Teaching: a maturing profession
- 1. 1 A TALIS perspective Dirk Van Damme OECD Teaching: a maturing profession
- 2. Developing Teaching as a profession Recruit top candidates into the profession Support teachers in continued development of practice Retain and recognise effective teachers – path for growth Improve the societal view of teaching as a profession Mean mathematics performance, by school location, after acc ounting for socio-economic status22 TALIS seeks to help with …
- 3. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 33 TALIS in Brief …representing more than 4 million teachers in 34 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
- 4. 4 Outputs
- 6. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 66 The challenges of new teachers For a majority of TALIS countries, Few countries attract the most experienced teachers… …to the most challenging schools.
- 7. -10 -8 -6 -4 -2 0 2 4 6 Brazil Korea Croatia Netherlands UnitedStates Chile Latvia Mexico Portugal Italy Serbia France Bulgaria AbuDhabi(UAE) SlovakRepublic Poland Malaysia Spain Average Australia Singapore Estonia Japan England(UK) Israel Romania Alberta(Canada) Sweden Flanders(Belgium) Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 77 Distribution of experienced teachers in more and less challenging schools Schools with more than 30% of students from socioeconomically disadvantaged homes Difference in the proportion of teachers with more than 5 years teaching experience who work in more challenging schools and those who do not Higher proportion of experienced teachers in challenging schools Higher proportion of experienced teachers in schools that are less challenging
- 8. TALIS 2008: Percentage of class time spent on effective teaching and learning 60 65 70 75 80 85 90 Australia Austria Belgium… Brazil Bulgaria Denmark Estonia Hungary Iceland Ireland Italy Korea Lithuania Malaysia Malta Mexico Norway Poland Portugal Slovak… Slovenia Spain Turkey % Experienced teachers New teachers
- 9. TALIS 2008: Percentage of class time spent on keeping order in the classroom 0 5 10 15 20 25 Australia Austria Belgium(Fl.) Brazil Bulgaria Denmark Estonia Hungary Iceland Ireland Italy Korea Lithuania Malaysia Malta Mexico Norway Poland Portugal SlovakRepublic Slovenia Spain Turkey % Experienced teachers New teachers
- 10. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 1010 Access to formal induction programmes Percentage of lower secondary education teachers whose school principal reports the existence of formal induction programmes 0 10 20 30 40 50 60 70 80 90 100 Singapore England(UK) Malaysia Australia Flanders(Belgium) Netherlands Croatia Japan UnitedStates Italy Bulgaria Alberta(Canada) Serbia SlovakRepublic Israel Korea AbuDhabi(UAE) France Average Sweden Denmark Cyprus2,3 Norway Iceland Finland Romania Estonia Chile CzechRepublic Latvia Mexico Brazil Spain Poland Portugal Percentageofteachers For all new teachers to the school Only for teachers new to teaching
- 11. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 1111 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 Serbia Japan SlovakRepublic Netherlands Norway Alberta(Canada) Flanders(Belgium) Australia UnitedStates Croatia Korea Average Chile Israel Malaysia England(UnitedKingdom) Romania CzechRepublic Singapore Access Participation %
- 12. Netherlands Romania Slovak Republic Bulgaria Iceland Brazil Czech Republic England (United Kingdom) Australia Alberta (Canada) Latvia Portugal Korea Average Estonia Spain Abu Dhabi (UAE) Croatia Poland Mexico Chile Norway Finland Denmark France Flanders (Belgium) ItalySweden Singapore Malaysia Serbia Israel Japan United States 0 10 20 30 40 50 60 70 80 0 10 20 30 40 50 60 70 80 Percentageofteachersworkinginschoolswherethe principalreportsthatmentoringprogrammesare availableforallteachersintheschool Percentage of teachers who report presently having an assigned mentor to support them Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 1212 Not everywhere where principals say mentoring is available do teachers have mentors
- 13. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 1414 Teachers' job satisfaction and experience Teachers' job satisfaction level in lower secondary according to their total years of teaching experience 11.2 11.4 11.6 11.8 12.0 12.2 12.4 12.6 12.8 5orless 6-10 11-15 16-20 21-25 26-30 31ormore Teacherjobsatisfaction(level) Years of experience as a teacher in total Average Netherlands
- 14. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 1515 Teachers' self-efficacy and experience Teachers' self-efficacy level in lower secondary according to their total years of teaching experience 11.0 11.2 11.4 11.6 11.8 12.0 12.2 12.4 12.6 12.8 5orless 6-10 11-15 16-20 21-25 26-30 31ormore Teacherself-efficacy(level) Years of experience as a teacher in total Average Netherlands
- 15. TALIS 2008: Classroom teaching practices -1.5 -1.0 -0.5 0.0 0.5 1.0 1.5 2.0 Denmark Iceland Norway Poland Portugal□∆• Turkey Malaysia□∆ Brazil Mexico Australia∆ Korea• Estonia□• Austria Lithuania□• Spain∆ Belgium(Fl.)□• SlovakRepublic Slovenia∆ Italy∆ Malta Bulgaria Hungary Ireland Ipsative means Structuring teaching practices - Experienced teachers Structuring teaching practices - New teachers Student-oriented teaching practices - Experienced teachers Student-oriented teaching practices - New teachers Enhanced teaching activities - Experienced teachers Enhanced teaching activities - New teachers
- 17. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 1818 Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements 84 90 91 84 94 91 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 Netherlands Average Teachers' satisfaction with their working environment
- 18. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 1919 Teachers' satisfaction with their profession Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements 78 77 82 87 0 10 20 30 40 50 60 70 80 90 100 If I could decide again, I would still choose to work as a teacher The advantages of being a teacher clearly outweigh the disadvantages Netherlands Average
- 19. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 2020 Teachers' satisfaction with their profession Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements 9 32 5 19 0 20 40 60 80 100 I regret that I decided to become a teacher I wonder whether it would have been better to choose another profession Netherlands Average
- 20. 0 10 20 30 40 50 60 70 80 90 100 Malaysia Singapore Korea AbuDhabi(UAE) Finland Mexico Alberta(Canada) Flanders(Belgium) Netherlands 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 2121 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
- 21. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 2222 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 Finland France 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 5 10 15 20 25 30 35 40 45 0 10 20 30 40 50 60 70 80 Shareofmathematicstopperformers Percentage of teachers who agree that teaching is valued in society R2 = 0.24 r= 0.49
- 22. Mean mathematics performance, by school location, after accounting for socio-economic status Fig II.3.3 2323 Relationship between the value of the teaching profession and the share of low mathematics performers Relationship between lower secondary teachers' views on the value of their profession in society and the country’s share of low mathematics performers in PISA 2012 Australia Brazil Bulgaria Chile Croatia Czech Republic Denmark Estonia Finland France 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 70 0 10 20 30 40 50 60 70 80 Shareofmathematicslowperformers Percentage of teachers who agree that teaching is valued in society R2 = 0.06 r= 0.23
- 24. 0 10 20 30 40 50 60 70 80 90 100 Discussindividual students Shareresources Teamconferences Collaborateforcommon standards Teamteaching CollaborativePD Jointactivities Classroomobservations Percentageofteachers Average Netherlands Professional collaboration Percentage of lower secondary teachers who report doing the following activities at least once per month Teacher co-operation25 Exchange and co-ordination
- 25. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 2626 Collaboration as driver of job satisfaction The more frequently that teachers report participating in collaborative practices with their colleagues, the higher their level of self-efficacy. The same is true for job satisfaction.
- 26. 0 10 20 30 40 50 60 70 80 90 100 Spain Iceland France Brazil Flanders(Belgium) Portugal Finland Croatia Italy Israel Sweden Mexico Chile Alberta(Canada) UnitedStates Norway Denmark Average Australia Malaysia CzechRepublic Bulgaria Estonia Netherlands Serbia SlovakRepublic AbuDhabi(UAE) Singapore England(UK) Poland Romania Latvia Japan Korea Percentageofteachers Never observe other teachers' classes and provide feedback Never teach jointly as a team in the same class Never engage in joint activities across different classes and age groups (e.g. projects) Never take part in collaborative professional learning Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 2727 Teacher co-operation: Professional collaboration Percentage of lower secondary teachers who report never doing the following activities
- 27. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 2828 Teacher co-operation: Exchange and co-ordination Percentage of lower secondary teachers who report never doing the following activities 0 10 20 30 40 50 60 70 80 90 100 Spain Iceland France Brazil Flanders(Belgium) Portugal Finland Croatia Italy Israel Sweden Mexico Chile Alberta(Canada) UnitedStates Norway Denmark Average Australia Malaysia CzechRepublic Bulgaria Estonia Netherlands Serbia SlovakRepublic AbuDhabi(United… Singapore England(United… Poland Romania Latvia Japan Korea Percentageofteachers Never engage in discussions about the learning development of specific students Never exchange teaching materials with colleagues Never work with other teachers in my school to ensure common standards in evaluations for assessing student progress Never attend team conferences
- 28. Professional learning communities: the example of the Flemish Community (B) 1.00 2.00 3.00 4.00 5.00 6.00 Shared vision Focus on student learning Reflection De-privatisation of practice Collaborative activities - exchange Collaborative activities - teach jointly Meanfactorscore Professional learning community Belgium (Fl.) Belgium (Fl.) profile A: 80% of teachers in Belgium (Fl.) Belgium (Fl.) profile B: 13% of teachers in Belgium (Fl.) Belgium (Fl.) profile C: 8% of teachers in Belgium (Fl.) 2
- 29. TALIS 2008: Cooperation among staff 3 -1.5 -1.0 -0.5 0.0 0.5 1.0 1.5 SlovakRepublic Turkey Poland Lithuania* Mexico Hungary Korea Italy Portugal Bulgaria Austria Norway Denmark Estonia* Malta Ireland Brazil Malaysia* Australia Iceland Slovenia Belgium(Fl.)* Spain Ipsative means Exchange and co-ordination for teaching - New teachers Exchange and co-ordination for teaching - Experienced teachers Professional collaboration - New teachers Professional collaboration - Experienced teachers
- 30. Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 3131 Key Messages Schools where teachers feel more effective and are more satisfied with their jobs Teachers play an important role in the development of the school Meaningful appraisals and feedback are provided to teachers Collaborative school environment
- 31. TALIS is a partnership between Mean mathematics performance, by school location, after acc ounting for socio-economic status Fig II.3.3 3232 TALIS partnership an international research consortium OECD Governments in 34 countries European Commission Teachers’ unions
Editor's Notes
- #7: Move to before 12
- #8: Figure 2.4
- #11: This is important because our analyses show that teachers who take part in formal induction are more likely to engage in CPD later in their career.
- #12: Figure 4.3
- #13: Figure 4.4
- #14: Figure 4.14
- #15: Figure 7.5 "For the international averages the data are more stable than for individual countries. Please use caution when presenting data that are in the extreme of the graph."
- #16: Figure 7.4 "For the international averages the data are more stable than for individual countries. Please use caution when presenting data that are in the extreme of the graph."
- #19: Figure 7.2
- #20: Figure 7.2
- #21: Figure 7.2
- #22: Figure 7.3
- #23: We also know from TALIS that teachers who work in schools where teachers are provided with opportunities to participate in school decisions are also more likely to say that teaching is valued in society.
- #24: New graph for the PPT
- #26: Adapted from Figure 6.10
- #28: Figure 6.10
- #29: Figure 6.10