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TALIS 2018 Results (Volume I)
Teachers and School Leaders as Lifelong Learners
Report
TALIS
Table of contents
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Annex C. List of tables available on line
Chapter 2 Teaching and Learning for the Future
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Table I.2.1 |
Teaching practices |
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Table I.2.2 |
Teaching practices in primary education |
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Table I.2.3 |
Teaching practices in upper secondary education |
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Table I.2.4 |
Change in teaching practices from 2013 to 2018 |
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Table I.2.5 |
Change in teaching practices pertaining to the clarity of instruction between 2013 and 2018 |
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Table I.2.6 |
Teachers' assessment practices |
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Table I.2.7 |
Teachers' assessment practices in primary education |
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Table I.2.8 |
Teachers' assessment practices in upper secondary education |
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Table I.2.9 |
Change in teachers' assessment practices from 2013 to 2018 |
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Table I.2.10 |
Use of class time during a typical lesson |
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Table I.2.11 |
Use of class time during a typical lesson in primary education |
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Table I.2.12 |
Use of class time during a typical lesson in upper secondary education |
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Table I.2.13 |
Time spent on actual teaching and learning, by teacher characteristics |
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Table I.2.14 |
Time spent on actual teaching and learning, by school characteristics |
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Table I.2.15 |
Relationship between class time spent on actual teaching and learning and teacher characteristics |
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Table I.2.16 |
Relationship between class time spent on actual teaching and teacher and class characteristics |
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Table I.2.17 |
Change in time spent on actual teaching and learning from 2008 to 2018 |
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Table I.2.18 |
Change in time spent on classroom management from 2008 to 2018 |
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Table I.2.19 |
Change in time spent on administrative tasks from 2008 to 2018 |
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Table I.2.20 |
Teachers' self-efficacy, by teachers' teaching experience |
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Table I.2.21 |
Primary teachers' self-efficacy |
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Table I.2.22 |
Upper secondary teachers' self-efficacy |
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Table I.2.23 |
Change in teachers' self-efficacy from 2013 to 2018 |
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Table I.2.24 |
Relationship between the use of cognitive activation practices and class and teacher characteristics |
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Table I.2.25 |
Relationship between self-efficacy and class and teacher characteristics |
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Table I.2.26 |
Relationship between class time spent on classroom management and self-efficacy in classroom management |
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Table I.2.27 |
Teachers' working hours |
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Table I.2.28 |
Primary teachers' working hours |
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Table I.2.29 |
Upper secondary teachers' working hours |
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Table I.2.30 |
Change in teachers' working hours from 2013 to 2018 |
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Table I.2.31 |
Principals' working time |
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Table I.2.32 |
Principals' working time in primary education |
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Table I.2.33 |
Principals' working time in upper secondary education |
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Table I.2.34 |
Change in principals' working time from 2013 to 2018 |
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Table I.2.35 |
Teachers’ views on their colleagues’ attitudes towards innovation |
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Table I.2.36 |
Primary teachers’ views on their colleagues’ attitudes towards innovation |
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Table I.2.37 |
Upper secondary teachers’ views on their colleagues’ attitudes towards innovation |
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Table I.2.38 |
Teachers’ openness to change, by teacher characteristics |
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Table I.2.39 |
Innovation in school practices |
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Table I.2.40 |
Innovation in school practices in primary education |
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Table I.2.41 |
Innovation in school practices in upper secondary education |
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Table I.2.42 |
School's openness to new ideas, by school characteristics |
Chapter 3 The Changing Landscape of Teaching
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Table I.3.1 |
Teachers' age |
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Table I.3.2 |
Primary teachers' age |
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Table I.3.3 |
Upper secondary teachers' age |
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Table I.3.4 |
Change in age of teachers from 2008 to 2018 |
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Table I.3.5 |
Principals' age |
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Table I.3.6 |
Primary principals' age |
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Table I.3.7 |
Upper secondary principals' age |
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Table I.3.8 |
Change in age of principals from 2008 to 2018 |
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Table I.3.9 |
Teachers' work experience |
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Table I.3.10 |
Primary teachers' work experience |
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Table I.3.11 |
Upper secondary teachers' work experience |
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Table I.3.12 |
Change in teachers' teaching experience from 2008 to 2018 |
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Table I.3.13 |
Principals' work experience |
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Table I.3.14 |
Primary principals' work experience |
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Table I.3.15 |
Upper secondary principals' work experience |
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Table I.3.16 |
Change in principals' work experience as a principal from 2008 to 2018 |
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Table I.3.17 |
Teachers' gender, by school characteristics |
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Table I.3.18 |
Primary teachers' gender |
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Table I.3.19 |
Upper secondary teachers' gender |
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Table I.3.20 |
Change in the proportion of female teachers from 2008 to 2018 |
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Table I.3.21 |
Principals' gender, by school characteristics |
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Table I.3.22 |
Primary principals' gender |
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Table I.3.23 |
Upper secondary principals' gender |
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Table I.3.24 |
Change in the proportion of female principals from 2008 to 2018 |
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Table I.3.25 |
School composition |
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Table I.3.26 |
Primary school composition |
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Table I.3.27 |
Upper secondary school composition |
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Table I.3.28 |
Classroom composition |
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Table I.3.29 |
Change in the concentration of students who are non-native speakers in school from 2008 to 2018 |
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Table I.3.30 |
Change in the concentration of students who are from socio-economically disadvantaged homes in school from 2013 to 2018 |
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Table I.3.31 |
Change in the concentration of students with special needs in school from 2013 to 2018 |
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Table I.3.32 |
Principals' point of view regarding equity beliefs of teachers |
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Table I.3.33 |
Principals' point of view regarding diversity beliefs of teachers |
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Table I.3.34 |
School practices related to equity |
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Table I.3.35 |
School practices related to diversity |
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Table I.3.36 |
Primary schools' practices related to diversity |
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Table I.3.37 |
Upper secondary schools' practices related to diversity |
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Table I.3.38 |
Self-efficacy in multicultural environments |
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Table I.3.39 |
Primary teachers' self-efficacy in multicultural environments |
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Table I.3.40 |
Upper secondary teachers' self-efficacy in multicultural environments |
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Table I.3.41 |
Relationship between self-efficacy in multicultural environments and class and teacher characteristics |
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Table I.3.42 |
School safety |
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Table I.3.43 |
Primary schools' safety |
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Table I.3.44 |
Upper secondary schools' safety |
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Table I.3.45 |
Change in school safety from 2013 to 2018 |
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Table I.3.46 |
Teacher-student relations |
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Table I.3.47 |
Teacher-student relations in primary schools |
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Table I.3.48 |
Teacher-student relations in upper secondary schools |
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Table I.3.49 |
Change in teacher-student relations from 2008 to 2018 |
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Table I.3.50 |
Classroom discipline |
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Table I.3.51 |
Classroom discipline in primary schools |
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Table I.3.52 |
Classroom discipline in upper secondary schools |
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Table I.3.53 |
Relationship between classroom disciplinary climate and class characteristics |
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Table I.3.54 |
Relationship between classroom disciplinary climate and class and teacher characteristics |
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Table I.3.55 |
Change in classroom discipline from 2008 to 2018 |
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Table I.3.56 |
Relationship between self-efficacy and class characteristics |
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Table I.3.57 |
Relationship between self-efficacy and class and teacher characteristics ... |
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Table I.3.58 |
Relationship between class time spent on actual teaching and learning and class characteristics |
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Table I.3.59 |
Relationship between class time spent on actual teaching and learning and class and teacher characteristics |
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Table I.3.60 |
Relationship between the use of cognitive activation practices and classroom disciplinary climate |
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Table I.3.61 |
Relationship between the use of cognitive activation practices and classroom disciplinary climate and class characteristics |
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Table I.3.62 |
Relationship between the use of cognitive activation practices and classroom disciplinary climate and class and teacher characteristics |
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Table I.3.63 |
Impact of shortages of school resources |
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Table I.3.64 |
Impact of shortages of resources in primary schools |
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Table I.3.65 |
Impact of shortages of resources in upper secondary schools |
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Table I.3.66 |
Spending priorities in education, according to teachers |
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Table I.3.67 |
Spending priorities in education, according to primary teachers |
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Table I.3.68 |
Spending priorities in education, according to upper secondary teachers |
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Table I.3.69 |
Improving teacher salaries as a priority, by school characteristics |
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Table I.3.70 |
Teachers’ actual salaries relative to earnings of tertiary-educated workers between age 26 and age 64 (2016) |
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Table I.3.71 |
Teachers' statutory salaries, based on the most prevalent qualifications at different points in teachers' careers (2017) |
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Table I.3.72 |
Relationship between improving teacher salaries as a spending priority and motivation to become a teacher |
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Table I.3.73 |
Relationship between reducing class sizes as a spending priority and class characteristics |
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Table I.3.74 |
School staff resources |
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Table I.3.75 |
Staff resources in primary schools |
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Table I.3.76 |
Staff resources in upper secondary schools |
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Table I.3.77 |
Change in student-teacher ratio from 2008 to 2018 |
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Table I.3.78 |
Class size |
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Table I.3.79 |
Change in class size from 2008 to 2018 |
Chapter 4 Attracting and Effectively Preparing Candidates
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Table I.4.1 |
Motivation to join the profession, by teachers' teaching experience |
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Table I.4.2 |
Primary teachers' motivation to join the profession |
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Table I.4.3 |
Upper secondary teachers' motivation to join the profession |
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Table I.4.4 |
Teaching as a first career choice, by teacher characteristics |
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Table I.4.5 |
Relationship between teaching as a career choice and motivation to become a teacher |
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Table I.4.6 |
Relationship between teaching as a first career choice and job satisfaction |
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Table I.4.7 |
Relationship between teaching as a first career choice and self-efficacy |
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Table I.4.8 |
Teachers' highest educational attainment |
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Table I.4.9 |
Primary teachers' highest educational attainment |
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Table I.4.10 |
Upper secondary teachers' highest educational attainment |
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Table I.4.11 |
Change in teachers' educational attainment from 2008 to 2018 |
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Table I.4.12 |
Type of teacher education or training programme, by year of completion |
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Table I.4.13 |
Content of teacher education or training programme, by year of completion |
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Table I.4.14 |
Comprehensiveness of teacher education or training programme, by year of completion |
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Table I.4.15 |
Content of teacher education or training programme for primary teachers |
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Table I.4.16 |
Content of teacher education or training programme for upper secondary teachers |
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Table I.4.17 |
Relationship between self-efficacy in classroom management and being trained in classroom management |
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Table I.4.18 |
Relationship between the use of ICT for teaching and being trained in the use of ICT for teaching |
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Table I.4.19 |
Relationship between self-efficacy in multicultural environments and being trained in a multicultural or multilingual setting |
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Table I.4.20 |
Sense of preparedness for teaching |
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Table I.4.21 |
Primary teachers' sense of preparedness for teaching |
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Table I.4.22 |
Upper secondary teachers' sense of preparedness for teaching |
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Table I.4.23 |
Stay abroad during teacher education |
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Table I.4.24 |
Principals’ highest educational attainment |
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Table I.4.25 |
Primary principals’ highest educational attainment |
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Table I.4.26 |
Upper secondary principals’ highest educational attainment |
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Table I.4.27 |
Change in principals’ highest educational attainment from 2008 to 2018 |
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Table I.4.28 |
Principals' formal training |
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Table I.4.29 |
Primary principals’ formal training |
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Table I.4.30 |
Upper secondary principals' formal training |
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Table I.4.31 |
Change in principals' formal training from 2013 to 2018 |
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Table I.4.32 |
Novice teachers, by school characteristics |
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Table I.4.33 |
Teachers' job satisfaction with their work environment, by teachers' teaching experience ... |
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Table I.4.34 |
Teachers' job satisfaction with their profession, by teachers' teaching experience |
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Table I.4.35 |
Access to induction activities |
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Table I.4.36 |
Access to induction activities in primary schools |
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Table I.4.37 |
Access to induction activities in upper secondary schools |
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Table I.4.38 |
Participation in induction activities during first employment, by teachers' teaching experience |
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Table I.4.39 |
Participation in induction activities at the current school, by teachers' teaching experience |
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Table I.4.40 |
Participation in induction activities in primary schools |
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Table I.4.41 |
Participation in induction activities in upper secondary schools |
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Table I.4.42 |
Types of induction activities |
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Table I.4.43 |
Types of induction activities in primary schools |
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Table I.4.44 |
Types of induction activities in upper secondary schools |
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Table I.4.45 |
Relationship between self-efficacy and participation in induction activities during first employment |
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Table I.4.46 |
Relationship between self-efficacy and participation in induction activities during first employment and content of teacher education |
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Table I.4.47 |
Relationship between self-efficacy and participation in induction activities at the current school |
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Table I.4.48 |
Relationship between self-efficacy and participation in induction activities at the current school and content of teacher education |
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Table I.4.49 |
Relationship between job satisfaction and participation in induction activities during first employment |
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Table I.4.50 |
Relationship between job satisfaction and participation in induction activities during first employment and content of teacher education |
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Table I.4.51 |
Relationship between job satisfaction and participation in induction activities at the current school |
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Table I.4.52 |
Relationship between job satisfaction and participation in induction activities at the current school and content of teacher education |
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Table I.4.53 |
Relationship between self-efficacy and team teaching with experienced teachers being part of induction |
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Table I.4.54 |
Relationship between job satisfaction and team teaching with experienced teachers being part of induction |
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Table I.4.55 |
Relationship between self-efficacy and reduced teaching load being part of induction |
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Table I.4.56 |
Relationship between job satisfaction and reduced teaching load being part of induction |
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Table I.4.57 |
Teachers' workload, by teachers' teaching experience |
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Table I.4.58 |
Relationship between the number of working hours and teacher experience |
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Table I.4.59 |
Relationship between the number of working hours and teacher experience and employment status |
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Table I.4.60 |
Access to mentoring programmes |
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Table I.4.61 |
Access to mentoring programmes in primary schools |
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Table I.4.62 |
Access to mentoring programmes in upper secondary schools |
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Table I.4.63 |
Importance of mentoring |
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Table I.4.64 |
Peer mentoring, by teachers' teaching experience |
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Table I.4.65 |
Peer mentoring in primary schools |
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Table I.4.66 |
Peer mentoring in upper secondary schools |
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Table I.4.67 |
Change in participation in mentoring programmes from 2013 to 2018 |
Chapter 5 Providing Opportunities for Continuous Development
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Table I.5.1 |
Teachers' recent participation in professional development, by teacher characteristics |
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Table I.5.2 |
Teachers' recent participation in professional development, by school characteristics |
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Table I.5.3 |
Primary teachers' recent participation in professional development, by school characteristics |
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Table I.5.4 |
Upper secondary teachers' recent participation in professional development, by school characteristics |
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Table I.5.5 |
Relationship between participation in professional development and the social-utility values teachers indicate as reasons for entering the profession |
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Table I.5.6 |
Relationship between participation in professional development and the personal-utility values teachers indicate as reasons for entering the profession |
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Table I.5.7 |
Types of professional development undertaken by teachers, by teachers' teaching experience |
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Table I.5.8 |
Types of professional development undertaken by primary teachers |
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Table I.5.9 |
Types of professional development undertaken by upper secondary teachers |
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Table I.5.10 |
Types of professional development undertaken by principals |
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Table I.5.11 |
Types of professional development undertaken by primary principals |
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Table I.5.12 |
Types of professional development undertaken by upper secondary principals |
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Table I.5.13 |
Relationship between teachers' job satisfaction and participation in impactful professional development |
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Table I.5.14 |
Relationship between teachers' self-efficacy and participation in impactful professional development |
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Table I.5.15 |
Characteristics of effective professional development, by teachers' teaching experience |
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Table I.5.16 |
Characteristics of effective professional development in primary education |
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Table I.5.17 |
Characteristics of effective professional development in upper secondary education |
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Table I.5.18 |
Content of professional development, by teachers' teaching experience |
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Table I.5.19 |
Content of professional development in primary education |
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Table I.5.20 |
Content of professional development in upper secondary education |
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Table I.5.21 |
Teachers' needs for professional development |
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Table I.5.22 |
Primary teachers' needs for professional development |
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Table I.5.23 |
Upper secondary teachers' needs for professional development |
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Table I.5.24 |
Teachers' needs for professional development, by teachers’ participation in professional development |
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Table I.5.25 |
Teachers' needs for professional development in teaching students with special needs, by teacher characteristics |
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Table I.5.26 |
Teachers' needs for professional development in teaching students with special needs, by school characteristics |
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Table I.5.27 |
Change in the content of professional development undertaken by teachers from 2013 to 2018 |
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Table I.5.28 |
Change in teachers' needs for professional development from 2008 to 2018 |
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Table I.5.29 |
Relationship between the use of teaching practices and participation in professional development in teaching practices |
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Table I.5.30 |
Relationship between self-efficacy in classroom management and participation in professional development in classroom management |
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Table I.5.31 |
Relationship between self-efficacy in multicultural environments and participation in professional development in diversity |
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Table I.5.32 |
Principals' needs for professional development |
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Table I.5.33 |
Primary principals' needs for professional development |
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Table I.5.34 |
Upper secondary principals' needs for professional development |
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Table I.5.35 |
Principals' needs for professional development in developing collaboration among teachers, by school characteristics |
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Table I.5.36 |
Barriers to teachers' participation in professional development |
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Table I.5.37 |
Barriers to primary teachers' participation in professional development |
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Table I.5.38 |
Barriers to upper secondary teachers' participation in professional development |
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Table I.5.39 |
Change in barriers to teachers' participation in professional development from 2013 to 2018 |
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Table I.5.40 |
Barriers to principals' participation in professional development |
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Table I.5.41 |
Barriers to primary principals' participation in professional development |
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Table I.5.42 |
Barriers to upper secondary principals' participation in professional development |
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Table I.5.43 |
Change in barriers to principals' participation in professional development from 2013 to 2018 |
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Table I.5.44 |
Support provided to teachers participating in professional development |
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Table I.5.45 |
Total support provided to teachers participating in professional development, by school characteristics |
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Table I.5.46 |
Relationship between participation in professional development and monetary and non-monetary support for participation |