries andeconomies participating in TALIS. In the caseof principals, an OECD average is estimatedbased on the arithmetic average across 30OECD countries and economies in TALIS.More information is available atwww.oecd.org/education/talis3
Encouragingstrong leadershipthroughout theschoolSuccessful schools are ones in which all staffwork towards a common vision centred aroundcreating the best learning opportunities for theirstudents. Teachers and school leaders needto agree on common objectives and share inthe decision-making required to achieve thoseobjectives. By instituting a system of distributedleadership that incorporates staff, parents andstudents in school decisions, school leaderscan increase leadership capacity throughouttheir school so that everyone works as a team,pulling in the same direction.The OECD Teaching and Learning InternationalSurvey (TALIS) finds that on average, teachersacross countries are involved in decisionmaking at their school, for most issues. Nearlyall school principals surveyed (98%) reportthat staff teachers have the opportunity toparticipate in school decisions. On averagein OECD countries and economies, teachersare not able to take part in all school-level4decision-making, however; across countries,while a majority of teachers have a sayin choosing learning materials (75%) anddetermining course content (52%), only asmall percentage of them are involved indecisions regarding staffing, budget or settingschool policy.The area in which teachers’ input couldbe of greatest value concerns curriculumand instruction, and it’s encouraging thatprincipals report that teachers have significantresponsibility for some of these tasks. However,across the OECD, only 42% of schools canbe classified as ones in which teachers havesignificant responsibility for school policiesaround curriculum and instruction, accordingto principal responses. For example, only39% of principals report that teachers areresponsible for deciding which courses areoffered at their schools.A Teachers' Guide to TALIS 2018: Volume II OECD 2020
Figure 1. Overall teachers’ responsibilities for school policies, curriculum and instructionItalyEstoniaCzech RepublicAustriaIcelandLatviaNetherlandsSlovak RepublicDenmarkCABA (Argentina)FinlandSloveniaLithuaniaEngland (UK)IsraelRussian FederationOECD average-30New ZealandHungaryNorwayMaltaBulgariaCroatiaFlemish Comm. (Belgium)BelgiumFrench Comm. (Belgium)SingaporeColombiaKoreaSwedenUnited StatesChileRomaniaBrazilAlberta (Canada)South AfricaKazakhstanUnited Arab EmiratesGeorgiaFranceSpainJapanMexicoShanghai (China)PortugalTurkeyViet NamSaudi Arabia010 20 30 40 50 60 70 80 90 100 %Percentage of lower secondary principals who report that teachers have significantresponsibility in a majority¹ of tasks related to school policies, curriculum and instruction1This percentage is calculated based on whether principals report that teachers have significant responsibility in at least4 of the following 6 tasks: "establishing student disciplinary policies and procedures"; "approving students for admissionto the school"; "establishing student assessment policies"; "choosing which learning materials are used"; "deciding whichcourses are offered" and "determining course content".1Countries and economies are ranked in descending order of the percentage of lower secondary principals who reportthat teachers have significant responsibility in a majority of tasks related to school policies, curriculum and instruction.Source: OECD, TALIS 2018 Database, Table II.5.31.One way to integrate teachers into schooldecisions is by adding teachers to the school’smanagement team. Over half of schoolprincipals (56%) in TALIS participating countries OECD 2020 A Teachers' Guide to TALIS 2018: Volume IIand economies report that teachers are alreadyincluded in their school’s management team.5
Figure 2. Representation of teachers and department heads on schoolmanagement teamsPercentage of lower secondary principals who report that teachers and department heads arerepresented on the school management team1, 2%Department headsColombiaAustriaUnited StatesKoreaRomaniaTurkeyMexicoFinlandSaudi ArabiaItalyBrazilCroatiaUnited Arab EmiratesAlberta (Canada)Shanghai (China)South AfricaFlemish Comm. (Belgium)GeorgiaCABA (Argentina)ChileRussian FederationLatviaSlovak RepublicBulgariaJapanNew ZealandKazakhstanOECD average-30BelgiumSpainSloveniaEstoniaCzech reEngland (UK)HungaryFrance3IcelandMaltaFrench Comm. (Belgium)NetherlandsViet NamDenmark0102030405060708090100Teachers"School management team" refers to a group within the school that has responsibilities for leading and managing theschool in decisions such as those involving instruction, use of resources, curriculum, assessment and evaluation, andother strategic decisions related to the appropriate functioning of the school.12Results based on the percentage of principals who report having a school management team.3France's values for department heads were not included, as this classification is not meaningful in the French system.Countries and economies are ranked in descending order of the percentage of lower secondary principals who reportthat teachers are represented on the school management team.Source: OECD, TALIS 2018 Database, Table II.5.10.6A Teachers' Guide to TALIS 2018: Volume II OECD 2020
Providing strong teachers with leadershipopportunities – without taking them out of theclassroom – can serve as useful professionaldevelopment and can keep teachers interestedin their work over the course of their careers.In addition, when teachers are involved inschool decisions, they are more likely tobuy in to any changes in policy or practiceand can act as champions for new initiativeswith their colleagues. Ideally, school systemswould establish clear and flexible career tracksallowing the development of leadership skills.However, if such career tracks don’t exist inyour school system, both school leaders andteachers can help identify opportunities to buildteacher leadership skills at a school level. Thismight involve giving teachers a place on theschool management team, or creating newroles for teachers as department, curriculumor initiative leaders.IN PRACTICE:Creating opportunities for teacher leadershipIn New Zealand, schools have created a number of additional leadership rolesthat are available for senior practitioners in primary and secondary schools. Theserange from curriculum leaders and department heads to leaders of pastoral care.In addition, the central government provides funding to schools for the purposeof appointing a Specialist Classroom Teacher (SCT). These SCTs are given timeand remuneration to take on the responsibility of providing teaching and learningsupport to other classroom teachers at their schools.Since 2001, the University of Cambridge in England has run the Leadership forLearning (LfL) programme with the aim of building leadership capacity at all levelswithin a school. The LfL network now includes over 100 member countries on allcontinents. They have developed a framework of five principles for developingleadership for learning practice in a school based on the overall belief that everyonein a school can be a leader and have a number of free resources and articlesavailable for download.One of the hallmarks of being a professional isthe level of autonomy that one is afforded tomake decisions on the job. In most countries,both principals and teachers do report a highlevel of autonomy over key decisions relatingto their work, and TALIS data indicate thatthis autonomy can also have implications forteachers in terms of their career progressionor advancement.and economies participating in TALIS, morethan 70% of principals report that their schoolshave the authority to make decisions aboutbudget allocations within the school, studentdiscipline, and which learning materials to use.Just a very low proportion of principals statethat teachers have a say in areas related tobudget and staffing, but more than half statethey have a responsibility for deciding thecourse offers and determining course content.TALIS 2018 looked at the reported autonomyof school leaders across school systems andfound that on average across OECD countriesA Teachers' Guide to TALIS 2018: Volume II OECD 20207
Figure 3. Principals’ and teachers' school responsibilitiesResults based on responses of lower secondary principals (OECD average-30)Percentage of principals who report havinga significant responsibilityfor the following tasksStaffingBudgetSchool policiesPercentage of principals who report thatteachers have a significant responsibilityfor the following tasksAppointing or hiring teachersDismissing or suspendingteachers from employmentDeciding on budget allocationswithin the schoolDetermining teachers’ salary increasesEstablishing teachers’ starting salariesApproving students foradmission to the schoolEstablishing student disciplinarypolicies and proceduresEstablishing student assessment policiesDeciding which courses are offeredCurriculum and instructionChoosing which learningmaterials are usedDetermining course content0102030405060708090100 %Values are grouped by school responsibilities and, within each group, ranked in descending order of the percentage oflower secondary principals who report they have significant responsibility for the tasks above within the four areas ofschool responsibility.Source: OECD, TALIS 2018 Database, Table II.5.5.Teachers were asked for the first time inTALIS 2018 about the extent to which theyfeel they have control over various aspectsof their classroom teaching. Findingsindicate that, overwhelmingly across OECDcountries, teachers feel they have controlover selecting the teaching methods theyuse (96%), assessing student learning (94%),disciplining students (92%), deciding theamount of homework to be assigned (91%),and determining course content (84%).8Analyses were then performed to understandwhat other factors might be related to teachers’feelings of autonomy in their teaching. Onaverage across countries, teachers who feela higher sense of control over their classroomteaching were more likely to report that they teachin an innovative environment. In addition, a highersense of control was also shown to be relatedto teachers’ feelings of confidence in their ownabilities, their satisfaction with their career andworkplace and their personal well-being.A Teachers' Guide to TALIS 2018: Volume II OECD 2020
Figure 4. Relationship between teachers' team innovativeness and target class autonomyChange in the index of team innovativeness1 associated with having the satisfaction with targetclass autonomy 2, 3, 4, 5The index of team innovativeness refers to teachers’ reports whether most teachers in their school strive to developnew ideas for teaching and learning; whether most teachers in this school are open to change; whether most teachers inthis school search for new ways to solve problems; and whether most teachers in this school provide practical supportto each other for the application of new ideas.1.The index of teachers' target classroom autonomy measures the the level of control teachers feel over determining coursecontent, selecting teaching methods, assessing students’ learning, disciplining students and determining the amount ofhomework to be assigned in their target class.2.3.Results of linear regression based on responses of lower secondary teachers.These data are reported by teachers and refer to a randomly chosen class they currently teach from their weeklytimetable. The analysis is restricted to teachers reporting that their target class is not directed entirely or mainly at specialneeds students.4.Controlling for the following teacher characteristics: gender, age, working full-time, years of experience as a teacher; andfor the following classroom characteristics: share of low academic achievers, share of students with behavioural problemsand share of students from socio-economically disadvantaged homes.5.Note: Statistically significant coefficients are marked in a darker tone.Countries and economies are ranked in descending order of the change in the index of team innovativeness associatedwith the index of target class autonomy.Source: OECD, TALIS 2018 Database, Tables II.5.37.A Teachers' Guide to TALIS 2018: Volume II OECD 20209-0.10Shanghai (China)KazakhstanViet NamGeorgiaMexicoSaudi ArabiaColombiaUnited Arab ChileKoreaMaltaCABA (Argentina)United StatesNetherlandsRussian FederationLithuaniaSpainHungaryAustraliaSouth AfricaOECD average-31DenmarkIcelandAlberta (Canada)NorwayAustriaFinlandEngland (UK)LatviaSlovak RepublicItalyCroatiaPortugalCzech RepublicFrench Comm. (Belgium)SwedenNew ZealandJapanSloveniaBelgiumFranceFlemish Comm. egression coefficient (β)
The authority of the school management tomake certain administrative decisions alsoappears to have an influence on certain aspectsof teachers’ career progression. When schoolleaders have autonomy to make decisionsregarding teacher pay and bonuses, they areafforded more flexibility in deciding when andhow to offer financial incentives or rewardsfor good performance. TALIS data show thatin schools where school leaders have thisauthority to regulate teachers’ salaries, 55% ofteachers report receiving a financial award asa result of their appraisal. In schools where theleadership does not have this power, only 30% ofteachers report that their appraisal led to a raise orbonus. Thus, the autonomy of school leaders caninfluence teachers not only in ways that supportthe development of their teaching, but also inways that might impact teachers’ careers.Figure 5. Consequences of appraisal on teachers’ salaries, by schoolmanagement responsabilityPercentage of lower secondary teachers1 whose school principals report that their teachers’formal appraisal can result2 in an increase in a teacher’s salary or payment of a financial bonus,by school3 responsibility4 on related matters.90 100 %No Significant responsibilityNorwayBelgiumSloveniaAlberta (Canada)392424ColombiaDenmark24JapanUnited States38BrazilSouth Africa46New OECD ited Arab EmiratesEstoniaBulgariaViet NamGeorgiaCzech Republic-1LatviaSlovak RepublicRussian FederationShanghai (China) 0.901020304050607080Significant responsibilityExcluding teachers whose school principal reports that their teachers are never formally appraised by any of the sourceson which TALIS collects information (“principal”; “other member(s) of the school management team”; “assigned mentors”;“other teachers (not part of the school management team)” or “external individuals or bodies”).12"Sometimes", "Most of the time" or "Always".3"School management" means the principal or other members of the school management team.4A "significant responsibility" is one where an active role is played in decision-making.Note: Statistically significant differences between "significant responsibility" and no "significant responsibility" are shownnext to the country/economy name.Countries and economies are ranked in descending order of the percentage of teachers whose school principals reportthat their teachers' formal appraisals result in an increase in a teacher’s salary or payment of a financial bonus when schoolmanagement has a significant responsibility over the determination of teachers' salary increases.Source: OECD, TALIS 2018 Database, Table II.3.48.10A Teachers' Guide to TALIS 2018: Volume II OECD 2020
If schools are to foster a culture of autonomy,both government and school leaders needto trust teachers to manage their own workand to make the best decisions, based oneducators’ own professional expertise andthe requirements of the issues they face. Ata school level, this involves school leaderssupporting teachers in making decisions aboutteaching and learning in their own classroom,as well as involving them in developing schoolpol
around curriculum and instruction, according to principal responses. For example, only 39% of principals report that teachers are responsible for deciding which courses are offered at their schools. 4 A Teachers' Guide to TALIS 2018: olume II ECD 2020
Page 2 – TALIS Teacher Questionnaire – ISCED 2 (MS-TQ-ENG-en) About TALIS 2013 The second Teaching and Learning International Survey (TALIS 2013) is an international survey that offers the opportunity for teachers and headtea
Page 2 - TALIS Principal Questionnaire - [ ISCED 2011 level x or PISA schools] (MS-PQ-[X]) About TALIS 2018 The third Teaching and Learning International Survey (TALIS 2018) is an international survey that offers the opportunity for teachers and principals to provide input into education analysis and policy development.
prompted school administrators and educators to explore a more constructivist-oriented approach to teaching and learning. Research suggests that choices of classroom practice are associated with teachers' beliefs. The author of this study analyzed the international data set of the Teaching and Learning International Study (TALIS) 2013
The Teaching and Learning International Survey of 2013 (TALIS) — representing the views of teachers and principals in lower secondary schools from 34 jurisdictions around the world — tells us a great deal about the conditions for teaching in different
Principal Questionnaire - Grades 7, 8, and/or 9 (MS-PQ-USA-en) About TALIS 2013 The second Teaching and Learning International Survey (TALIS 2013) is an international survey that offers the opportunity for teachers and principals to provide input into education analysis and policy development.
UNITED STATES OF AMERICA Key Findings from the Teaching and Learning International Survey (TALIS) 1 U.S. lower secondary teachers report high levels of job satisfaction and self-confidence The TALIS survey measures teacher job satisfaction and finds that 89% of U.S. lower secondary school
The OECD’s Teaching and Learning International Survey (TALIS) provides insights into how education systems are responding by providing the first internationally comparative perspective on the conditions of teaching and learning. TALIS draws on the OECD’s 2005 review of teacher policy, which identified important gaps in
Schiavo ex rel. Schiavo, _ F.3d _, 2005 WL 648897 (11th Cir. Mar. 23, 2005) (Schiavo I), stay denied, _ S. Ct. _, 2005 WL 672685 (Mar. 24, 2005). After that appeal was taken, the plaintiffs filed an amended complaint on March 22, 2005, adding four more counts, and a second amended complaint on March 24, 2005, adding a fifth count. On the basis of the claims contained in those new .
