Developing a High-Quality Teaching Profession – What TALIS can tell us

Michael DavidsonOECD Directorate for EducationTALIS webinar, 7 December 2012

• 34 member countries •Mission: to promote policies that will improve the economic and social well-being of people around the world.

• Growing recognition of importance of education

•Education work includes:• Quantitative indicators

and analysis• Policy reviews• Research and

innovation

What is the OECD?

Why TALIS?

• Education is a key driver for economic and social well-being

• Teachers matter ! – Lack of international comparative data on

teachers

• “TALIS provides powerful insight into the working conditions of teachers and the teaching and learning practices in schools. As a result, TALIS will help countries to improve policies for developing a high quality teaching profession” – OECD Director of Education 3

• WHAT DID TALIS 2008 TELL US?

• PREPARING FOR TALIS 2013

5

WHAT DID TALIS 2008 TELL US?

TALIS 2008• Teachers of lower secondary education and

the principals of their schools

• Representative samples

• Data collected through questionnaires

• 24 participating countries– Netherlands did not achieve the sampling

standards

• School year 2007-08

Country means of teacher self-efficacy and job satisfaction

-1.0 -0.5 0.0 0.52.6

2.7

2.8

2.9

3.0

3.1

3.2

3.3

3.4

3.5

Australia

Austria

Belgium (Fl.)

Brazil

Bulgaria

Denmark

Estonia

Hungary

IcelandIrelandItaly

Korea

Lithuania

MalaysiaMalta

Mexico

Norway

Poland

Portugal

Slovak Republic

SloveniaSpain

Turkey

Self -efficacy: standardised factor scores

Job

sat

isfa

ctio

n

8

Teachers who receive more professional development feel more effective and a majority of teachers

would like more professional development.

(TALIS 2008)

Comparison of the level and intensity of participation in professional development

70 75 80 85 90 95 1000

5

10

15

20

25

30

35

40

AustraliaAustria

Brazil

Bulgaria

DenmarkEstonia

HungaryIceland

Ireland

Italy Korea

LithuaniaMalaysia

Malta

Mexico

Norway

Poland

Portugal

Slovak Republic Slovenia

Spain

Turkey

Percentage of teachers undertaking professional development

Ave

rag

e d

ays

of

pro

fess

ion

al

deve

lop

men

t u

nd

ert

aken

Netherlands

Aspects of teaching with high level of need for professional development (2007-08)

Teaching special

learning needs

students

ICT teach-ing skills

Student discipline

and behav-iour prob-

lems

Instruc-tional

practices

Subject field

0

5

10

15

20

25

30

35

TALIS Average%

Barriers to participation in professional development

Conflict w

ith sc

hedule

No suita

ble opportu

nities

Family

resp

onsibiliti

es

Too ex

pensiv

e

Lack

of employe

r support

Did not hav

e the p

re-req

uisites

05

101520253035404550

TALIS average

Professional development

• Countries are investing significantly in teachers’ professional development – but there appear to be real issues about

matching demand and supply, cost and benefit.

• There is a lack of suitable development activities on offer to satisfy teachers’ demand

Learning from appraisal and feedback

Some teachers are left aloneTeachers who received no appraisal or feedback in their

schools

Figure 5.3

Ital

ySp

ain

Port

ugal

Irel

and

Bra

zil

Icel

and

Nor

way

Aus

tria

Aus

tral

ia

Net

herlan

ds

Bel

gium

(Fl

.)M

alta

Turk

eyM

exic

oDen

mar

kPo

land

Kor

eaSl

oven

iaHun

gary

Esto

nia

Slov

ak R

epub

licLi

thua

nia

Mal

aysi

aBul

garia

0

10

20

30

40

50

60

Countries are ranked in descending order of the percentage of teachers who have received no appraisal or feedback.Source: OECD. Table 5.1 and 5.3

%

Does appraisal and feedback support teacher development?

Mal

aysi

aM

exic

oBu

lgar

iaBr

azil

Kor

eaPo

land

Slov

enia

Lith

uani

aHun

gary

Turk

eyItal

y

TALI

S Ave

rage

Icel

and

Slov

ak R

epub

licEs

toni

aPo

rtug

alM

alta

Nor

way

Irel

and

Spai

nAus

tral

iaAus

tria

Belg

ium

(Fl

.)Den

mar

k

0

10

20

30

40

50

60

70

80

90

100%

Source: OECD. Table 5.1 and 5.3

Percentage of teachers reporting that appraisal and feedback led to a mo-derate or large change in a development or training plan for teachers to improve their teaching

16

Only a minority of teachers reported that their appraisal affects their

professional development, career, or pay.

A great majority say that they receive no recognition for improving the

quality of their teaching or that that they would not be rewarded for

being innovative.(TALIS 2008)

School leadership support

In many countries an instructional leadership style is associated with supporting teachers’ professional development

School principals according to their level of management styles by country (2007-08)

-1.0 -0.5 0.0 0.5 1.0 1.5-2.0

-1.5

-1.0

-0.5

0.0

0.5

1.0

1.5

Australia

Austria

Belgium (Fl.)

Brazil

Bulgaria

Denmark

Estonia

Hungary

Iceland

IrelandItaly

Korea

Lithuania

Malaysia

Malta

MexicoNorway

PolandPortugal Slovak Republic Slovenia

Spain

Turkey

Countries in green have a high average in principal involvement in decision making, while countries in red principals have lower than average.Source: OECD

Figure 6.2

Score on instructional leadership scale

Sco

re o

n a

dm

inis

trati

ve

leaders

hip

sca

le

TALIS Publications

www.oecd.org/TALIS

20

PREPARING FOR TALIS 2013

21

Overview of TALIS 2013

• 33 countries• School year 2012-2013• Teachers and principals of lower

secondary education (ISCED 2)– Options to survey elementary (ISCED 1)

and upper secondary (ISCED 3) and PISA schools

• Same overall policy focus with some new indicators

Australia Finland Mexico Sweden Malaysia

Belgium (Fl)

France Netherlands

England Romania

Canada (Alberta)

Iceland Norway United States

Serbia

Chile Israel Poland Brazil Singapore

Czech Republic

Italy Portugal Bulgaria UAE

Denmark Japan Slovak Rep.

Croatia

Estonia Korea Spain Latvia

Teacher Questionnaire

Information on teachers and their working conditions

Personal information, time as teacher, teacher training

(university or

otherwise), working

time

Continuing

professional

development:

access, content, methods,

costs, needs,

potential barriers

Appraisal:

Who is involved, how is it conducte

d, criteria, impact, teacher

perception

School climate,

job satisfacti

on+

professional

mobility

Pedagogical aspects

Teaching beliefs, activities and feelings

of self-efficacy

Classroom practices: contextual data,

methods

School Leader Questionnaire

Information related to teaching and learning

Contextual elements:

personal data, information

about the school

Leadership/ managemen

t of the school

Evaluation of

teachers

School climate, job satisfaction

TALIS 2013 Timeline

Activity Date

Field trial March/April 2012Main study- Southern

Hemisphere Sept-December 2012

Main study- Northern Hemisphere March-May 2013

Results published June 2014

24

Thank you for listening!

Michael.davidson@oecd.org

www.oecd.org/TALIS

25