TALIS 2013 Results: An international perspective on teaching and learning The Norwegian teacher: A special case? Julie Bélanger Analyst, OECD Oslo 17.11.2014 1

TALIS seeks to help with … Improve the societal view of teaching as a profession Recruit top candidates into the profession Mean mathematics performance, by school location, after accounting for socio-economic status TALIS seeks to help with … 2 2 Developing Teaching as a profession Retain and recognise effective teachers – path for growth Support teachers in continued development of practice

Mean mathematics performance, by school location, after accounting for socio-economic status TALIS in Brief 3 Fig II.3.3 Over 100 thousand randomly selected lower secondary teachers and their school leaders from over 6500 schools …representing more than 4 million teachers in 34 countries… …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          

Outputs

Teachers' perceptions of the value of teaching Mean mathematics performance, by school location, after accounting for socio-economic status 5 5 Fig II.3.3 Percentage of lower secondary teachers who "agree" or "strongly agree" that teaching profession is a valued profession in society Figure 7.3

The Learning Environment: Characteristics of Teachers and Schools

Fewer female teachers as we move up in the ISCED levels 8 More of 60+ as ISCED level goes up Proportion of females stayed at the same level since 2008 for ISCED 2 (60% in 2008, 61% in 2013). More female than average at ISCED 1 but less than average for ISCED 3. Check salary by level

Work experience of teachers Mean mathematics performance, by school location, after accounting for socio-economic status 9 Fig II.3.3 Countries on the left have teachers with more teaching years of experience. Perhaps not surprisingly given the younger workforce, teachers in Singapore tend to be less experienced than teachers in other countries. Interesting to point out that in countries like Korea, Singapore and Japan, teachers don’t tend to stay in the same school very long.

TALIS in Brief For a majority of TALIS countries, 10 Mean mathematics performance, by school location, after accounting for socio-economic status TALIS in Brief 10 Fig II.3.3 For a majority of TALIS countries, Few countries attract the most experienced teachers… …to the most challenging schools.         Move to before 12

Distribution of experienced teachers in more and less challenging schools Mean mathematics performance, by school location, after accounting for socio-economic status 11 Fig II.3.3 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 Figure 2.4 Higher proportion of experienced teachers in schools that are less challenging

Schools with more than 10% of students with special needs Distribution of experienced teachers in more and less challenging schools Mean mathematics performance, by school location, after accounting for socio-economic status 12 Fig II.3.3 Schools with more than 10% of students with special needs 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 Figure 2.4 Higher proportion of experienced teachers in schools that are less challenging

Developing and Supporting Teachers

Access to formal induction programmes Mean mathematics performance, by school location, after accounting for socio-economic status 14 Fig II.3.3 Percentage of lower secondary education teachers whose school principal reports the existence of formal induction programmes 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.

Participation in professional development Mean mathematics performance, by school location, after accounting for socio-economic status 15 Fig II.3.3 Percentage of lower secondary teachers who report having undertaken professional development activities in the 12 months prior to the survey and the types of activities undertaken This figure shows that overall, teachers report high levels of participation in professional development – in England even slightly more than the international average.

Improving Teaching Using Appraisal and Feedback Appraising teachers and providing them with feedback about their practices recognises and celebrates great teaching even as it challenges teachers to confront and address their weaknesses.

direct classroom observations Mean mathematics performance, by school location, after accounting for socio-economic status Teachers feedback : direct classroom observations 17 17 Fig II.3.3

Emphasis of teacher feedback Teachers feedback : Emphasis of teacher feedback Mean mathematics performance, by school location, after accounting for socio-economic status 18 Fig II.3.3 2008 data

Consequences of feedback and appraisal systems Mean mathematics performance, by school location, after accounting for socio-economic status 19 19 Fig II.3.3 Percentage of lower secondary teachers who "agree" or "strongly agree" that: 2008 data Expended from Figure 5.13

Teacher Practices and Classroom Environment

Distribution of time in a week Mean mathematics performance, by school location, after accounting for socio-economic status 22 22 Fig II.3.3 Average number of 60-minute hours lower secondary education teachers report having spent on the following activities during the most recent complete calendar week: Total working hours ranges from 29 hours in Chile to 54 hours in Japan. Teaching hours range from 15 hours in Norway to 27 hours in Chile. We can see the variation for each activity in the next slide.

What teachers do beyond teaching 23 Mean mathematics performance, by school location, after accounting for socio-economic status 23 Fig II.3.3 Average number of 60-minute hours teachers report spending on the following tasks in an average week Expended from Figure 6.7

Teaching practices Mean mathematics performance, by school location, after accounting for socio-economic status 24 Fig II.3.3 Percentage of lower secondary teachers who report using the following teaching practices "frequently" or "in all or nearly all lessons" Figure 6.2

Exchange and co-ordination Teacher co-operation 25 Percentage of lower secondary teachers who report doing the following activities at least once per month Exchange and co-ordination This figure shows that teachers are more likely to report using simpler forms of co-ordination activities than more complex forms of collaborative behaviours – and this is true both internationally and in England. This is important because our analyses also show that more complex forms of collaboration can play a role not only in teachers’ practices in the classroom, but in their feelings of confidence in their own abilities, in their abilities to face challenging classroom circumstances, and in their overall job satisfaction.

Teacher Self-Efficacy and Job Satisfaction

Teachers' satisfaction with their working environment Mean mathematics performance, by school location, after accounting for socio-economic status 27 27 Fig II.3.3 Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements Figure 7.2

Behavioral issues equate to lower job satisfaction, class size doesn’t Mean mathematics performance, by school location, after accounting for socio-economic status Behavioral issues equate to lower job satisfaction, class size doesn’t 28 Fig II.3.3 Teachers' job satisfaction level following the number of students in the classroom in relation to the percentage of students with behavioural problems Figure 7.6 "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."

The importance of in-school relationships Mean mathematics performance, by school location, after accounting for socio-economic status 29 Fig II.3.3 Positive interpersonal relationships can negate the detrimental effects that challenging classrooms of students might have on a teacher’s job satisfaction or feelings of self-efficacy. The quality of the relationships teachers have with their colleagues and their students also affects their self-confidence. In all TALIS-participating countries, when teachers report more positive relationships with students and collaborative relationships with other teachers, they also report significantly higher levels of self-efficacy. In fact, in many countries, the association with self-efficacy is stronger with teacher-teacher relations than with teacher-student relations. Our analyses show that positive relationships between teachers, between teachers and the headteacher, and between teachers and students can help teachers be more successful in challenging circumstances. In Brazil, France, Italy, Mexico, Portugal, Romania, Serbia, Spain and Abu Dhabi (United Arab Emirates), the strength of the association between self-efficacy and teaching more low-achievers is weaker or no longer significant when teachers have good working relationships with their colleagues and students. In Australia, Croatia, the Czech Republic, Denmark, Israel, Poland, Portugal, Romania, Spain, Abu Dhabi (United Arab Emirates) and England (United Kingdom), the association between self-efficacy and teaching more students with behavioural problems is also weaker when teachers have good working relationships in school.

Key Messages Mean mathematics performance, by school location, after accounting for socio-economic status 30 Fig II.3.3 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

TALIS TALIS partnership 31 is a partnership between Mean mathematics performance, by school location, after accounting for socio-economic status TALIS partnership 31 Fig II.3.3 TALIS is a partnership between an international research consortium OECD Governments in 34 countries Teachers’ unions European Commission

THANK YOU FOR LISTENING! TALIS partnership Mean mathematics performance, by school location, after accounting for socio-economic status 32 Fig II.3.3 THANK YOU FOR LISTENING! Find out more about TALIS at www.oecd.org/talis All national and international publications The complete micro-level database Email: Julie.Belanger@oecd.org