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TALIS
TALIS 2013 Results
An International Perspective on Teaching and Learning
OECD Publishing , Publication date:  09 Jul 2014
Pages: 440 , Language: English
Version: Print (Paperback) + PDF
ISBN: 9789264211339 , OECD Code: 872014021P1
Price:   €80 | $112 | £72 | ¥10400 | MXN1440 , Standard shipping included!
Availability: Available
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Other languages:  French (Available)
Other Versions:  E-book - PDF Format

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This product is included in:
SET: TALIS 2013 Results - Package Online and Archive

Description

How can countries prepare teachers to face the diverse challenges in todayís schools?  The OECD Teaching and Learning International Survey (TALIS) helps answer this question by asking teachers and school leaders about their working conditions and the learning environments at their 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.  This report presents the results of the second cycle of the TALIS survey conducted in 2013.


Table of contents:

Executive Summary 19
Readerís Guide 23
Chapter 1. Overview of TALIS 25
-What is TALIS? 26
-TALIS 2013 26
-The aims of TALIS 27
--The population surveyed 27
--Who is a TALIS teacher? 28
--TALIS 2013 policy themes 28
--Administering TALIS 29
--Interpretation of the results 29
--Organisation of the report 30
Chapter 2. Teachers and their Schools 31
-Highlights 32
-Introduction 32
-Who is teaching in lower secondary schools? 33
--Teachersí gender and age 33
--Teachersí education and professional training 34
--Work experience of teachers 38
--Employment status 39
--Distribution of teachers 40
-A profile of schools where teachers work 45
--School type and school composition 45
--School resources 46
--School climate 47
-School autonomy 49
-Summary and main policy implications 50
Chapter 3. The Importance of School Leadership 55
-Highlights 56
-Introduction 56
-The Principalís Work 57
--Planning school goals, programmes and professional development 61
--Sharing responsibilities 62
-Who are todayís school leaders? 65
--Age and gender of principals 66
--Formal education of school principals 67
-Principalsí work experience 71
-Professional development for principals 73
-Principalsí leadership: Providing direction to the school and supporting teachers 75
--Instructional leadership and principalsí engagement in school and teacher development 76
--Instructional leadership and school climate 76
-Principalsí job satisfaction 77
-Summary and main policy implications 79
Chapter 4. Developing and supporting teachers 85
-Highlights 86
-Introduction 86
-Induction and mentoring programmes 88
--Availability of induction programmes 88
--Participation rates in induction programmes 91
--Availability of mentoring programmes 93
--Participation rates in mentoring programmes 94
-Why teachers participate in professional development 97
--Participation rates 97
--How does participation vary by teacher and school characteristics? 100
-How much professional development do teachers get? 101
-Teachersí perceptions about the effectiveness of their professional development 105
-How teachersí professional development is supported 107
--Scheduled time 108
--Financial support: Salary supplements 108
--Non-monetary support 108
-Teachersí professional development needs 108
--Professional development on using ICT 109
-Barriers to participation 111
--Conflict with work schedule 112
--Lack of incentives for participation 112
--Participation is too costly 112
--Other barriers 113
-Summary and main policy implications 113
Chapter 5. Improving teaching using appraisal and feedback 119
-Highlights 120
-Introduction 120
-Defining teacher appraisal and feedback 122
-Organisation of the chapter 122
--Formal teacher appraisal 123
--Who provides feedback to teachers 126
--Methods for providing teacher feedback 130
--Multiple sources of feedback 132
--Focus of teacher feedback 133
-Outcomes of teacher appraisal and feedback 136
-Perceptions of teacher appraisal and feedback systems in schools139
-Does school autonomy make a difference to teacher appraisal and feedback?141
-Summary and main policy implications 143
Chapter 6. Examining teacher practices and classroom environment 149
-Highlights 150
-Introduction 150
--Theoretical background, review of literature and analytical framework 150
--Organisation of the chapter 152
--Classroom teaching practices 152
--What accounts for the variance in teaching practices? 156
--Teacher characteristics 157
--Professional development 158
--Classroom context 159
-Teachersí use of student assessment 160
-Time spent on various tasks 162
-Beliefs about the nature of teaching and learning 163
--What accounts for the variance in teachersí beliefs? 164
-Bringing beliefs and practices together 165
-Teacher professional practices: Co-operation among staff 166
--Creating a collaborative school climate 168
--What accounts for the variance in teacher co-operation? 169
--Classroom environment 169
--Country differences in classroom environment 170
--What accounts for the variance in classroom climate? 173
-Summary and implications for policy and practice 174
Chapter 7. Teacher self-efficacy and job satisfaction: Why they matter 181
-Highlights 182
-Introduction 182
--Analytical model 183
--Organisation of this chapter 184
-A profile of teachersí self-efficacy and job satisfaction 184
--Individual self-efficacy and job satisfaction items across countries 184
-Teachersí self-efficacy and job satisfaction in relation to teacher demographics 188
-Teachersí self-efficacy and job satisfaction in relation to classroom environment 190
-Teachersí self-efficacy and job satisfaction in relation to school leadership and in-school relations 191
--The role of in-school relationships in accounting for the impact of classroom composition 193
-Teachersí self-efficacy and job satisfaction in relation to professional development of teachers 194
-Teachersí self-efficacy and job satisfaction in relation to teacher appraisal and feedback 195
-Teachersí self-efficacy and job satisfaction in relation to teachersí professional collaborative practices 198
-Summary and main policy implications 200
Annex A. Technical notes on sampling procedures and response rates for TALIS 2013 207
Annex B. Technical notes on indices and analysis used in TALIS 213
Annex C. TALIS 2013 data 257
Annex D. List of contributors 433

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