This report examines the nature and extent of support for teacher professionalism using the Teaching and Learning International Survey (TALIS) 2013, a survey of teachers and principals in 34 countries and economies around the world. Teacher professionalism is defined as the knowledge, skills, and practices that teachers must have in order to be effective educators.
The report focuses on lower secondary teachers (ISCED 2) in different education systems and looks at cross-cultural differences in teacher professionalism. It explores how teacher professionalism is linked to policy-relevant teacher outcomes such as perceived status, satisfaction with profession and school environment or perceived self-efficacy. The publication also tackles equity concerns in teacher professionalism: it examines professionalism support gaps, which are defined as differences in support for teacher professionalism in schools with high levels of disadvantage as compared to those with low-levels of disadvantage. Last but not least, the report presents a number of policy-relevant recommendations to enhance teacher professionalism and equity in access to high-quality teaching in OECD member countries.
2. Prevalence of memorisation
rehearsal, routine exercises, drill and
practice and/or repetition
-2.00 -1.50 -1.00 -0.50 0.00 0.00 0.20 0.40 0.60 0.80 1.00 1.20
Switzerland
Poland
Germany
Japan
Korea
France
Sweden
Shanghai-China
Canada
Singapore
United States
Norway
Spain
Netherlands
United Kingdom
Prevalence of elaboration
reasoning, deep learning, intrinsic
motivation, critical thinking,
creativity, non-routine problems
3. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
33 Background: TALIS 2013
…representing more than 4 million teachers in over 30
countries and economies…
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
5. • Defined as knowledge that is necessary for teaching
• Index includes: formal teacher education, and whether the teacher has
incentives for professional development (e.g. receives time release during
professional hours) and participates in professional development
Knowledge
• Defined as teachers’ decision-making power over aspects related to their work
• Index includes decision making over: teaching content, course offerings,
discipline practices, assessment and materials
Autonomy
• Defined as opportunities for the information exchange and support needed to
maintain high standards of teaching
• Index includes: participation in induction, mentoring programmes and/or
network of teachers, receiving feedback from direct observations
Peer networks
5
55 Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
55 Conceptualising Teacher Professionalism
7. Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
77
Not everywhere where induction programmes are
accessible do teachers use them
Percentage of lower secondary teachers with less than 3 years experience at their school and as a teacher, who are working in schools with the
following reported access to formal induction programmes, and their reported participation in such programmes
0
10
20
30
40
50
60
70
80
90
100
Iceland
Finland
Georgia
Serbia
Japan
SlovakRepublic
Netherlands
Norway
Alberta(Canada)
Flanders(Belgium)
Australia
UnitedStates
Croatia
Korea
Average
Russia
Chile
Israel
NewZealand
Malaysia
England(UnitedKingdom)
Romania
CzechRepublic
Singapore
Shanghai(China)
Access
Participation
%
8. Netherlands
Romania
Slovak Republic
Bulgaria
Iceland
Georgial
Brazil
England (United Kingdom)
Australia
Alberta (Canada)
Latvia
Portugal
Korea
Average
Shanghai (China)
Spain
Abu Dhabi (United Arab
Emirates)
Croatia
Poland
Mexico
Chile Norway
Finland
Denmark Flanders (Belgium)
Sweden
Singapore
Italy
Estonia
Israel
Russia
United States Japan
Serbia
France
Malaysia
0
10
20
30
40
50
60
70
80
0 10 20 30 40 50 60 70 80
Percentageofteachersworkinginschoolswherethe
principalreportsthatmentoringprogrammesareavailable
forallteachersintheschool
Percentage of teachers who report presently having
an assigned mentor to support them
Czech
Mean mathematics performance, by school location, after acc
ounting for socio-economic status
Fig II.3.3
88
Not everywhere where principals say mentoring is available
do teachers have mentors
12. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
1212 Models of teacher professionalism
High Peer Networks/
Low Autonomy
High AutonomyKnowledge Emphasis
Balanced Domains/
High Professionalism
Balanced Domains/
Low Professionalism
13. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
1313 Models of teacher professionalism
High Peer Networks/
Low Autonomy
High Autonomy Knowledge Emphasis
Balanced Domains/
High Professionalism
Balanced Domains/
Low Professionalism
15. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
1515 Relationship between teacher professionalism and learning
Relationship between PISA 2012 mathematics scores and teacher professionalism index (system-level)
Dubai (UAE)
Australia
Flanders (Belgium)
Bulgaria
Brazil
Alberta (Canada)
Chile
Shaghai (China)
Czech RepublicDenmark
England (UK)
Spain
EstoniaFinland
France
Croatia
Iceland
Israel
Italy
Japan
Korea
Latvia
Mexico
Malaysia
Netherlands
Norway
New Zealand
Poland
Portugal
Romania
Russian Federation
Singapore
Serbia
Slovak RepublicSweden
350
400
450
500
550
600
650
5.0 6.0 7.0 8.0 9.0 10.0 11.0
PISAmathematicsscore
Teacher professionalism index
R = 0.298
16. Status of the
profession
Teachers’
perception of
the extent to
which teaching
is valued as a
profession
Satisfaction with
the profession
Teachers’ report
on the extent
to which
teachers are
happy with
their decision
to become a
teacher.
Satisfaction with
work
environment
Teachers’ report
on the extent
to which
teachers are
happy with
their current
schools.
Self-efficacy
Teachers’
perception of
their
capabilities (e.g.
controlling
disruptive
behaviour, use
a variety of
assessment
strategies, etc.).
1
1616 Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
1616 Policy-relevant teacher outcomes
17. 0
10
20
30
40
50
60
70
Overall professionalism = 1
Overall professionalism = 5
Overall professionalism = 10
Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
1717 Teacher professionalism index and teacher outcomes
The relationship between overall teacher professionalism and teacher outcomes
Perceptions of
teachers’ status
Satisfaction with the
profession
Satisfaction with the
work environment
Teachers’
self-efficacy
Predicted percentile
18. 0
10
20
30
40
50
60
70
80
Knowledge = 0
Knowledge = 5
Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
1818 Knowledge base index and teacher outcomes
The relationship between knowledge base and teacher outcomes
Perceptions of
teachers’ status
Satisfaction with the
profession
Satisfaction with the
work environment
Teachers’
self-efficacy
Predicted percentile
19. 0
10
20
30
40
50
60
70
80
Networks = 0
Networks = 5
Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
1919 Peer networks index and teacher outcomes
The relationship between peer networks and teacher outcomes
Perceptions of
teachers’ status
Satisfaction with the
profession
Satisfaction with the
work environment
Teachers’
self-efficacy
Predicted percentile
20. 0
10
20
30
40
50
60
70
80
Autonomy = 0
Autonomy = 5
Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
2020 Autonomy index and teacher outcomes
The relationship between autonomy and teacher outcomes
Perceptions of
teachers’ status
Satisfaction with the
profession
Satisfaction with the
work environment
Teachers’
self-efficacy
Predicted percentile
24. 2
2424 Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
2424 Conceptualising high-needs schools
School Low needs Medium needs High needs
Percentage of students
in high needs group
(second-language
learners, students with
special needs and
students that are socio
-economically
disadvantaged)
Less than 11% of
students
11 to 30% of students
Greater than 30% of
students
25. 2
2525 Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
2525 Socio-economically disadvantaged schools
Teacher professionalism support gap and the percentage of schools that fall into the high socio-economically
disadvantaged category
Australia
Flanders (Beligum) Alberta (Canada)
Chile
Czech RepublicDenmark
Estonia
Finland
France
Iceland
Israel Italy
Japan
Korea
Mexico
Netherlands
New Zealand
Norway
Poland
Portugal
Slovak Republic
Spain
Sweden
England (UK)
Brazil
Bulgaria
Croatia
Georgia
Latvia
Malaysia
Romania
Russian Federation
Serbia
Shanghai (China)
Singapore
Dubai (UAE))
0
10
20
30
40
50
60
70
-0.4 -0.3 -0.2 -0.1 0 0.1 0.2 0.3 0.4
Highconcentration-economicallydisadvantaged
Teacher professionalism support gap - economically disadvantaged
26. 2727 Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
2727
Knowledge domain in high and low socio-economically
disadvantaged schools and teacher job satisfaction
-0.40
-0.20
0.00
0.20
0.40
0.60
0.80
1.00
Norway
AbuDhabi(UAE)
Israel
Netherlands
England(UK)
Belgium(Flanders)
Alberta(Canada)
Italy
Australia
Serbia
Croatia
Shanghai(China)
Spain
Singapore
Poland
Malaysia
SlovakRepublic
Mexico
Chile
Estonia
Brazil
NewZealand
Romania
Latvia
Portugal
France
Georgia
Japan
Sweden
Korea
Bulgaria
Low
High
Association between satisfaction with current working environment and knowledge domain for each country separated by a
high and low socio-economically disadvantaged concentration level.
Unstandardisedcoefficients
27. 2828 Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
2828
Peer networks domain in high and low socio-economically
disadvantaged schools and teacher job satisfaction
-0.40
-0.20
0.00
0.20
0.40
0.60
0.80
1.00
Bulgaria
Australia
Netherlands
AbuDhabi(UAE)
England(UK)
NewZealand
Serbia
Singapore
Estonia
Croatia
Chile
Sweden
Shanghai(China)
Norway
Belgium(Flanders)
Mexico
SlovakRepublic
Brazil
Alberta(Canada)
Poland
Portugal
Malaysia
Italy
Spain
France
Korea
Latvia
Romania
Israel
Japan
Georgia
Low
High
Association between satisfaction with current working environment and peer networks domain for each country separated by
a high and low socio-economically disadvantaged concentration level.
Unstandardisedcoefficients
28. 2
2929 Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
2929 Equity in teacher professionalism support
Most Equitable Mixed Equity Least Equitable
England (United Kingdom) Abu Dhabi (United Arab Emirates) Croatia
Korea Australia Estonia
Latvia Flanders (Belgium) Israel
Spain Brazil Malaysia
Sweden Bulgaria Netherlands
Alberta (Canada) Poland
Chile Portugal
Czech Republic Serbia
Denmark Slovak Republic
Finland
France
Georgia
Iceland
Italy
Japan
Mexico
New Zealand
Norway
Romania
The Russian Federation
Shanghai (China)
Singapore
30. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
3131 The importance of teacher professionalism
Teachers in schools that adopt more practices related to
improving teacher professionalism (especially teachers’
knowledge base and peer networks) feel:
• more satisfied,
• more capable (i.e. have higher feelings of self-efficacy),
• that teaching professions has a higher status in the
society.
31. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
3232 How can systems support teacher professionalism?
Policies supporting teacher professionalism should consider:
• requiring teachers to participate in pre-service formal
teacher education programmes that expose teachers to
pedagogy and provide opportunities to practice teaching;
• expanding induction and mentoring programs;
• supporting teachers in conducting classroom-based
individual or collaborative research;
• encouraging teachers’ participation in networks of other
teachers for information exchange.
32. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
3333 How can systems support teacher professionalism?
TALIS
is a partnership
between
an international
research
consortium
OECD
Governments
in 34 countries
European
Commission
Teachers’ unions
33. Mean mathematics performance, by school location,
after accounting for socio-economic status
Fig II.3.3
34
• The report has been prepared by:
Elizabeth Buckner
(FHI 360)
Christine Harris-Van Keuren
(Education Policy Institute)
Carina Omoeva
(FHI 360)
Under the oversight of OECD Secretariat
William Smith
(RESULTS Educational Fund)
Charles Gale
(FHI 360)
Notas do Editor
All coefficients are statistically significant. The coefficients are a measure of how much the adoption of an additional best practice is associated with a change in outcomes, measured as a standard deviation.
As can be seen, coefficients for self-efficacy range from a low of about 0.045 in France to highs of about 0.139 in Malaysia and 0.135 in England, United Kingdom. In these latter two countries there is a pronounced relationship between professionalism and the degree to which teachers feel able to carry out their jobs.