Teachers can shape their students' educational careers. Research shows that children taught by different teachers often experience very different educational outcomes. This begs the questions: how are teachers assigned to schools in different countries? And to what extent do students from different backgrounds have access to good teachers? Andreas Schleicher presents the latest OECD TALIS analysis that shows how teachers with different characteristics and practices tend to concentrate in different schools, and how much access students with different socio-economic backgrounds have to good teachers. He then explores how we can change education policy to distribute strong teachers more fairly. Read the report here https://oe.cd/EduEquity

1. MENDING THE EDUCATION DIVIDE
GETTING STRONG TEACHERS TO THE SCHOOLS
THAT NEED THEM MOST
TALIS
14 March 2022

2. Students from affluent families tend to
outperform their disadvantaged peers
Source: OECD (2019), PISA 2018 Results (Volume II): Where All Students Can Succeed, Figure II.2.3.
300
350
400
450
500
550
600
650
OECD
average
Singapore
Canada
Finland
Estonia
Korea
Sweden
Japan
Norway
United
Kingdom
Denmark
Australia
New
Zealand
United
States
Czech
Republic
Portugal
Belgium
Slovenia
Austria
France
Italy
Netherlands
Latvia
Lithuania
Croatia
Hungary
Iceland
Israel
Turkey
Slovak
Republic
Chile
Malta
Romania
United
Arab
Emirates
Mexico
Bulgaria
Colombia
Brazil
Saudi
Arabia
Argentina
Kazakhstan
Georgia
B-S-J-Z
(China)
Mean performance in reading, by national quarter of socio-economic status
Top quarter Third quarter Second quarter Bottom quarter
Mean score

3. • Germany: 15% of households with school age children reported that no digital school lesson or
exchange with teachers took place
• UK: Students who had NOT continued with their education in the previous week
– 17% of 16-18 year-olds in full-time education surveyed between 7 May and 7 June 2020
– 25% of parents reported their children educated at home had not undertaken activities using material
provided by their school in the preceding week
• France: 8% of secondary school parents reported their child did no school work and teachers lost
contact with
– 6% of primary school students
– 10% of secondary school students
3
Loss of contact with schools/teachers
during the pandemic

4. • Levels of psychological well-being among adults were far below those measured pre-confinement
• Parents of school children had higher levels of anxiety than other adults
Psychological wellbeing of adults (France)
0
5
10
15
20
25
30
35
40
23-25
Mar
30
Mar-1
Apr
14-16
Apr
20-22
Apr
28-30
Apr
4-6
May
13-15
May
18-20
May
27-29
May
8-10
Jun
22-24
Jun
6-8
Jul
20-22
Jul
24-26
Aug
21-23
Sep
19-21
Oct
4-6
Nov
14-16
Dec
23-25
Dec
All adults Parents with children aged 16 years or less
%
France: Proportion of the population aged 16 years and experiencing high anxiety

5. 8.6
6.1
4.6
5.5
8.2
1.9
16.7
11.5
1.7
3.7
7.1
1.9
0
2
4
6
8
10
12
14
16
18
Anxiety Sleep impairment Global health Anger Depressive symtpoms
Peer relationships
Before lockdown During lockdown
%
5
Incidence of mental and social health problems in
children and adolescents (Netherlands 8-18 years)
Percentage of respondents with poor functioning or severe symptoms
Luijten, M. et al. (2021)

6. • How do teachers with
different characteristics and
practices tend to
concentrate in different
schools?
• To what extent do students
from different backgrounds
have access to effective
teaching and digital
infrastructure?
• How is the sorting of
effective teachers and
teaching practices related to
inequalities in student
achievement?

7. • Drawing on TALIS 2018 data from teachers and school leaders
from almost 50 countries/sub-national entities
• Focusing on teacher quality rather than quantity
• Expanding the range of teacher and school characteristics and
practices analysed through the lens of equity
• Special focus on students’ access to digital learning in school
• Two lenses for analysis: equity (i.e. good teachers are distributed
in a way that helps closing existing divides) complemented with
equality (i.e. equal distribution of good teachers)
Latest OECD report on equity looking at the
distribution of effective teachers…

8. DO STUDENTS HAVE EQUITABLE
ACCESS TO EFFECTIVE TEACHERS?

9. Albeit to a varying degree, teachers with certain
traits tend to concentrate in the same schools
Source: OECD (2022), Mending the Education Divide: Getting Strong Teachers to the Schools That Need Them Most.
0.0
0.1
0.2
0.3
0.4
0.5
0.6
Teachers with more than 10 years of teaching
experience
Teachers with a comprehensive formal education or
training
Teachers in the top quarter according to overall self-
efficacy
Teachers in the top quarter according to the frequency
of use of cognitive activation practices
Teachers in the top quarter according to the frequency
of use of clarity of instruction practices
Teachers in the top quarter according to the share of
class time spent on actual teaching and learning in an
average lesson
Dissimilarity index, ranging from 0 (perfectly even distribution across schools) to 1
(teachers with a certain characteristic concentrated in a single school)
Maximum value (TALIS)
OECD average-31
England (UK)
Minimum value (TALIS)

10. Experienced teachers tend to work in socio-
economically advantaged schools…
Note: Statistically significant differences are marked in a darker tone. Disadvantaged schools refer to those where more than 30%
of the student body are from socio economically disadvantaged homes. Advantaged schools refer to those where 10% or less of the
student body are from socio economically disadvantaged homes.
Source: OECD (2022), Mending the Education Divide: Getting Strong Teachers to the Schools That Need Them Most, Figure 2.2.
-20
-15
-10
-5
0
5
10
15
20
25
OECD
average-31
Colombia
Israel
Portugal
Brazil
United
Arab
Emirates
Lithuania
Mexico
Bulgaria
Denmark
South
Africa
Georgia
Italy
New
Zealand
Spain
Chile
Austria
Japan
Kazakhstan
Hungary
Sweden
Romania
Croatia
Belgium
United
States
Viet
Nam
Turkey
France
Australia
Estonia
Saudi
Arabia
Shanghai
(China)
CABA
(Argentina)
French
Comm.
(Belgium)
England
(UK)
Alberta
(Canada)
Flemish
Comm.
(Belgium)
Percentage-point
The share of teachers with more than 10 years of teaching experience is higher in disadvantaged schools
The share of teachers with more than 10 years of teaching experience is higher in advantaged schools

11. … and in public schools
Source: OECD (2022), Mending the Education Divide: Getting Strong Teachers to the Schools That Need Them Most, Figure 2.2.
-40
-30
-20
-10
0
10
20
30
OECD
average-31
Singapore
New
Zealand
Australia
Korea
Kazakhstan
Chile
Belgium
Finland
Denmark
Japan
United
States
France
South
Africa
Spain
Hungary
Estonia
Austria
Norway
Turkey
Mexico
Slovak
Republic
Brazil
Czech
Republic
Malta
Sweden
Georgia
Italy
Portugal
Viet
Nam
United
Arab
Emirates
Colombia
Flemish
Comm.
(Belgium)
CABA
(Argentina)
England
(UK)
French
Comm.
(Belgium)
Shanghai
(China)
Percentage-point
The share of teachers with more than 10 years of teaching experience is higher in private schools
The share of teachers with more than 10 years of teaching experience is higher in public schools

12. In most education systems, there is no systematic sorting
of comprehensively trained teachers across schools…
Note: Disadvantaged schools refer to those where more than 30% of the student body are from socio economically disadvantaged homes.
Advantaged schools refer to those where 10% or less of the student body are from socio economically disadvantaged homes.
Source: OECD (2022), Mending the Education Divide: Getting Strong Teachers to the Schools That Need Them Most, Table 1.1.
0
5
10
15
20
Disadvantaged
schools have
higher shares of
this type of
teachers
Advantaged
schools have
higher shares of
this type of
teachers
Public schools have
higher shares of
this type of
teachers
Private schools
have higher share
of these type of
teachers
Rural schools have
higher shares of
this type of
teachers
City schools have
higher shares of
this type of
teachers
By concentration of students from
socio-economically disadvantaged
homes
By school governance By school lcoation
Number
of
countries
Comprehensively trained teachers, by school characteristics
Incl. ENG
(UK)

13. … similarly for teachers with high self-efficacy
0
5
10
15
20
Disadvantaged
schools have
higher shares of
this type of
teachers
Advantaged
schools have
higher shares of
this type of
teachers
Public schools have
higher shares of
this type of
teachers
Private schools
have higher shares
of this type of
teachers
Rural schools have
higher shares of
this type of
teachers
City schools have
higher shares of
this type of
teachers
By concentration of students from
socio-economically disadvantaged
homes
By school governance By school lcoation
Number
of
countries
Teachers with high self-efficacy, by school characteristics
Note: Disadvantaged schools refer to those where more than 30% of the student body are from socio economically disadvantaged homes.
Advantaged schools refer to those where 10% or less of the student body are from socio economically disadvantaged homes.
Source: OECD (2022), Mending the Education Divide: Getting Strong Teachers to the Schools That Need Them Most, Table 1.1.

14. Teachers who maximise instruction time are over-
represented in advantaged schools…
Note: Statistically significant differences are marked in a darker tone.
Source: OECD (2022), Mending the Education Divide: Getting Strong Teachers to the Schools That Need Them Most, Figure 2.8.
-25
-20
-15
-10
-5
0
5
10
OECD
average-31
Colombia
Romania
United
Arab
Emirates
Croatia
Italy
Chile
Estonia
Mexico
Kazakhstan
Hungary
Brazil
Viet
Nam
Israel
Turkey
Lithuania
Portugal
Georgia
Saudi
Arabia
Belgium
Spain
Japan
Sweden
Austria
Bulgaria
South
Africa
France
United
States
Australia
Denmark
New
Zealand
Shanghai
(China)
French
Comm.
(Belgium)
CABA
(Argentina)
England
(UK)
Flemish
Comm.
(Belgium)
Alberta
(Canada)
Percentage-point
The share of teachers who maximise instruction time is higher in advantaged schools
The share of teachers who maximise instruction time is higher in disadvantaged schools

15. … and in private schools
Source: OECD (2022), Mending the Education Divide: Getting Strong Teachers to the Schools That Need Them Most, Figure 2.8.
-20
-10
0
10
20
30
40
OECD
average-31
Singapore
Kazakhstan
Australia
Denmark
New
Zealand
South
Africa
Finland
Brazil
Portugal
Belgium
Austria
Spain
France
Turkey
Malta
United
Arab
Emirates
Norway
Sweden
United
States
Czech
Republic
Hungary
Estonia
Slovak
Republic
Mexico
Viet
Nam
Chile
Georgia
Korea
Colombia
Japan
Italy
French
Comm.
(Belgium)
Flemish
Comm.
(Belgium)
CABA
(Argentina)
England
(UK)
Shanghai
(China)
Percentage-point
There are more teachers who maximise instruction time in private schools
There are more teachers who maximise instruction time in public schools

16. In most education systems, the sorting of teachers who use
cognitive activation practices on a regular basis across schools
is less prevalent…
Note: Disadvantaged schools refer to those where more than 30% of the student body are from socio economically disadvantaged homes.
Advantaged schools refer to those where 10% or less of the student body are from socio economically disadvantaged homes.
Source: OECD (2022), Mending the Education Divide: Getting Strong Teachers to the Schools That Need Them Most, Table 1.1.
0
5
10
15
20
Disadvantaged
schools have
higher shares of
this type of
teachers
Advantaged
schools have
higher shares of
this type of
teachers
Public schools have
higher shares of
this type of
teachers
Private schools
have higher shares
of this type of
teachers
Rural schools have
higher shares of
this type of
teachers
City schools have
higher shares of
this type of
teachers
By concentration of students from
socio-economically disadvantaged
homes
By school governance By school lcoation
Number
of
countries
Teachers who use cognitive activation practices on a regular basis,
by school characteristics

17. … this also holds for the distribution of teachers who use clarity
of instruction practices
Note: Disadvantaged schools refer to those where more than 30% of the student body are from socio economically disadvantaged homes.
Advantaged schools refer to those where 10% or less of the student body are from socio economically disadvantaged homes.
Source: OECD (2022), Mending the Education Divide: Getting Strong Teachers to the Schools That Need Them Most, Table 1.1.
0
5
10
15
20
Disadvantaged
schools have
higher shares of
this type of
teachers
Advantaged
schools have
higher shares of
this type of
teachers
Public schools have
higher shares of
this type of
teachers
Private schools
have higher shares
of this type of
teachers
Rural schools have
higher shares of
this type of
teachers
City schools have
higher shares of
this type of
teachers
By concentration of students from
socio-economically disadvantaged
homes
By school governance By school lcoation
Number
of
countries
Teachers who use clarity of instruction practices on a regular basis,
by school characteristics

18. DO STUDENTS HAVE EQUITABLE
ACCESS TO DIGITAL LEARNING IN
SCHOOL?

19. Students who attend public schools tend to have more
limited access to adequate ICT equipment…
Note: Statistically significant differences are marked in a darker tone.
Source: OECD (2022), Mending the Education Divide: Getting Strong Teachers to the Schools That Need Them Most, Figure 3.1.
-70
-60
-50
-40
-30
-20
-10
0
10
20
30
OECD
average-30
Mexico
Viet
Nam
Colombia
Portugal
Brazil
Japan
United
Arab
Emirates
Kazakhstan
United
States
South
Africa
Belgium
Spain
Denmark
Czech
Republic
Georgia
Finland
Italy
Hungary
Chile
Austria
Estonia
Singapore
Sweden
Malta
Slovak
Republic
Norway
France
New
Zealand
Korea
CABA
(Argentina)
England
(UK)
Shanghai
(China)
Flemish
Comm.
(Belgium)
French
Comm.
(Belgium)
Percentage-point
The share of principals who reported that the quality of instruction was hindered
by a shortage or inadequacy of digital technology for instruction is higher in private schools
The share of principals who reported that the quality of instruction was hindered
by a shortage or inadequacy of digital technology for instruction is higher in public schools

20. … and those attending rural schools are more likely to
have insufficient Internet connection at school
Note: Statistically significant differences are marked in a darker tone.
Source: OECD (2022), Mending the Education Divide: Getting Strong Teachers to the Schools That Need Them Most, Figure 3.2.
-60
-50
-40
-30
-20
-10
0
10
20
30
OECD
average-30
Colombia
Mexico
Italy
United
Arab
Emirates
Kazakhstan
Turkey
Saudi
Arabia
Georgia
Chile
Brazil
South
Africa
Romania
Slovak
Republic
Czech
Republic
Spain
Portugal
Latvia
Slovenia
Lithuania
Sweden
New
Zealand
Bulgaria
France
Norway
United
States
Viet
Nam
Finland
Denmark
Hungary
Estonia
Croatia
Austria
Belgium
Alberta
(Canada)
England
(UK)
Percentage-point
The share of principals who reported that the quality of instruction was hindered
by insufficient Internet access is higher in urban schools
The share of principals who reported that the quality of instruction was hindered
by insufficient Internet access is higher in rural schools

21. There is evidence for a certain degree of clustering of teachers
who are trained and feel self-efficient in and regularly use ICT
Source: OECD (2022), Mending the Education Divide: Getting Strong Teachers to the Schools That Need Them Most.
-0.1
0.1
0.2
0.3
0.4
0.5
0.6
Teachers who had formal training in the
use of ICT for teaching
Teachers who participated in
professional development in ICT skills
Teachers with high self-efficacy in the
use of ICT for teaching
Teachers who use ICT for teaching on a
regular basis
Dissimilarity index, ranging from 0 (perfectly even distribution across schools) to 1
(teachers with a certain characteristic concentrated in a single school)
Maximum value (TALIS)
OECD average-31
England (UK)
Minimum value (TALIS)

22. There are few education systems where teachers trained in ICT
as part of their initial education concentrate in certain schools
along socio-economic status, governance or location…
Note: Disadvantaged schools refer to those where more than 30% of the student body are from socio economically disadvantaged homes.
Advantaged schools refer to those where 10% or less of the student body are from socio economically disadvantaged homes.
Source: OECD (2022), Mending the Education Divide: Getting Strong Teachers to the Schools That Need Them Most, Table 1.2.
0
5
10
15
20
Disadvantaged
schools have
higher shares of
this type of
teachers
Advantaged
schools have
higher shares of
this type of
teachers
Public schools have
higher shares of
this type of
teachers
Private schools
have higher shares
of this type of
teachers
Rural schools have
higher shares of
this type of
teachers
City schools have
higher shares of
this type of
teachers
By concentration of students from
socio-economically disadvantaged
homes
By school governance By school lcoation
Number
of
countries
Teachers who had formal training in the use of ICT for teaching,
by school characteristics
Incl. ENG
(UK)
Incl. ENG
(UK)
Incl. ENG
(UK)

23. … same holds for teachers who participated in professional
development in ICT skills
Note: Disadvantaged schools refer to those where more than 30% of the student body are from socio economically disadvantaged homes.
Advantaged schools refer to those where 10% or less of the student body are from socio economically disadvantaged homes.
Source: OECD (2022), Mending the Education Divide: Getting Strong Teachers to the Schools That Need Them Most, Table 1.2.
0
5
10
15
20
Disadvantaged
schools have
higher shares of
this type of
teachers
Advantaged
schools have
higher shares of
this type of
teachers
Public schools have
higher shares of
this type of
teachers
Private schools
have higher shares
of this type of
teachers
Rural schools have
higher shares of
this type of
teachers
City schools have
higher shares of
this type of
teachers
By concentration of students from
socio-economically disadvantaged
homes
By school governance By school lcoation
Number
of
countries
Teachers who participated in professional development in ICT skills in the 12 months
prior to the survey, by school characteristics
Incl. ENG
(UK)

24. Teachers with high self-efficacy in ICT use tend to work in
private schools
Note: Statistically significant differences are marked in a darker tone.
Source: OECD (2022), Mending the Education Divide: Getting Strong Teachers to the Schools That Need Them Most, Figure 3.7.
-20
-15
-10
-5
0
5
10
15
20
25
OECD
average-31
Singapore
Mexico
Brazil
Georgia
Belgium
South
Africa
Finland
Spain
Colombia
Australia
Slovak
Republic
France
Turkey
Italy
United
Arab
Emirates
United
States
Hungary
New
Zealand
Korea
Estonia
Malta
Portugal
Sweden
Denmark
Kazakhstan
Austria
Japan
Chile
Czech
Republic
Viet
Nam
Norway
CABA
(Argentina)
England
(UK)
Flemish
Comm.
(Belgium)
Shanghai
(China)
French
Comm.
(Belgium)
Percentage-point
The share of teachers with high self-efficacy in ICT use is higher in private schools
The share of teachers with high self-efficacy in ICT use is higher in public schools

25. Differences across schools in ICT use between private and
public schools
Note: Statistically significant differences are marked in a darker tone.
Source: OECD (2022), Mending the Education Divide: Getting Strong Teachers to the Schools That Need Them Most, Figure 3.9.
-20
-10
0
10
20
30
40
OECD
average-31
Singapore
South
Africa
Australia
Spain
United
Arab
Emirates
Brazil
Slovak
Republic
Finland
Malta
Czech
Republic
France
Mexico
Georgia
Korea
Kazakhstan
Colombia
Hungary
Estonia
New
Zealand
United
States
Viet
Nam
Belgium
Sweden
Italy
Portugal
Denmark
Japan
Austria
Turkey
Chile
Shanghai
(China)
CABA
(Argentina)
England
(UK)
French
Comm.
(Belgium)
Flemish
Comm.
(Belgium)
Percentage-point
The share of teachers who regularly use ICT for teaching is higher in private schools
The share of teachers who regularly use ICT for teaching is higher in public schools

26. Schools tend to differ in the frequency of ICT use even after
accounting for teacher and school characteristics, including
schools’ digital infrastructure
Note: Controls for teacher characteristics include years of teaching experience, self efficacy in ICT use, inclusion of ICT skills in formal and
in-service training. Controls for school characteristics include school location, school governance and student composition of schools
according to socio economic and language background, as well as special education needs.
Source: OECD (2022), Mending the Education Divide: Getting Strong Teachers to the Schools That Need Them Most, Figure 3.11.
0
20
40
60
80
100
OECD
average-31
Denmark
Mexico
Colombia
Australia
Chile
Sweden
South
Africa
Saudi
Arabia
Viet
Nam
Georgia
Spain
Turkey
Bulgaria
Netherlands
Latvia
France
Korea
Israel
Romania
Belgium
Czech
Republic
Italy
Austria
Hungary
Kazakhstan
Lithuania
Slovak
Republic
Finland
Portugal
United
Arab
Emirates
Iceland
Slovenia
Croatia
Singapore
Estonia
Malta
England
(UK)
French
Comm.
(Belgium)
Shanghai
(China)
Flemish
Comm.
(Belgium)
CABA
(Argentina)
Percentage
Proportion of the overall variation in teachers’ regular use of ICT that lies between
schools (intra-class correlation)

27. Collaboration among teachers can help increase the use of
ICT in school
Note: Statistically significant coefficients are marked in a darker tone. Controlling for teacher characteristics (i.e. self efficacy in ICT
use, years of teaching experience, gender and employment status), teachers’ training in ICT use and classroom composition.
Source: OECD (2022), Mending the Education Divide: Getting Strong Teachers to the Schools That Need Them Most, Table 3.17.
0.9
1.0
1.1
1.2
1.3
OECD
average-31
Slovak
Republic
Saudi
Arabia
Croatia
Belgium
Mexico
Kazakhstan
Austria
Netherlands
Spain
Chile
Viet
Nam
Latvia
Lithuania
United
States
Colombia
Denmark
United
Arab
Emirates
Italy
Korea
South
Africa
Slovenia
Singapore
Turkey
Japan
Georgia
Finland
Czech
Republic
Brazil
New
Zealand
Israel
Iceland
Hungary
Sweden
Portugal
Romania
Estonia
Malta
Bulgaria
Australia
Flemish
Comm.
(Belgium)
French
Comm.
(Belgium)
England
(UK)
Alberta
(Canada)
Shanghai
(China)
CABA
(Argentina)
Odds
ratio
Teachers who engage in professional collaboration more often are more likely to
regularly use ICT for teaching
Teachers who engage in professional collaboration more often are less likely to
regularly use ICT for teaching

28. TEACHER ALLOCATION AND
LEARNING DIVIDES

29. Note: Disadvantaged students refer to those in the national bottom quarter of the PISA index of economic, social and cultural status.
Source: OECD (2022), Mending the Education Divide: Getting Strong Teachers to the Schools That Need Them Most, Figure 4.1.
Disadvantaged students tend to have higher reading scores
when experienced teachers are more evenly distributed across
schools
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE] [CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
R² = 0.17
More even distribution of experienced teachers Less even distribution
Disadvantaged
students
Score
higher
score
lower
in
reading
in
reading

30. Note: Disadvantaged students refer to those in the national bottom quarter of the PISA index of economic, social and cultural status.
Source: OECD (2022), Mending the Education Divide: Getting Strong Teachers to the Schools That Need Them Most, Figure 4.2.
Disadvantaged students tend to have higher reading scores
when teachers with a comprehensive formal education are
more evenly distributed across schools
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE] [CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE] [CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
R² = 0.16
Disadvantaged
students
Score
higher
score
lower
in
reading
in
reading
More even distribution of comprehensively trained teachers Less even distribution

31. Note: Disadvantaged students refer to those in the national bottom quarter of the PISA index of economic, social and cultural status.
Source: OECD (2022), Mending the Education Divide: Getting Strong Teachers to the Schools That Need Them Most, Figure 4.3.
Disadvantaged students tend to have higher reading scores
when teachers who maximise instruction time are more evenly
distributed across schools
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE] [CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
R² = 0.13
Disadvantaged
students
Score
higher
score
lower
in
reading
in
reading
More even distribution of teachers who maximise instruction time Less even distribution

32. Disadvantaged students tend to have more opportunity to learn
digital literacy skills when teachers with high self-efficacy in ICT are
more evenly distributed across schools
Note: Disadvantaged students refer to those in the national bottom quarter of the PISA index of economic, social and cultural status.
Source: OECD (2022), Mending the Education Divide: Getting Strong Teachers to the Schools That Need Them Most, Figure 4.4.
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
R² = 0.24
More even distribution of teachers with high self-efficacy in ICT Less even distribution
Relatively
more
opportunity
Relatively
less
for
disadvantaged
students
opportunity

33. Experienced teachers tend to be more evenly distributed in
countries where a greater share of schools have autonomy in
hiring teachers
Source: OECD (2022), Mending the Education Divide: Getting Strong Teachers to the Schools That Need Them Most, Figure 4.5.
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
R² = 0.26
Schools have less autonomy in hiring teachers Schools have more autonomy
More
even
distribution
Less
even
of
experienced
teachers
distribution

34. WHAT THESE FINDINGS
IMPLY FOR POLICY

35. Ensure that all schools have the capacity to recruit and retain effective teachers
 Additional funding; hybrid recruitment systems; adequate accountability mechanisms
Provide incentives for teachers to work in high need areas
 Financial and non-financial (e.g. working conditions, professional factors)
Review criteria for recruitment and transfers of teachers
 Weight of criteria such as seniority, qualifications and contractual status
Provide support to teachers working in more challenging schools
 Induction and mentoring as well as in-service training (focusing on school-embedded,
collaborative forms)
Ensure equitable and transparent funding allocation for schools
 Regular vs. targeted funding (responsiveness vs. overlap/excessive bureaucracy/lack of
long-term sustainability); monitoring of the additional funding directed towards those in need;
align the revenue-raising and spending powers of sub-national authorities in decentralised
systems
Policies aiming at a better match between
teachers and schools

36. INFOGRAPHICS

44. THANK YOU!
For more info: http://www.oecd.org/education/talis/