An International Perspective on Teaching: Results From the Teaching and Learning International Survey 2013

• In Event: 61.020 - Lessons Learned From the Teaching and Learning International Survey (TALIS 2013)

Abstract

Understanding that recruiting, retaining and developing teachers is a priority in school systems worldwide, the Teaching and Learning International Survey (TALIS) is the first and remains the only international, large-scale survey that focuses on the working conditions of teachers and the learning environment in schools. TALIS aims to provide valid, timely and comparable information to help countries review and define policies for developing a high-quality teaching profession. It is an opportunity for teachers and school leaders to provide input into educational policy analysis and development in key areas. TALIS 2013 is the second round of this survey and was conducted in 34 countries and economies. It surveyed teachers and school leaders of lower secondary education.
The Teaching and Learning International Survey: Conceptual Framework (OECD, 2013) is based on the concept of effective teaching and learning conditions. According to the OECD, effectiveness refers to the extent to which the stated objectives of a given activity are met. Thus, the concept of effectiveness is simultaneously broad and dependent on context. In the case of TALIS, effective teaching and learning environments are environments that contribute to student learning.
The international target population includes 200 randomly selected lower secondary schools in each country or economy, the school leader in each school and 20 randomly selected teachers in each school. The target sample in each country therefore included approximately 4 000 teachers and 200 school leaders representative of the lower secondary education population. Separate questionnaires (translated in the national languages) were given to teachers and school leaders, each requiring between 45 and 60 minutes to complete and provided online or on paper.
This paper will present analyses and findings regarding the profile of the teaching workforce across the TALIS countries and economies, along with a profile of the schools in which they work. This will include analyses of teacher preparation, background, resources in schools and distribution of resources across the education systems.
The majority of lower secondary teachers are women in all countries surveyed, except for Japan. In fact, in 22 countries, at least two-thirds of teachers are women. While the average age of teachers across countries is 43, several countries may face significant teacher shortages as large numbers of teachers approach retirement age.
On average, teachers are well-educated, with the majority reporting that they completed university or equivalent education and a program to prepare them for becoming a teacher. In addition, teachers whose formal training included the specific content, pedagogy and classroom practice of the subjects they teach report feeling better prepared for teaching.
Today’s learning environments are, on average, well-resourced and relationships reported among the teaching staff and between teachers and students are generally positive. However, more than a third of teachers work in schools with significant staffing shortages of qualified teachers, teachers for students with special needs, and support personnel.

Author

• Julie Belanger, Organisation for Economic Co-operation and Development