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WHAT DO TEACHERS TELL US ABOUT THEIR
WORK AND WHAT MATTERS TO THEM ?
Andreas Schleicher, London, 19 June 2019
WHO ARE THE TEACHERS ?
Making a difference…
Teachers joined the profession to…
0 10 20 30 40 50 60 70 80 90 100
Teaching allowed me to influence the development of
children and young people
Teaching allowed me to provide a contribution to society
Teaching allowed me to benefit the socially disadvantaged
Teaching was a secure job
Teaching provided a reliable income
The teaching schedule fit with responsibilities in my
personal life
Teaching offered a steady career path
Teaching allowed me to influence the…
Percentage of teachers who report that the following elements were of "moderate" or "high"
importance in becoming a teacher
%
Fig I.4.1
Teachers joined the profession to…
0 10 20 30 40 50 60 70 80 90 100
Teaching allowed me to influence the development of
children and young people
Teaching allowed me to provide a contribution to society
Teaching allowed me to benefit the socially disadvantaged
Teaching was a secure job
Teaching provided a reliable income
The teaching schedule fit with responsibilities in my
personal life
Teaching offered a steady career path
Teaching allowed me to influence the…
Percentage of teachers who report that the following elements were of "moderate" or "high"
importance in becoming a teacher
%
Fig I.4.1
In nearly all countries teachers with higher
values on the social utility index report
greater commitment and tend to participate
more in professional development activities
after controlling for teachers’ characteristics.
A first choice ?
0
20
40
60
80
100
VietNam
Georgia
Shanghai(China)
Portugal
SaudiArabia
Slovenia
Japan
Korea
Lithuania
Hungary
UnitedArabEmirates
Kazakhstan
Romania
Latvia
Flemish(Belgium)
Russia
Bulgaria
Singapore
Malta
France
Belgium
CzechRepublic
Alberta(Canada)
Colombia
Croatia
OECDaverage-31
Chile
Austria
Brazil
Italy
Turkey
Estonia
SlovakRepublic
Iceland
Denmark
Spain
Israel
Norway
Mexico
Finland
Sweden
UnitedStates
England(UK)
Australia
NewZealand
Netherlands
CABA(Argentina)
SouthAfrica
Female teachers Male teachers
Percentage of teachers for whom teaching was their first choice as a career
%
Tab I.4.4
A first choice ?
Highest educational attainment of teachers
0
20
40
60
80
100
SlovakRepublic
Portugal
CzechRepublic
Finland
Croatia
Italy
Georgia
Russia
Bulgaria
Estonia
France
Slovenia
Sweden
Latvia
UnitedStates
Colombia
Israel
OECDaverage-31
Austria
Romania
Netherlands
Korea
Lithuania
Hungary
Norway
UnitedArabEmirates
Iceland
England(UK)
Malta
Mexico
Singapore
CABA(Argentina)
Alberta(Canada)
Chile
NewZealand
Belgium
Shanghai(China)
Japan
Flemish(Belgium)
Denmark
Turkey
Brazil
SaudiArabia
Kazakhstan
SouthAfrica
VietNam
Australia
Below ISCED level 5 ISCED level 5 ISCED level 6 ISCED level 7 ISCED level 8%
Percentage of teachers, by highest level of formal education completed
Masters-level
WHAT DO THEY DO?
Teachers’ total working hours
Average number of working hours (i.e. 60 minutes) teachers report having spent in total
during the most recent complete calendar week
0
10
20
30
40
50
60
Japan
Kazakhstan
Alberta(Canada)
England(UK)
UnitedStates
VietNam
Singapore
NewZealand
Shanghai(China)
Australia
Russia
Sweden
Colombia
Norway
UnitedArabEmirates
Portugal
Slovenia
Croatia
Hungary
Denmark
OECDaverage-31
Iceland
CzechRepublic
Bulgaria
Chile
France
Austria
Flemish(Belgium)
Malta
Spain
Netherlands
SlovakRepublic
Estonia
Mexico
Lithuania
Belgium
Latvia
SouthAfrica
Korea
Romania
Finland
Israel
Turkey
Italy
Brazil
CABA(Argentina)
SaudiArabia
Georgia
Hours per week
Teachers’ working hours spent on teaching and use of
class time during a typical lesson
Average number of working hours (i.e. 60 minutes) teachers report having spent on
teaching during the most recent complete calendar week
0
10
20
30
40
50
60
Chile
UnitedStates
Alberta(Canada)
Colombia
SouthAfrica
Turkey
Russia
UnitedArabEmirates
Mexico
Brazil
Israel
Hungary
Latvia
Estonia
Finland
SaudiArabia
OECDaverage-31
NewZealand
England(UK)
Portugal
SlovakRepublic
Australia
Bulgaria
Iceland
Croatia
Spain
Slovenia
Denmark
Austria
CzechRepublic
Lithuania
Malta
Sweden
Belgium
Flemish(Belgium)
France
Georgia
Korea
VietNam
Japan
Singapore
Cyprus
Netherlands
ChineseTaipei
Romania
CABA(Argentina)
Italy
Norway
Kazakhstan
Other tasks Administrative tasks Keeping order in the classroom Actual teaching and learning
Hours per week
Table I.2.27 and I.2.10
Teachers' self-efficacy
0 10 20 30 40 50 60 70 80 90 100
Make my expectations about student behaviour clear
Get students to follow classroom rules
Control disruptive behaviour in the classroom
Calm a student who is disruptive or noisy
Provide an alternative explanation
Craft good questions for students
Vary instructional strategies in my classroom
Use a variety of assessment strategies
Get students to believe they can do well in school work
Help students value learning
Help students think critically
Motivate students who show low interest in school work
Support student learning through the use of ICT
Instruction
Student
engagement
Enhanced
activities
OECD average-31
Percentage of teachers who feel they can do the following "quite a bit" or "a lot“
Classroom
management
%
80 85 90 95 100
Most teachers believe that the students’ well-being is important
Teachers and students usually get on well with each other
Most teachers are interested in what students have to say
If a student needs extra assistance, the school provides it
Teachers can rely on each other
Most teachers believe that the students’…
Percentage of teachers who "agree" or "strongly agree" with the following statements about
what happens in their school
%
Tab I.3.46
Teachers and students usually get on well
with each other…
50
60
70
80
90
Fewer than or equal
to 30%
More than 30% Under age 30 Age 50 and above Novice Experienced
OECD average-31
Average proportion of time teachers spend on actual teaching and learning in a typical lesson,
by teacher and school characteristics
%
Fig I.2.5
Classroom time spent on teaching
By concentration of students from socio-
economically disadvantaged homes
By age By teaching experience
0
20
40
60
80
100
Georgia
CABA(Argentina)
Estonia
Hungary
Lithuania
Latvia
Brazil
Portugal
Norway
Chile
Iceland
Belgium
Spain
Denmark
Mexico
Sweden
Slovenia
Finland
Bulgaria
Netherlands
Austria
Kazakhstan
Flemish(Belgium)
Russia
VietNam
Croatia
OECDaverage-31
CzechRepublic
SlovakRepublic
Italy
Israel
Malta
Korea
Colombia
Romania
SaudiArabia
France
SouthAfrica
Alberta(Canada)
UnitedArabEmirates
UnitedStates
Australia
Turkey
Singapore
NewZealand
England(UK)
Japan
Shanghai(China)
Teachers entering the profession
with no induction
Percentage of teachers who did not take part in any induction activities during their first
employment
%
New Fig (Tab I.4.38)
0 10 20 30 40 50 60 70 80 90
Planned meetings with principal and/or experienced…
Supervision by principal and/or experienced teachers
Courses/seminars attended in person
General/administrative introduction
Networking/collaboration with other new teachers
Team teaching with experienced teachers
Portfolios/diaries/journals
Online courses/seminars
Reduced teaching load
Online activities
OECD average-30
Percentage of lower secondary teachers reporting that the following provisions are included
in teacher induction at their current school
%
Fig I.4.10
Provisions for induction
Mentoring
0
10
20
30
40
50
60
70
UnitedArabEmirates
SouthAfrica
Kazakhstan
Singapore
Brazil
NewZealand
Shanghai(China)
Japan
Israel
Australia
UnitedStates
SaudiArabia
VietNam
England(UK)
Netherlands
Colombia
Russia
Alberta(Canada)
FlemishComm.…
Mexico
Georgia
Korea
Cyprus
Malta
OECDaverage-31
ChineseTaipei
CzechRepublic
Portugal
Belgium
Iceland
Bulgaria
Romania
Turkey
SlovakRepublic
Sweden
Hungary
Chile
Norway
Denmark
CABA(Argentina)
Latvia
France
Estonia
Finland
Austria
Croatia
Spain
Italy
Lithuania
Slovenia
Novice teachers Experienced teachers
Percentage of teachers who have an assigned mentor as part of a formal arrangement at the
school, by teachers' teaching experience
%
Fig I.4.14
Elements included in training
0 10 20 30 40 50 60 70 80 90 100
Content of some or all subject(s) taught
General pedagogy
Pedagogy of some or all subject(s) taught
Classroom practice in some or all subject(s) taught
Student behaviour and classroom management
Monitoring students’ development and learning
Teaching cross-curricular skills
Teaching in a mixed ability setting
Use of ICT for teaching
Teaching in a multicultural or multilingual setting
Element was included in formal education or training Well or "very well" prepared for the element
%
53%
Percentage of teachers for whom the following elements were included in their formal education
or training and for which they feel “well” or “very well” prepared
Fig I.4.4
72%
0
5
10
15
20
25
Fewer than or equal to 30% More than 30% Fewer than or equal to 10% More than 10%
By concentration of immigrant studentsBy concentration of students from socio-
economically disadvantaged homes
Percentage of novice teachers, by school characteristics
%
Fig I.4.9
Alignment of resources and needs
Keeping up to date
80
85
90
95
100
Lithuania
Shanghai(China)
Australia
Austria
Alberta(Canada)
Latvia
NewZealand
Singapore
Slovenia
Kazakhstan
Netherlands
Russia
Croatia
UnitedStates
Korea
Estonia
UnitedArabEmirates
CzechRepublic
Flemish(Belgium)
England(UK)
VietNam
Israel
Bulgaria
Iceland
Sweden
Hungary
OECDaverage-31
Belgium
Norway
Turkey
Georgia
Italy
Finland
CABA(Argentina)
Denmark
SlovakRepublic
Spain
Malta
Colombia
SouthAfrica
Mexico
Japan
Romania
Portugal
Brazil
Chile
SaudiArabia
France
Participation in professional development
Percentage of teachers who participated in professional development activities in the 12
months prior to the survey%
Fig I.5.1
… and not so much in the most effective forms of
professional development
SOME CHALLENGES
Fig I.3.6
0
5
10
15
20
25
30
35
More than 10% of
students have special
needs
At least 1% of students
are refugees
More than 10% of
students have a first
language different from
the language(s) of
instruction
More than 30% of
students come from
socio-economically
disadvantaged homes
More than 10% of
students are immigrants
or with migrant
background
OECD average-30
Percentage of teachers teaching in schools with the following composition
%
Classrooms are characterised by a high diversity of
students from diverse backgrounds
Fig I.3.12
0
2
4
6
8
10
12
14
16
Intimidation or
bullying among
students
A student or
parent/guardian
reports unwanted
electronic contact
among students
Intimidation or
verbal abuse of
teachers or staff
Vandalism and
theft
A student or
parent/guardian
reports postings of
hurtful information
on the Internet
about students
Physical injury
caused by violence
among students
Use/possession of
drugs and/or
alcohol
OECD average-30
Percentage of principals reporting that the following incidents occurred at least weekly in
their school
%
Disruptive incidents
0
10
20
30
40
50
NewZealand
Flemish(Belgium)
Finland
England(UK)
Brazil
Sweden
France
Israel
Bulgaria
Mexico
Norway
Alberta(Canada)
Netherlands
Romania
Estonia
Latvia
SlovakRepublic
Portugal
Spain
Singapore
Denmark
Croatia
Chile
Italy
Iceland
CzechRepublic
Georgia
Japan
Korea
Shanghai(China)
2018 2013
Percentage of principals reporting that “physical and non-physical forms of bullying
among students” occurred at least weekly in their school%
Fig I.3.13
Bullying
Innovation in teaching
0
20
40
60
80
100
Georgia
VietNam
Shanghai(China)
Bulgaria
UnitedArabEmirates
Lithuania
Latvia
Romania
SaudiArabia
Kazakhstan
Russia
Estonia
Norway
SlovakRepublic
Hungary
Brazil
Slovenia
Turkey
Alberta(Canada)
SouthAfrica
Iceland
Denmark
Colombia
Mexico
England(UK)
CABA(Argentina)
Sweden
Singapore
Australia
OECDaverage-31
NewZealand
Chile
Austria
Croatia
UnitedStates
Japan
Israel
Italy
Korea
France
Spain
Finland
CzechRepublic
Netherlands
Malta
Flemish(Belgium)
Belgium
Portugal
Teachers’ views on their colleagues’
attitudes towards innovation
Percentage of teachers who “agree” or “strongly agree” that most teachers in the school are
open to change%
Fig I.2.12
What principals see as
hindering quality instruction
0 5 10 15 20 25 30 35 40
Shortage of support personnel
Shortage of teachers with competence in special needs students
Shortage or inadequacy of time for instructional leadership
Shortage or inadequacy of physical infrastructure
Shortage or inadequacy of time with students
Shortage or inadequacy of instructional space
Shortage or inadequacy of digital technology for instruction
Shortage of qualified teachers
Shortage of teachers with competence in a multicultural setting
Insufficient Internet access
Shortage or inadequacy of necessary materials to train vocational skills
Shortage of teachers with competence in disadvantaged students
Shortage or inadequacy of library materials
Shortage of vocational teachers
Shortage or inadequacy of instructional materials
OECD average-30
Percentage of principals reporting that the following shortages of resources hinder the
school's capacity to provide quality instruction "quite a bit" or "a lot"
%
Figure I.3.15
WHAT TEACHERS THINK
GOVERNMENT SHOULD DO
Teachers’ views on spending priorities
0 10 20 30 40 50 60 70 80
Reducing class sizes by recruiting more staff
Improving teacher salaries
Offering high quality professional development for teachers
Reducing teachers’ administration load by
recruiting more support staff
Improving school buildings and facilities
Supporting students with special needs
Investing in ICT
Supporting students from disadvantaged or migrant backgrounds
Investing in instructional materials
Percentage of teachers who reported the following spending priorities to be of “high importance”
%
Fig I.3.16
0
10
20
30
40
50
60
70
80
90
100
10000 15000 20000 25000 30000 35000 40000 45000 50000
Percentageofteachersreporting
improvingteacherssalariesasa
spendingpriority
Teachers’ statutory salaries, in public institutions (PPP equivalence)
Improving teacher salaries
Improving teacher salaries as a highly-important spending priority for lower secondary
teachers and lower secondary teachers' statutory starting salaries
Below the OECD average
Above the OECD average
Denmark
Brazil
Iceland
AustriaFinland
Slovenia
Chile Mexico
Flemish Comm.
(Belgium)
Find out more about our work at www.oecd.org/education/TALIS
– All publications
– Country notes
– Videos
– The complete micro-level database
Emails: Andreas.Schleicher@OECD.org and TALIS@oecd.org
Twitter: SchleicherOECD and #OECDTALIS
Wechat: AndreasSchleicher
Thank you

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TALIS 2018 - What do teachers tell us about their work and what matters to them?

Notas do Editor

  1. NOTE FROM KARINE: I made some edits in red, please check and revert back to normal font color. Noémie: OK
  2. For the first time in 2018, TALIS asked teachers about their reasons for choosing this occupation. Key message Point 1: The good news – and our first takeaway - is that the vast majority of teachers across the OECD joined the profession out of altruistic motives and a sense of social purpose Teachers joined the profession to make a difference to society and children
  3. 92% of teachers report that influencing the development of children and young people was of moderate or high importance in becoming a teacher and 88% flag the opportunity to contribute to society This social motivation is even stronger than the OECD average in England… … But also motivations related to job security, reliable income and steady career path.
  4. 92% of teachers report that influencing the development of children and young people was of moderate or high importance in becoming a teacher and 88% flag the opportunity to contribute to society This social motivation is even stronger than the OECD average in England… … But also motivations related to job security, reliable income and steady career path.
  5. 2 out of 3 teachers in the OECD (66.5%) also report that teaching was their first choice as a career, again highlighting their commitment to the job Female teachers are more likely to report teaching as their first career choice (69%) than male teachers (59%)
  6. The charts is ordered by teachers’ working hours which includes administrative tasks, keeping order in the classroom and actual teaching and learning
  7. 96% of teachers agree or strongly agree that teachers and students usually get on well with each other Table I.3.46 Even more so in England And the majority of countries have seen an improvement in this area over the past decade (Israel being the exception) Table I.3.49
  8. Key message Point 3: This problem is more acute For teachers working in more challenging schools, For younger teachers, And for those who are less experienced This calls for a rethink of teacher allocation policies, and support and training mechanisms available for new teachers and those already in the job So let’s take a closer look at the new TALIS data and what they tell us to better understand these findings…
  9. ALTERNATE SLIDE TO BE USED WITH COUNTRIES INVOLVED FROM TALIS 2013 ONLY Meanwhile, teachers in England spend more time on classroom management compared to 5 years ago. ANDREAS This is an important slide for the UK are they just made an announcement in this direction (see below) Behaviour Management Today, Friday 7 June, the Education Endowment Foundation published new guidance on improving classroom behaviour. The guidance says that personalised approaches to behaviour management can be effective. The story has been covered by the Independent, the Times, the Metro, the Telegraph, the Sun and the Mail. The guidance also notes that teacher engagement with pupils such as greeting at the classroom door can be effective and help disruptive students. School Standards Minister Nick Gibb said: Continuing to improve behaviour in our schools is a key priority for this Government. Calm and safe school environments benefit all students, allowing them to concentrate fully on their studies. Just one instance of bad behaviour in a classroom can derail an entire lesson, holding back every other pupil in the room. We know these instances of classroom disruption damage teachers’ morale and increase workload and stress which is why we want schools to instil a culture of good behaviour. This advice from the EEF will be a useful tool for schools to see what works. It builds on guidance produced by the Government’s lead adviser on behaviour, Tom Bennett in 2017. We are providing additional support for schools through our behaviour support networks – a group of schools, backed by £10million, that will help those schools in need of support and spread best practice around the country. https://dfemedia.blog.gov.uk/2019/06/07/supporting-schools-in-behaviour-management/
  10. ALTERNATE SLIDE TO BE USED WITH COUNTRIES INVOLVED FROM TALIS 2013 ONLY Meanwhile, teachers in England spend more time on classroom management compared to 5 years ago. ANDREAS This is an important slide for the UK are they just made an announcement in this direction (see below) Behaviour Management Today, Friday 7 June, the Education Endowment Foundation published new guidance on improving classroom behaviour. The guidance says that personalised approaches to behaviour management can be effective. The story has been covered by the Independent, the Times, the Metro, the Telegraph, the Sun and the Mail. The guidance also notes that teacher engagement with pupils such as greeting at the classroom door can be effective and help disruptive students. School Standards Minister Nick Gibb said: Continuing to improve behaviour in our schools is a key priority for this Government. Calm and safe school environments benefit all students, allowing them to concentrate fully on their studies. Just one instance of bad behaviour in a classroom can derail an entire lesson, holding back every other pupil in the room. We know these instances of classroom disruption damage teachers’ morale and increase workload and stress which is why we want schools to instil a culture of good behaviour. This advice from the EEF will be a useful tool for schools to see what works. It builds on guidance produced by the Government’s lead adviser on behaviour, Tom Bennett in 2017. We are providing additional support for schools through our behaviour support networks – a group of schools, backed by £10million, that will help those schools in need of support and spread best practice around the country. https://dfemedia.blog.gov.uk/2019/06/07/supporting-schools-in-behaviour-management/
  11. Insufficient induction: No matter how good initial teacher education is, intensive induction and mentoring is essential to support new teachers in bridging theory and practice. But 62% of teachers report that they did not receive any induction during their first employment. This share is even higher for novice teachers (66% - 2 out of 3) Table I.4.38
  12. Scarce use of team-teaching: Only 45% of teachers report that induction at their current school includes team-teaching with experienced teachers, despite its positive relationship with self-efficacy and job satisfaction Figure I.4.10 Tables I.4.42, I.4.53 and I.4.54 Scarce recourse to reduced teaching loads for new teachers: Only 21% of teachers report that induction at their current school includes a reduced teaching load, again despite its promise for boosting self-efficacy and job satisfaction Figure I.4.10 Tables I.4.42, I.4.55 and I.4.56
  13. Insufficient use of mentoring for new teachers: Only 22% of novice teachers report having an assigned mentor on average across the OECD, despite the fact that 2 thirds of schools (64%) offer mentoring programmes Figure I.4.14 Tables I.4.60 and I.4.64
  14. Novice teachers tend to work in more challenging schools: while they represent 19% of the teacher population across the OECD, they are over-represented in the schools with high concentrations of disadvantaged students (22%) and students with a migrant background (23%) Figure I.4.9 Table I.4.32
  15. On average in England (UK), 27% of teachers work in classes with at least 10% of students whose first language is different from the language of instruction, which is higher than the average of OECD countries and economies participating in TALIS (18%). Also, more than half of the teachers (55%) work in classes with at least 1% of students who are refugees, which is almost twice the average of OECD countries and economies participating in TALIS (30%).
  16. … with the exception is intimidation or bullying among students which occurs daily or weekly in 14% of schools on average across the OECD This is less true for England, with faces particular issues related to bullying and harmful use of new technologies.
  17. A number of countries and economies have managed to curb down the frequency of bullying and cyberbullying according to principals’ reports, but a few have experienced a reverse pattern This is unfortunately the case for France. Since 2013, there has been an increase from 21% to 27% of principals reporting daily or weekly incidents of “physical and non-physical forms of bullying among students”
  18. Shortage of support personnel is the number one resource issue reported by school principals (33% of them) as hindering their school’s capacity to provide quality instruction
  19. NOTE FROM KARINE: I made some edits in red, please check and revert back to normal font color.
  20. 55% of teachers reported reducing teachers’ administration load by recruiting more support staff as a spending priority of high importance – the 4th highest In England, this is the number 2 priority for teachers!