TALIS 2013 Results An international perspective on teaching

TALIS 2013 Results An international perspective on teaching and learning TALIS Conference Copenhagen 3 October 2014 Julie Bélanger, Ph. D Analyst, OECD 1

2 Mean mathematics performance, by school location, TALIS inaccounting Brief after for socio-economic status 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

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

0 Slovak Republic France Mean mathematics performance, by school location, Sweden Teachers' perceptions of the valuestatus of teaching after accounting for socio-economic Spain Croatia Portugal Czech Republic Italy Brazil Estonia Iceland Poland Denmark Bulgaria Serbia Latvia Japan Norway Average Chile United States Israel Romania England (UK) Australia Netherlands Flanders (Belgium) Alberta (Canada) Mexico Finland Abu Dhabi (UAE) Korea Singapore Malaysia Percentage of teachers 4 Fig II. 3. 3 Percentage of lower secondary teachers who "agree" or "strongly agree" that teaching profession is a valued profession in society 100 90 80 70 60 50 40 30 20 10

The Learning Environment: Characteristics of Teachers and Schools

Mean mathematics performance, by school location, after Work experience ofsocio-economic teachers status accounting for 66 Fig II. 3. 3 Average years of working experience as a teacher in total Average years of working experience in other education roles Years Average years of working experience in other jobs Average years of working experience as a teacher at this school 35 30 25 20 15 10 Singapore England (UK) Abu Dhabi (UAE) Alberta (Canada) Malaysia Brazil Iceland Serbia Chile Flanders (Belgium) Norway Finland Netherlands Croatia Mexico Israel Denmark Average Korea Sweden Romania Australia France Poland Japan Czech Republic Slovak Republic Spain Portugal Italy Bulgaria Estonia 0 Latvia 5

77 Mean mathematics performance, by school location, after TALIS inaccounting Brief for socio-economic status Fig II. 3. 3 For a majority of TALIS countries, Few countries attract the most experienced teachers… …to the most challenging schools.

Mean mathematics performance, by school location, after Distribution of experienced teachers in more and less accounting for socio-economic status challenging schools 88 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 6 Higher proportion of experienced teachers in challenging schools 4 2 0 -2 -4 Higher proportion of experienced teachers in schools that are less challenging -6 Flanders (Belgium) Sweden Alberta (Canada) Romania Israel England (UK) Japan Estonia Singapore Australia Average Spain Malaysia Poland Slovak Republic Abu Dhabi (UAE) Bulgaria France Serbia Italy Portugal Mexico Latvia Chile United States Netherlands Croatia Brazil -10 Korea -8

99 Mean of mathematics performance, by school location, after Lack resources hindering accounting for socio-economic status the school's capacity for quality instruction Fig II. 3. 3 Percentage of lower secondary teachers whose school principal reports the following issues substantially hinder the school’s capacity to provide quality instruction Denmark Average Teachers with competences in teaching students with special needs Support personnel Qualified and/or well-performing teachers Computers for instruction Computer software for instruction Internet access Library materials Instructional materials Vocational teachers 0 10 20 30 40 50 60

Developing and Supporting Teachers

Mean mathematics performance, by school location, after Access to induction programmes accounting for socio-economic status 11 Fig II. 3. 3 Percentage of lower secondary education teachers whose school principal reports the existence of formal induction programmes For all new teachers to the school 100 Only for teachers new to teaching 90 80 60 50 40 30 20 Portugal Poland Spain Brazil Mexico Latvia Czech Republic Chile Estonia Romania Finland Iceland Norway Cyprus 2, 3 Denmark Sweden Average France Abu Dhabi (UAE) Korea Israel Slovak Republic Serbia Alberta (Canada) Bulgaria Italy United States Japan Croatia Netherlands Flanders (Belgium) Australia Malaysia 0 England (UK) 10 Singapore Percentage of teachers 70

12 Mean mathematics where performance, by schoolsay location, after Not everywhere principals mentoring is available accounting for socio-economic status do teachers have mentors Fig II. 3. 3 Percentage of teachers working in schools where the principal reports that mentoring programmes are available for all teachers in the school 80 Netherlands 70 Abu Dhabi (UAE) 60 Brazil Romania 50 Slovak Republic Bulgaria 40 Iceland 30 0 Alberta (Canada) Korea Czech Republic Average Mexico Latvia Poland Portugal United States Croatia Spain Estonia Chile Norway Israel 20 10 England (United Kingdom) Australia Singapore Malaysia Japan Finland Flanders (Belgium) Denmark France Sweden Italy Serbia 0 10 20 30 40 50 60 70 Percentage of teachers who report presently having an assigned mentor to support them 80

13 Mean mathematics performance, by recently school location, after Professional development undertaken by socio-economic status teachersaccounting by typefor and intensity Fig II. 3. 3 Percentage of teachers who participated in the Average number of days following professional development activities in the of participation among 12 months prior to the survey those who participated Courses/workshops 71% 8 4 4 2 3 5 5% 14% 7 7 13% 12% 3 3 Education conferences or seminars Observation visits to other schools In-service training courses in business premises, public organisations or NGOs Observation visits to business premises, public organisations or NGOs 44% 36% 6% 19% 37% 41% Participation in a network of teachers Individual or collaborative research Mentoring and/or peer observation and coaching Qualification programme (e. g. , a degree programme) 31% 19% 29% 18% 10% 18% 73%

14 Mean mathematics performance, by school location, after Teachers' needs forsocio-economic professional development accounting status Fig II. 3. 3 Percentage of lower secondary teachers indicating they have a high level of need for professional development in the following areas Denmark Average Teaching students with special needs ICT skills for teaching New technologies in the workplace Student behaviour and classroom management Teaching in a multicultural or multilingual setting Approaches to individualised learning Student evaluation and assessment practice Teaching cross-curricular skills Developing competencies for future work 0 5 10 15 20 25 30 35 40

15 Mean mathematics performance, by school location, after Barriers accounting to professional development participation for socio-economic status Fig II. 3. 3 Percentage of lower secondary teachers who "agree" or "strongly agree" that the following elements represent barriers to their participation in professional development activities Denmark Average Conflicts with my work schedule No incentives for participating in such activities Professional development is unaffordable No relevant professional development offered Lack of time due to family responsibilities Lack of employer support Do not have the pre-requisites 0 20 40 60 80 100

Improving Teaching Using Appraisal and Feedback

17 Mean mathematics performance, by school location, after Teachersaccounting and feedback for socio-economic status Fig II. 3. 3 On average across TALIS countries, Only one in 5 teachers report receiving feedback from at least three sources, … and just over one in ten …report and in Denmark. nearly never having one quarter reportinnever received feedback their having received feedback school. in their school.

0 Australia Iceland after accounting for socio-economic status Received after direct classroom observations Spain Mean mathematics by school location, Teachers feedbackperformance, : France Netherlands Italy Chile Korea Denmark Portugal Finland Norway School Management England (UK) Estonia Sweden Malaysia Mexico Brazil Latvia Singapore Average Principals Israel Japan Slovak Republic Serbia Flanders (Belgium) Abu Dhabi (UAE) Czech Republic Croatia Alberta (Canada) Romania United States Poland Bulgaria Percentage of teachers 18 Fig II. 3. 3 Other teachers 100 90 80 70 60 50 40 30 20 10

Mean mathematics performance, by school location, Feedback and change in behavior status after accounting for socio-economic 19 Fig II. 3. 3 Percentage of lower secondary teachers who report a "moderate" or "large" positive change in the following issues after they received feedback on their work Average 100 Denmark Professional Pedagogical Personal 90 80 70 60 50 40 30 20 10 Salary and/or financial bonus Likelihood of career advancement Amount of professional development Role in school development initiatives Job responsibilities Public recognition Teaching students with special needs Classroom management practices Student assessments Teaching practices Knowledge of subject field(s) Job satisfaction Motivation Confidence as a teacher 0

Teacher Practices and Classroom Environment

21 Challenging classrooms Percentage of lower secondary teachers who report that more than 10% of the students in their class have the following characteristics Denmark Average Low academic achievers Students with behavioural problems Students from socioeconomically disadvantaged homes Students with special needs 0% 10% 20% 30% 40% 50% 60%

22 Distribution of class time Average proportion of time lower secondary teachers report spending on each of these activities in an average lesson Average 8% 6% 10% Denmark 84% 79% 13% Administrative tasks Keeping order in the classroom Actual teaching and learning

Teacher co-operation 23 Percentage of lower secondary teachers who report doing the following activities at least once per month Average 100 Professional collaboration Exchange and co-ordination 90 80 70 60 50 40 30 20 10 Classroom observations Joint activities Collaborative PD Team teaching Collaborate for common standards Team conferences Share resources 0 Discuss individual students Percentage of teachers Denmark

24 24 Mean mathematics performance, by school location, after Teachingaccounting practices for socio-economic status Fig II. 3. 3 Percentage of lower secondary teachers who report using the following teaching practices "frequently" or "in all or nearly all lessons" Denmark Average Present a summary of recently learned content Check students' exercise books or homework Refer to a problem from everyday life or work to. . . Let students practice similar tasks until teacher. . . Students work in small groups to come up with a. . . Give different work to the students who have. . . Students use ICT for projects or class work Students work on projects that require at least one. . . 0 20 40 60 80 100

School Leadership

26 26 Mean mathematics performance, by school location, after Principals' leadership accounting for socio-economic status Fig II. 3. 3 Percentage of lower secondary education principals who report having engaged "often" or "very often" in the following leadership activities during the 12 months prior to the survey Denmark Average Take action to ensure that teachers feel responsible for their students' learning outcomes Take action to ensure that teachers take responsibility for improving their teaching skills Take action to support co-operation among teachers to develop new teaching practices Observe instruction in the classroom 0 10 20 30 40 50 60 70 80

Mean mathematics performance, by school location, after Elementsaccounting not included in principals' for socio-economic status formal education 27 27 Fig II. 3. 3 Percentage of lower secondary principals whose formal education did not include: School administration or principal training programme or course Instructional leadership training or course 70 60 50 40 30 20 United States Malaysia Japan Korea Abu Dhabi (UAE) Alberta (Canada) Iceland Singapore Chile Netherlands Sweden Mexico Estonia Denmark Brazil Romania Latvia Bulgaria Average Italy Flanders (Belgium) Norway Finland France Czech Republic Australia Israel England (UK) Slovak Republic Portugal Spain Croatia Serbia 0 Poland 10

Teacher Self. Efficacy and Job Satisfaction

29 Mean mathematics performance, by school location, Teachers' satisfaction with their working after accounting for socio-economic status environment Fig II. 3. 3 Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements Denmark 0 10 20 30 Average 40 50 60 70 80 90 100 93 All in all, I am satisfied with my job 91 95 I enjoy working at this school 90 If I could decide again, I would still choose to work as a teacher 78 78

Mean mathematics performance, by to school location, Behavioral issues equate lower jobafter satisfaction, accounting for socio-economic status class size doesn’t 30 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 Denmark Average 13, 5 12, 5 13, 0 Teacher job satisfaction (level) 13, 0 12, 0 11, 5 11, 0 Denmark 12, 5 12, 0 11, 5 11, 0 10, 5 Class size (number of students) 31% or more 11% to 30% 1% to 10% 10, 0 None 36 or more 31 -35 26 -30 21 -25 16 -20 10, 5 15 or less Teacher job satisfaction (level) Average Students with behavioural problems

31 Mean mathematics performance, by school location, after The importance relationships accounting of for in-school socio-economic status Fig II. 3. 3 Positiveinterpersonalrelationshipsare canrelated help teachers moreof Positive to higherbe levels Positive interpersonal relationships can negate the detrimental circumstances. confidence insuccessful teachers. in In challenging many countries, the association is even effects that challenging classrooms of students might They are alsowith related to higher levels of teachers’ job satisfaction and selfstronger teacher-teacher relations than with teacher-student have on a teacher’s job satisfaction or feelings of self-efficacy. relations.

32 Mean mathematics performance, by school location, after Drivers of self-efficacy and jobstatus satisfaction accounting for socio-economic Fig II. 3. 3 The more teachers frequentlyreport thatthat appraisal and feedback they are provided teachers report participating impact classroom opportunities to participate in collaborative practices the higher their level of The same is true teaching, in school decisions, with their colleagues, self-efficacy. for job satisfaction.

33 Mean mathematics performance, by school location, after Drivers of self-efficacy and jobstatus satisfaction accounting for socio-economic Fig II. 3. 3 But the more teachers report that appraisal and feedback are largely done to fulfil administrative requirements, the lower their level of The same is true self-efficacy. for job satisfaction.

34 Mean mathematics performance, by school location, after Key Messages accounting for socio-economic status Meaningful appraisals and feedback are provided to teachers Collaborative school environment Teachers play an important role in the development of the school Schools where teachers feel more effective and are more satisfied with their jobs Fig II. 3. 3

35 Mean mathematics performance, by school location, after TALIS partnership accounting for socio-economic status Fig II. 3. 3 TALIS is a partnership between an international research consortium OECD Governments in 34 countries Teachers’ unions European Commission

36 Mean mathematics performance, by school location, after TALIS partnership accounting for socio-economic status Fig II. 3. 3 THANK YOU FOR LISTENING! Find out more about TALIS at www. oecd. org/talis All national and international publications The complete micro-level database Email: Julie. Belanger@oecd. org