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- 1. 1 TALIS 2013 Results An international perspective on teaching and learning Sonia Guerriero
- 2. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 22 TALIS in Brief …representing more than 4 million teachers in over 30 countries… Over 100 thousand randomly selected lower secondary teachers and their school leaders from over 6500 schools …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. Overview of TALIS The Learning Environment: Characteristics of Teachers and Schools The Importance of School Leadership Developing and Supporting Teachers Improving Teaching Using Appraisal and Feedback Examining Teacher Practices and Classroom Environment Teacher Self-Efficacy and Job Satisfaction: Why they Matter
- 5. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 55 Teachers' needs for professional development Percentage of lower secondary teachers indicating they have a high level of need for professional development in the following areas 0 5 10 15 20 25 30 35 40 Knowledge of the curriculum Knowledge of the subject field(s) School management and administration Pedagogical competencies Developing competencies for future work Teaching cross-curricular skills Student evaluation and assessment practice Student career guidance and counselling Approaches to individualised learning Teaching in a multicultural or multilingual setting Student behaviour and classroom management New technologies in the workplace ICT skills for teaching Teaching students with special needs Mexico Average
- 6. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 66 Barriers to professional development participation Percentage of lower secondary teachers who "agree" or "strongly agree" that the following elements represent barriers to their participation in professional development activities 0 20 40 60 80 100 Do not have the pre-requisites (e.g., qualifications, experience, seniority) There is a lack of employer support Lack of time due to family responsibilities There is no relevant professional development offered Professional development is too expensive/unaffordable There are no incentives for participating in such activities Professional development conflicts with my work schedule Mexico Average
- 7. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 77 Impact of professional development …the professional development in which they have participated has had a positive impact on their teaching. Regardless of the content, over 3/4 of teachers report that…
- 9. 8% 13% 79% 12% 12% 76% Administrative tasks Keeping order in the classroom Actual teaching and learning Average proportion of time lower secondary teachers report spending on each of these activities in an average lesson Distribution of class time9 Average Mexico
- 10. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 1010 What teachers do beyond teaching Average number of 60-minute hours teachers report spending on the following tasks in an average week Finland Malaysia Abu Dhabi (United Arab Emirates)Flanders (Belgium) IsraelItaly Malaysia JapanMalaysiaSweden Finland Korea Finland Malaysia Finland Korea Finland Malaysia PortugalSingapore CroatiaFinland Japan 0 1 2 3 4 5 6 7 8 9 10 Number of hours School management Communication with parents All other tasks Extracurricular activities Student counselling Team work Administrative work Marking Planning
- 11. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 1111 Teaching practices Percentage of lower secondary teachers who report using the following teaching practices "frequently" or "in all or nearly all lessons" 0 20 40 60 80 100 Students work on projects that require at least one week to complete Students use ICT for projects or class work Give different work to the students who have difficulties learning and/or to those who can advance faster Students work in small groups to come up with a joint solution to a problem or task Let students practice similar tasks until teacher knows that every student has understood the subject matter Refer to a problem from everyday life or work to demonstrate why new knowledge is useful Check students' exercise books or homework Present a summary of recently learned content Mexico Average
- 13. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 1313 Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements 84 90 91 89 94 98 0 20 40 60 80 100 I would recommend my school as a good place to work I enjoy working at this school All in all, I am satisfied with my job Mexico Average Teachers' satisfaction with their working environment
- 14. 0 10 20 30 40 50 60 70 80 90 100 Malaysia Singapore Korea AbuDhabi(UAE) Finland Mexico Alberta(Canada) Flanders(Belgium) Shanghai(China) NewZealand Russia Netherlands Gerogia Australia England(UK) Romania Israel UnitedStates Chile Average Norway Japan Latvia Serbia Bulgaria Denmark Poland Iceland Estonia Brazil Italy CzechRepublic Portugal Croatia Spain Sweden France SlovakRepublic Percentageofteachers Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 1414 Teachers' perceptions of the value of teaching Percentage of lower secondary teachers who "agree" or "strongly agree" that teaching profession is a valued profession in society
- 15. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 1515 Countries where teachers believe their profession is valued show higher levels of student achievement Relationship between lower secondary teachers' views on the value of their profession in society and the country’s share of top mathematics performers in PISA 2012 Australia Brazil Bulgaria Chile Croatia Czech Republic Denmark Estonia FinlandFrance Iceland Israel Italy Japan Korea Latvia Mexico Netherlands Norway Poland Portugal Romania Serbia Singapore Slovak Republic Spain Sweden Alberta (Canada) England (UK) Flanders (Belgium) United States 0 10 20 30 40 50 60 0 10 20 30 40 50 60 70 80 Shareofmathematicstopperformers Percentage of teachers who agree that teaching is valued in society Shanghai (China) R2 = 0.24 r= 0.49
- 16. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 1616 Behavioral issues equate to lower job satisfaction, class size doesn’t Teachers' job satisfaction level following the number of students in the classroom in relation to the percentage of students with behavioural problems 0.0 2.0 4.0 6.0 8.0 10.0 12.0 14.0 15orless 16-20 21-25 26-30 31-35 36ormore Teacherjobsatisfaction(level) Class size (number of students) 0.0 2.0 4.0 6.0 8.0 10.0 12.0 14.0 None 1%to10% 11%to30% 31%ormore Teacherjobsatisfaction(level) Students with behavioural problems
- 17. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 Next round – TALIS 2018: • 45+ systems confirmed, including in Latin America: – Argentina, Brazil, Chile, Colombia and Mexico • Apart from the main survey, TALIS options: – ISCED 1 – ISCED 3 – TALIS-PISA link • Deadline for the final confirmation to join TALIS 2018: JULY 2016 1717 TALIS 2018
- 18. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 • Teachers’ instructional practices and beliefs • School leadership • Teachers’ professional practices, including mobility issues • Teacher education and initial preparation • Teacher feedback and development (combining teacher feedback and continuing professional development) • School climate • Job satisfaction • Teacher human resource issues and stakeholder relations • Teacher self-efficacy • Equity and Diversity • Innovation 1818 TALIS 2018 Themes – In Development
- 19. TALIS is a partnership between Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 1919 TALIS in Brief an international research consortium OECD Governments in 34 countries European Commission Teachers’ unions Find out more about TALIS at www.oecd.org/talis • All national and international publications • The complete micro-level database Email: TALIS@OECD.org
Notas del editor
- TALIS 2013 was the second round of TALIS, after the 2008 cycle. The main focus is on lower secondary teachers, but TALIS 2013 introduced the options for countries to survey also their primary (6 countries) and upper secondary teachers (11 countries took this option).
- These are the main themes of TALIS 2013, for time reasons this presentation will focus on some of them
- TALIS looks at the importance of teacher professional development, mentoring, induction – an array of programmes that help teachers develop the skills they need to teach effectively and feel supported
- Figure 4.14 TALIS recognises the importance of PD to teachers, given the ever-changing classrooms. When asked about the needs that teachers feel for PD - Teaching students with special needs, ICT skills for teaching and new technilogies in the workplace are among the most frequently reported areas with high needs for PD among teachers across all countries. In Mexico teaching in multicultural settting is also among the high needs.
- Figure 4.15 In many cases participation in PD can be limited due to a number of obstacles teachers may experience. Conflicts with work schedule, lack of incentives or high costs are among the most frequently reported barriers. In order to overcome such barreirs teachers need support from the system’s and from their leaderships. In terms of the latter, the figure shows that particularly in Mexio lack of employer support is a big barrier to teachers’ participation in PD.
- It is important to overcome these barriers because TALIS shows that teachers feel that PD positively impacts their teaching…
- TALIS asks teachers a number of questions about their classroom practices and the environment and their teaching beliefs
- Adapted from Figure 6.12 Not surprisingly most of teachers’ time in a given lesson goes to teaching, however TALIS shows that a lot of time is also spent on administrative tasks and keeping order in a classroom. For instance in Mexico it’s nearly a quarter of an average lesson – that is a lot of time, which is sacrificed that should be better spent on students’ learning.
- Expended from Figure 6.7 Teachers’ job extends far beyond teaching. The figure shows the number of hours teachers spend on in an average week on: school management, communication with parents, extracurricular activities (e.g. in Japan it’s nearly 8 hours a week – equivalent to a working day in many countries), student counselling, team work, administrative tasks, marking, planning and all other tasks. The figure also shows that there is a lot difference between countries in terms of these activities.
- Figure 6.2 The figure presents the percentage of teacher who report using these different teaching practices frequently or in nearly all lessons. It shows that in most countries, the more active teaching practices (small group work, using ICT, work on projects that require at least one week to complete) are used much less frequently than the more passive practices (e.g. presenting summary of recently learned content or checking students’ homework). The differences between the use of these practices in Mexico is small than the TALIS average. Research suggests that different practices could be beneficial to students’ learning and active teaching can stimulate the development of students’ non-cognitive skills as well.
- TALIS asks also asks teachers about their satisfaction with their job, their schools and their perception about the profession.
- Figure 7.2 Teachers are generally very happy with their jobs, as shown in this figure. More than 80 % of teachers are: Satisfied with their jobs Enjoy working in their schools Would recommend their schools as good places to work
- Figure 7.3 As the figure shows only about one third of teachrs across TALIS countries see teaching as a professiona that is valued in society. This can potentially have implications for teacher retention and attracting good candidates to the professions. As the figure shows there are some differences across systems– e.g. more than 50% see teaching as a valued profession in Malaysia, Singapore, Korea and Abu Dabu (UAE), while less than 10 % in Spain, Sweden, France and Slovak Republic.
- There is a positive association between teachers’ perceptions of the value of teaching profession in the society and country’s student achievement. This can see in positive associations with the share of top mathematics performers in PISA 2012 – as seen in this graph; also: Positive association with average mathematics performance (the higher the percentage of teachers who believe that teaching is a valued, the higher the average in mathematics in PISA 2012) - R2 = 0.15 r= 0.38 Negative association with the share of low mathematics performers in PISA 2012 (the higher the percentage of teachers who believe that teaching is a valued, the fewer PISA low performers in a country)- R2 = 0.06 r= 0.23
- Figure 7.6 The graph shows that on average across TALIS systems, teacher satisfaction is not affected by class size (as shown in the figure to the left) but is affected by classroom compsoition. E.g. the higher the percentage of students with behavioural problems in a class – the lower teacher’s job satisfaction. In contrast: teacher collaboration and positive relationships between teachers and students and other teachers are some of the drivers of job satisfaction.
- The next round of TALIS ( the third round) will take place in TALIS 2018. We already know that there will be even more systems participating than in 2013 – over 45 countries or economies have confirmed so far, including several Latin American countries. The main focus is on lower secondary (ISCED 2) teachers, as always. In addition, same as in TALIS 2013, we offer countries options to also join primary school (ISCED 1) TALIS, upper secondary (ISCED 3) TALIS, and TALIS-PISA link – whereby TALIS questionnaire will be delivered in the same schools as PISA 2018 in order to link student and teacher data on school level. If countries are still interested in joining TALIS 2018 the deadline is end of July 2016.
- These are the themes currently under development with the TALIS Questionnaire Expert Group. The main idea is to balance the need for policy-relevance by making sure that the themes will be relevant in the future, with the need for consistency in questions across surveys so that we can analyse trend data across the 3 cycles of TALIS.