The following tables are available in electronic form only.
TALIS 2018 Results (Volume II)
Teachers and School Leaders as Valued Professionals
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TALIS
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Annex C. List of tables available on line
Chapter 2 Boosting the prestige and standing of the profession
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Table II.2.1 |
Teachers' views of the way society values their profession, by teacher characteristics |
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Table II.2.2 |
Primary teachers' views of the way society values their profession |
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Table II.2.3 |
Upper secondary teachers' views of the way society values their profession |
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Table II.2.4 |
Teachers' views of the way society values their profession, by school characteristics |
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Table II.2.5 |
Change in teachers’ views of societal value of teaching from 2013 to 2018 |
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Table II.2.6 |
Relationship between teaching being the first choice as a career and teachers' views of the way society values their profession |
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Table II.2.7 |
Relationship between job satisfaction and teachers' views of the way society values their profession |
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Table II.2.8 |
Principals' views of the way society values the teaching profession, by principal characteristics |
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Table II.2.9 |
Change in principals’ views of societal value of teaching from 2013 to 2018 |
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Table II.2.10 |
Teachers' satisfaction with the profession |
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Table II.2.11 |
Primary teachers' satisfaction with the profession |
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Table II.2.12 |
Upper secondary teachers' satisfaction with the profession |
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Table II.2.13 |
Teachers wondering whether it would have been better to choose another profession, by teacher characteristics |
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Table II.2.14 |
Teachers wondering whether it would have been better to choose another profession, by school characteristics |
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Table II.2.15 |
Change in teachers' satisfaction with the profession from 2013 to 2018 |
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Table II.2.16 |
Teachers' satisfaction with current work environment |
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Table II.2.17 |
Primary teachers' satisfaction with current work environment |
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Table II.2.18 |
Upper secondary teachers' satisfaction with current work environment |
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Table II.2.19 |
Teachers' desire to change schools, by teacher characteristics |
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Table II.2.20 |
Teachers' desire to change schools, by school characteristics |
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Table II.2.21 |
Change in teachers' satisfaction with current work environment from 2013 to 2018 |
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Table II.2.22 |
Relationship between the desire to change school and satisfaction with the profession |
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Table II.2.23 |
Principals wondering whether it would have been better to choose another profession, by school characteristics |
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Table II.2.24 |
Relationship between self-efficacy and satisfaction with the work environment |
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Table II.2.25 |
Relationship between self-efficacy and satisfaction with the teaching profession |
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Table II.2.26 |
Variation in job satisfaction |
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Table II.2.27 |
Principals' satisfaction with current work environment |
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Table II.2.28 |
Primary principals' satisfaction with current work environment |
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Table II.2.29 |
Upper secondary principals' satisfaction with current work environment |
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Table II.2.30 |
Principals' desire to change schools, by school characteristics |
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Table II.2.31 |
Change in principals' satisfaction with current work environment from 2013 to 2018 |
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Table II.2.32 |
Principals' satisfaction with the profession |
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Table II.2.33 |
Primary principals' satisfaction with the profession |
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Table II.2.34 |
Upper secondary principals' satisfaction with the profession |
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Table II.2.35 |
Change in principals' satisfaction with the profession from 2013 to 2018 |
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Table II.2.36 |
Teachers' experiences of stress |
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Table II.2.37 |
Primary teachers' experiences of stress |
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Table II.2.38 |
Upper secondary teachers' experiences of stress |
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Table II.2.39 |
Teachers' stress, by teacher characteristics |
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Table II.2.40 |
Teachers' stress, by school characteristics |
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Table II.2.41 |
Relationship between job satisfaction and workplace well-being and stress |
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Table II.2.42 |
Relationship between self-efficacy and workplace well-being and stress |
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Table II.2.43 |
Sources of teachers' stress |
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Table II.2.44 |
Sources of primary teachers' stress |
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Table II.2.45 |
Sources of upper secondary teachers' stress |
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Table II.2.46 |
Teachers' stress due to administrative work, by teacher characteristics |
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Table II.2.47 |
Sources of principals' stress |
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Table II.2.48 |
Sources of primary principals' stress |
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Table II.2.49 |
Sources of upper secondary principals' stress |
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Table II.2.50 |
Principals' stress due to administrative work, by school characteristics |
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Table II.2.51 |
Teachers' working hours, by type of activity |
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Table II.2.52 |
Full-time teachers' working hours, by type of activity |
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Table II.2.53 |
Relationship between experiencing stress at work and the number of hours spent teaching |
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Table II.2.54 |
Relationship between experiencing stress at work and the number of hours spent preparing lessons |
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Table II.2.55 |
Relationship between experiencing stress at work and the number of hours spent correcting student work |
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Table II.2.56 |
Relationship between experiencing stress at work and the number of hours spent performing general administrative tasks |
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Table II.2.57 |
Variation in teachers' stress |
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Table II.2.58 |
Ratio of new teachers to all teachers, by school characteristics |
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Table II.2.59 |
Teachers' turnover, by school characteristics |
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Table II.2.60 |
Teachers' absenteeism, by school characteristics |
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Table II.2.61 |
Teachers' intention to leave teaching, by teacher characteristics |
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Table II.2.62 |
Principals' intention to leave the profession, by principal characteristics |
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Table II.2.63 |
Teachers’ intention to leave teaching within the next five years, by age group |
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Table II.2.64 |
Primary teachers’ intention to leave teaching within the next five years, by age group |
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Table II.2.65 |
Upper secondary teachers’ intention to leave teaching within the next five years, by age group |
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Table II.2.66 |
Teachers’ intention to leave teaching within the next five years, by school characteristics |
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Table II.2.67 |
Relationship between the intention to leave teaching within the next five years and work-related stress |
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Table II.2.68 |
Relationship between the intention to leave teaching within the next five years and work-related stress – before accounting for school factors, motivation and self-efficacy |
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Table II.2.69 |
Relationship between the intention to leave teaching within the next five years and work-related stress – after accounting for school factors, motivation and self-efficacy |
Chapter 3 Providing teachers and school leaders with secure, flexible and rewarding jobs
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Table II.3.1 |
Teachers' employment on fixed-term and permanent contracts |
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Table II.3.2 |
Primary teachers' employment on fixed-term and permanent contracts |
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Table II.3.3 |
Upper secondary teachers' employment on fixed-term and permanent contracts |
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Table II.3.4 |
Teachers' employment on fixed-term contracts, by teacher characteristics |
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Table II.3.5 |
Teachers' employment on fixed-term contracts, by school characteristics |
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Table II.3.6 |
Change in teachers' employment on fixed-term and permanent contracts from 2008 to 2018 |
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Table II.3.7 |
Teachers working part-time |
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Table II.3.8 |
Primary teachers working part-time |
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Table II.3.9 |
Upper secondary teachers working part-time |
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Table II.3.10 |
Change in teachers working part-time from 2013 to 2018 |
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Table II.3.11 |
Part-time teachers, by teacher characteristics |
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Table II.3.12 |
Part-time teachers, by school characteristics |
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Table II.3.13 |
Teachers working 35 hours or more per week, by employment status at current school |
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Table II.3.14 |
Part-time teachers' working hours, by type of activity |
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Table II.3.15 |
Working hours of teachers employed on a fixed-term contract, by type of activity |
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Table II.3.16 |
Principals working part-time |
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Table II.3.17 |
Primary principals working part-time |
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Table II.3.18 |
Upper secondary principals working part-time |
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Table II.3.19 |
Part-time principals, by school characteristics |
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Table II.3.20 |
Principals with teaching obligations, by school characteristics |
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Table II.3.21 |
Part-time principals and principals with teaching obligations, by school size |
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Table II.3.22 |
Change in principals working part-time from 2013 to 2018 |
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Table II.3.23 |
Teachers working in multiple schools |
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Table II.3.24 |
Change in teachers working in multiple schools from 2008 to 2018 |
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Table II.3.25 |
Teachers working in multiple schools, by teacher characteristics |
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Table II.3.26 |
Teachers working in multiple schools, by school characteristics |
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Table II.3.27 |
Teachers' employment on a fixed-term contract, by working conditions |
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Table II.3.28 |
Relationship between self-efficacy and employment on a fixed-term contract, working part-time and working in multiple schools |
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Table II.3.29 |
Relationship between workplace well-being and employment on a fixed-term contract, working part-time and working in multiple schools |
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Table II.3.30 |
Formal teacher appraisal, by source |
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Table II.3.31 |
Formal teacher appraisal in primary education, by source |
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Table II.3.32 |
Formal teacher appraisal in upper secondary education, by source |
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Table II.3.33 |
Change in formal teacher appraisal from 2013 to 2018 |
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Table II.3.34 |
Formal teacher appraisal, by school characteristics |
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Table II.3.35 |
Formal teacher appraisal by the principal or school management team, by school characteristics |
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Table II.3.36 |
Relationship between self-efficacy and sources of formal teacher appraisal in the school |
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Table II.3.37 |
Relationship between receiving impactful feedback and characteristics of formal teacher appraisal |
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Table II.3.38 |
Methods for providing formal teacher appraisal |
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Table II.3.39 |
Methods for providing formal teacher appraisal in primary education |
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Table II.3.40 |
Methods for providing formal teacher appraisal in upper secondary education |
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Table II.3.41 |
Student survey used for formal teacher appraisal, by school characteristics |
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Table II.3.42 |
Consequences of formal teacher appraisal |
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Table II.3.43 |
Consequences of formal teacher appraisal in primary education |
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Table II.3.44 |
Consequences of formal teacher appraisal in upper secondary education |
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Table II.3.45 |
Most common consequences of formal teacher appraisal |
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Table II.3.46 |
Consequences of formal teacher appraisal on teacher salaries and bonuses, by school characteristics |
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Table II.3.47 |
Consequences of formal teacher appraisal on dismissal and non-renewal of contract, by school characteristics |
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Table II.3.48 |
Consequences of formal teacher appraisal on teacher salaries and bonuses, by school responsibilities and frequency of appraisal |
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Table II.3.49 |
Consequences of formal teacher appraisal on contract dismissal and non-renewal, by school responsibilities and frequency of appraisal |
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Table II.3.50 |
Consequences of formal teacher appraisal on teacher salaries and bonuses in publicly managed schools, by school responsibilities and frequency of appraisal |
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Table II.3.51 |
Consequences of formal teacher appraisal on contract dismissal and non-renewal in publicly managed schools, by school responsibilities and frequency of appraisal |
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Table II.3.52 |
Change in the consequences of formal teacher appraisal from 2013 to 2018 |
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Table II.3.53 |
Change in the consequences of formal teacher appraisal, including schools without teacher appraisal from 2013 to 2018 |
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Table II.3.54 |
Relationship between self-efficacy and number of sources, methods and consequences of formal teacher appraisal in the school |
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Table II.3.55 |
Relationship between receiving impactful feedback and characteristics of teacher formal appraisal, in schools with appraisal systems in place |
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Table II.3.56 |
Teachers' satisfaction with their salaries, by teacher characteristics |
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Table II.3.57 |
Teachers' satisfaction with their salaries in publicly managed schools, by teacher characteristics |
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Table II.3.58 |
Teachers' satisfaction with their salaries, by school characteristics |
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Table II.3.59 |
Teachers' satisfaction with their contracts, by teacher characteristics |
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Table II.3.60 |
Teachers' satisfaction with their contracts, by school characteristics |
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Table II.3.61 |
Primary teachers' satisfaction with their salaries and contracts |
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Table II.3.62 |
Upper secondary teachers' satisfaction with their salaries and contracts |
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Table II.3.63 |
Teachers' statutory salaries, based on the most prevalent qualifications at different points in teachers' careers (2018) |
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Table II.3.64 |
School leaders' maximum statutory salaries, based on minimum qualifications (2018) |
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Table II.3.65 |
Principals' satisfaction with their salaries, by school characteristics |
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Table II.3.66 |
Principals' satisfaction with their contracts, by school characteristics |
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Table II.3.67 |
Primary principals' satisfaction with their salaries and contracts |
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Table II.3.68 |
Upper secondary principals' satisfaction with their salaries and contracts |
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Table II.3.69 |
Relationship between teachers' satisfaction with the terms of their teaching contract/employment and teacher and school characteristics |
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Table II.3.70 |
Relationship between teachers' satisfaction with their salaries and teacher and school characteristics |
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Table II.3.71 |
Teachers' teaching experience at current school, by school characteristics |
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Table II.3.72 |
Principals' work experience as a principal at current school, by school characteristics |
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Table II.3.73 |
Ratio of teachers' teaching experience at their current school to their total work experience as a teacher, by teaching experience |
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Table II.3.74 |
Ratio of principals' work experience as a principal at their current school to their total work experience as a principal, by work experience as a principal |
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Table II.3.75 |
Relationship between the desire to change school and satisfaction with the terms of the teaching contract/employment |
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Table II.3.76 |
Relationship between the intention to leave teaching within the next five years and satisfaction with the terms of the teaching contract/employment |
Chapter 4 Fostering collaboration to improve professionalism
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Table II.4.1 |
Teacher collaboration |
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Table II.4.2 |
Teacher collaboration in primary education |
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Table II.4.3 |
Teacher collaboration in upper secondary education |
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Table II.4.4 |
Change in teacher collaboration from 2008 to 2018 |
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Table II.4.5 |
Change in teachers' working hours spent on collaborative activities from 2013 to 2018 |
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Table II.4.6 |
Teaching as a team, by teacher characteristics |
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Table II.4.7 |
Teaching as a team, by school characteristics |
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Table II.4.8 |
Observing teachers and providing feedback |
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Table II.4.9 |
Observing teachers and providing feedback, by school characteristics |
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Table II.4.10 |
Relationship between professional collaboration, participation in collaborative professional development and teacher characteristics |
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Table II.4.11 |
Participating in collaborative professional learning, by school characteristics |
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Table II.4.12 |
Variation in professional collaboration |
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Table II.4.13 |
Relationship between job satisfaction, professional collaboration and teacher characteristics |
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Table II.4.14 |
Relationship between job satisfaction, professional collaboration, teacher characteristics and collegiality |
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Table II.4.15 |
Relationship between self-efficacy, professional collaboration and teacher characteristics |
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Table II.4.16 |
Relationship between self-efficacy, professional collaboration, teacher characteristics and collegiality |
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Table II.4.17 |
Relationship between the use of cognitive activation practices, professional collaboration and teacher characteristics |
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Table II.4.18 |
Relationship between the use of cognitive activation practices, professional collaboration, teacher characteristics and collegiality |
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Table II.4.19 |
Relationship between the use of cognitive activation practices, collaborative activities, teacher characteristics and collegiality |
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Table II.4.20 |
Teachers' time abroad, by teachers' teaching experience |
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Table II.4.21 |
Establishing contact with schools abroad, by teacher characteristics |
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Table II.4.22 |
Relationship between professional collaboration, teachers' time abroad and teacher characteristics |
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Table II.4.23 |
Relationship between self-efficacy, teachers' time abroad and teacher characteristics |
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Table II.4.24 |
Teachers’ views on collaborative school climate |
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Table II.4.25 |
Primary teachers' views on collaborative school climate |
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Table II.4.26 |
Upper secondary teachers' views on collaborative school climate |
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Table II.4.27 |
Change in teachers' views on collaborative school climate from 2013 to 2018 |
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Table II.4.28 |
Collaborative school culture, by school characteristics |
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Table II.4.29 |
Teachers' reliance on each other, by school characteristics |
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Table II.4.30 |
Relationship between professional collaboration and collegiality |
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Table II.4.31 |
Relationship between professional collaboration, collegiality and teacher characteristics |
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Table II.4.32 |
Relationship between workplace well-being and stress, collegiality and teacher characteristics |
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Table II.4.33 |
Relationship between professional collaboration, distributed leadership and teacher characteristics |
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Table II.4.34 |
Opportunities for staff to participate in school decisions, by school characteristics |
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Table II.4.35 |
Opportunities for students to participate in school decisions, by school characteristics |
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Table II.4.36 |
Teachers' and principals' views on collaborative school climate |
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Table II.4.37 |
Feedback received by teachers, by teacher characteristics |
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Table II.4.38 |
Feedback received by teachers, by school characteristics |
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Table II.4.39 |
Change in feedback received by teachers from 2013 to 2018 |
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Table II.4.40 |
Sources of feedback received by teachers |
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Table II.4.41 |
Sources of feedback received by primary teachers |
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Table II.4.42 |
Sources of feedback received by upper secondary teachers |
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Table II.4.43 |
Multiple sources of feedback received by teachers |
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Table II.4.44 |
Methods of feedback received by teachers, by teachers' teaching experience |
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Table II.4.45 |
Methods of feedback received by primary teachers |
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Table II.4.46 |
Methods of feedback received by upper secondary teachers |
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Table II.4.47 |
Multiple methods of feedback received by teachers |
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Table II.4.48 |
Impact of feedback on teaching, by teacher characteristics |
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Table II.4.49 |
Impact of feedback on teaching, by school characteristics |
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Table II.4.50 |
Positive impact of feedback on teaching practices |
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Table II.4.51 |
Positive impact of feedback on teaching practices in primary education |
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Table II.4.52 |
Positive impact of feedback on teaching practices in upper secondary education |
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Table II.4.53 |
Relationship between job satisfaction, impactful feedback and teacher characteristics |
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Table II.4.54 |
Relationship between job satisfaction, impactful feedback, teacher characteristics and collegiality |
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Table II.4.55 |
Relationship between impactful feedback, number of methods based on which teachers receive feedback, and teacher characteristics |
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Table II.4.56 |
Relationship between impactful feedback, methods based on which teachers receive feedback, and teacher characteristics |
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Table II.4.57 |
Relationship between impactful feedback, collegiality and teacher characteristics |
Chapter 5 Empowering teachers and school leaders
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Table II.5.1 |
School autonomy |
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Table II.5.2 |
School autonomy in primary education |
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Table II.5.3 |
School autonomy in upper secondary education |
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Table II.5.4 |
School autonomy in publicly managed schools |
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Table II.5.5 |
Responsibilities for school governance |
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Table II.5.6 |
Primary principals' school responsibilities |
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Table II.5.7 |
Upper secondary principals' school responsibilities |
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Table II.5.8 |
Change in principals' school responsibilities from 2013 to 2018 |
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Table II.5.9 |
Principals’ views on school climate |
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Table II.5.10 |
Existence and composition of the school management team |
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Table II.5.11 |
Principals’ overall responsibilities, by school characteristics |
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Table II.5.12 |
Principals' leadership activities |
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Table II.5.13 |
Primary principals' leadership activities |
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Table II.5.14 |
Upper secondary principals' leadership activities |
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Table II.5.15 |
Principals' support of co-operation, by school characteristics |
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Table II.5.16 |
Change in principals' leadership activities from 2013 to 2018 |
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Table II.5.17 |
Relationship between instructional leadership and autonomy, time allocation and training |
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Table II.5.18 |
Principals' interactions with families, by school characteristics |
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Table II.5.19 |
Principals' interactions with local and regional entities, by school characteristics |
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Table II.5.20 |
Change in principals' interactions with families and local and regional entities from 2013 to 2018 |
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Table II.5.21 |
Community engagement in the school |
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Table II.5.22 |
Community engagement in the school in primary education |
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Table II.5.23 |
Community engagement in the school in upper secondary education |
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Table II.5.24 |
Involvement of parents or guardians in school activities, by school characteristics |
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Table II.5.25 |
Principals' support |
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Table II.5.26 |
Primary principals' support |
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Table II.5.27 |
Upper secondary principals' support |
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Table II.5.28 |
Primary teachers' school responsibilities |
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Table II.5.29 |
Upper secondary teachers' school responsibilities |
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Table II.5.30 |
Change in teachers' school responsibilities from 2013 to 2018 |
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Table II.5.31 |
Teachers’ overall responsibilities for school policies, curriculum and instruction, by school characteristics |
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Table II.5.32 |
Teachers' autonomy |
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Table II.5.33 |
Primary teachers' autonomy |
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Table II.5.34 |
Upper secondary teachers' autonomy |
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Table II.5.35 |
Teachers' autonomy over determining course content, by teacher characteristics |
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Table II.5.36 |
Teachers' autonomy over determining course content, by school characteristics |
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Table II.5.37 |
Relationship between team innovativeness and teachers' autonomy |
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Table II.5.38 |
Relationship between professional collaboration and teachers' autonomy |
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Table II.5.39 |
Relationship between self-efficacy and teachers' autonomy |
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Table II.5.40 |
Relationship between job satisfaction and teachers' autonomy |
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Table II.5.41 |
Relationship between workplace well-being and stress and teachers' autonomy |
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Table II.5.42 |
Teachers’ actions towards achieving academic excellence |
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Table II.5.43 |
Primary teachers’ actions towards achieving academic excellence |
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Table II.5.44 |
Upper secondary teachers’ actions towards achieving academic excellence |
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Table II.5.45 |
Teachers' high expectations for student achievement, by school characteristics |
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Table II.5.46 |
Relationship between teachers’ academic pressure in the school and principals' instructional leadership |
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Table II.5.47 |
Teachers' views of the way different stakeholders value the profession, by teachers' teaching experience |
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Table II.5.48 |
Primary teachers' views of the way different stakeholders value the profession |
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Table II.5.49 |
Upper secondary teachers' views of the way different stakeholders value the profession |
Annex BMain breakdown variables
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Table A II.B.3 Teacher characteristics |
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Table A II.B.4 Principal characteristics |
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Table A II.B.5 Teachers, by school characteristics |
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Table A II.B.6 Principals, by school characteristics |