Teachers Getting the Best out of Their Students

Annex C. List of tables available on line

The following tables are available in electronic form only. Please click on the StatLink after each table to access them.

Table A C.1.  Additional tables for Chapter 2 – Attracting and selecting high‑calibre candidates

Table 2.1	Teachers' age, across educational levels
Table 2.2	Teachers' age in primary education, by teacher and school characteristics
Table 2.3	Teachers' age in upper secondary education, by teacher and school characteristics
Table 2.4	School leaders' age, across educational levels
Table 2.5	Teachers' work experience, across educational level
Table 2.6	Teaching experience in primary education, by teacher and school characteristics
Table 2.7	Teaching experience in upper secondary education, by teacher and school characteristics
Table 2.8	School leaders' work experience, across educational levels
Table 2.9	Teachers' gender, across educational levels
Table 2.10	Female teachers in primary education, by teacher and school characteristics
Table 2.11	Female teachers in upper secondary education, by teacher and school characteristics
Table 2.12	School leaders' gender, across educational levels
Table 2.13	Teachers' choice and motivation to join the profession, across educational levels
Table 2.14	Teaching as first career choice in primary education, by teacher and school characteristics
Table 2.15	Teaching as first career choice in upper secondary education, by teacher and school characteristics
Table 2.16	Relationship between teaching as a career choice and motivation to become a teacher in primary education
Table 2.17	Relationship between teaching as a career choice and motivation to become a teacher in upper secondary education
Table 2.18	Teachers' views of the way society values their profession, across educational levels
Table 2.19	Teachers' views of the way society values their profession in primary education, by teacher and school characteristics
Table 2.20	Teachers' views of the way society values their profession in upper secondary education, by teacher and school characteristics
Table 2.21	Teachers’ views of the way different stakeholders value the profession, across educational levels
Table 2.22	Difference in teachers' perceptions of value and policy influence between primary education and lower secondary education
Table 2.23	Difference in teachers' perceptions of value and policy influence between upper secondary education and lower secondary education
Table 2.24	Student composition in schools, across educational levels
Table 2.25	School practices in equity, across educational levels
Table 2.26	School practices in diversity, across educational levels
Table 2.27	Relationship between feeling that the teaching profession is valued by society and teacher-student relations in primary education
Table 2.28	Relationship between feeling that the teaching profession is valued by society and teacher-student relations in upper secondary education
Table 2.29	Teachers' perceptions of teacher-student relations, across educational levels
Table 2.30	School safety, across educational levels

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Table A C.2.  Additional tables for Chapter 3 – Preparing teachers and school leaders as expert professionals

Table 3.2	Teachers' highest educational qualification, across educational levels
Table 3.3	Principals' highest educational qualification, across educational levels
Table 3.4	Teachers' type of certification, across educational levels
Table 3.5	Teachers with fast-track qualification in primary education, by teacher and school characteristics
Table 3.6	Teachers with fast-track qualification in upper secondary education, by teacher and school characteristics
Table 3.7	Teachers' content of teacher training, across educational levels
Table 3.8	Teachers' content of teacher training in primary education, by level of experience
Table 3.9	Teachers' content of teacher training in upper secondary education, by level of experience
Table 3.10	Teachers’ training and preparedness in facilitating transitions and facilitating play in primary education
Table 3.11	Teachers’ training in facilitating transitions in primary education, by teacher and school characteristics
Table 3.12	Teachers’ training in facilitating play in primary education, by teacher and school characteristics
Table 3.13	Teachers’ preparedness, across educational levels
Table 3.14	Comprehensiveness of education or training programme, across educational levels
Table 3.15	Training comprehensiveness in primary education, by teacher and school characteristics
Table 3.16	Training comprehensiveness in upper secondary education, by teacher and school characteristics
Table 3.17	Principals’ content training, across educational levels
Table 3.18	Teachers' subject specialisation, across education levels
Table 3.19	Teachers' exclusive subject specialisation, across education levels
Table 3.20	Teachers' subject alignment, across educational levels
Table 3.21	Teachers teaching multiple subjects, across educational levels
Table 3.22	STEM teachers in primary education, by teacher and school characteristics
Table 3.23	STEM teachers in upper secondary education, by teacher and school characteristics
Table 3.24	VET teachers in upper secondary education, by teacher and school characteristics
Table 3.25	Teachers in schools with a VET programme, across educational levels
Table 3.26	Teachers' use of classroom time, across educational levels
Table 3.27	Teachers' use of classroom time in primary education, by teacher and school characteristics
Table 3.28	Teachers' use of classroom time in upper secondary education, by teacher and school characteristics
Table 3.29	Classroom management practices, across educational levels
Table 3.30	Clarity of instruction practices, across educational levels
Table 3.31	Cognitive activation and enhanced activities, across educational levels
Table 3.32	Classroom practices in primary education, by teacher training in facilitating transitions
Table 3.33	Classroom practices in upper secondary education, by VET teachers
Table 3.34	Relationship between improving preparedness and subject specialisation in upper secondary education
Table 3.35	Relationship between teaching STEM subjects and qualification pathway in upper secondary education
Table 3.36	Relationship between training in facilitating transitions and qualification pathway in primary education
Table 3.37	Relationship between training in facilitating play and qualification pathway in primary education
Table 3.38	Relationship between self-efficacy and the number of subjects taught in primary education
Table 3.39	Relationship between the share of time spent on actual teaching and learning and the subject taught in primary education
Table 3.40	Relationship between the share of time spent on actual teaching and learning and the subject taught in upper secondary education
Table 3.41	Difference in the share of time allocated to actual teaching and learning between primary education and lower secondary education
Table 3.42	Difference in the share of time allocated to actual teaching and learning between upper secondary education and lower secondary education

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Table A C.3.  Additional tables for Chapter 4 – Enabling lifelong learning of teaching professionals through in‑service opportunities

Table 4.3	Teachers' participation in induction activities at their current school, across educational levels
Table 4.4	Teachers' participation in induction activities, across educational levels
Table 4.5	Teachers' participation in induction activities at their current school in primary education, by teacher and school characteristics
Table 4.6	Teachers' participation in induction activities at their current school in upper secondary education, by teacher and school characteristics
Table 4.7	Types of induction activities, across educational levels
Table 4.8	Peer mentoring, across educational levels
Table 4.9	Teachers with an assigned mentor in primary education, by teacher and school characteristics
Table 4.10	Teachers with an assigned mentor in upper secondary education, by teacher and school characteristics
Table 4.11	Relationship between self-efficacy and participation in induction activities in primary education
Table 4.12	Relationship between self-efficacy and participation in induction activities in upper secondary education
Table 4.13	Teachers' recent participation in professional development, across educational levels
Table 4.14	Teachers' recent participation in professional development in primary education, by teacher and school characteristics
Table 4.15	Teachers' recent participation in professional development in upper secondary education, by teacher and school characteristics
Table 4.16	Principals' recent participation in professional development, across educational levels
Table 4.17	Types of professional development, across educational levels
Table 4.18	Relationship between self-efficacy and participation in professional development activities in primary education
Table 4.19	Relationship between self-efficacy and participation in professional development activities in upper secondary education
Table 4.20	Relationship between cognitive activation and participation in professional development activities in primary education
Table 4.21	Relationship between cognitive activation and participation in professional development activities in upper secondary education
Table 4.22	Needs for professional development in subject matter and pedagogy, across educational levels
Table 4.23	Needs for professional development in skills and management, across educational levels
Table 4.24	Needs for professional development in teaching for diversity, across educational levels
Table 4.25	Effective professional development attended by teachers, across educational levels
Table 4.26	Support provided to teachers participating in professional development, across educational levels
Table 4.27	Impact of professional development on teaching practices, across educational levels
Table 4.28	Principals' needs for professional development in school leadership and policies, across educational levels
Table 4.29	Principals' needs for professional development in skills and management, across educational levels
Table 4.30	Sources of feedback received by teachers, across educational levels
Table 4.31	Multiple methods of feedback received by teachers, across educational levels
Table 4.32	Teachers receiving multiple methods of feedback in primary education, by teacher and school characteristics
Table 4.33	Teachers receiving multiple methods of feedback in upper secondary education, by teacher and school characteristics
Table 4.34	Methods of feedback received by teachers, across educational levels
Table 4.35	Impact of feedback on teaching practices, across educational levels
Table 4.36	Difference in the need for professional development in subject matter and pedagogy between primary education and lower secondary education
Table 4.37	Difference in the need for professional development in subject matter and pedagogy between upper secondary education and lower secondary education

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Table A C.4.  Additional tables for Chapter 5 – Empowering teaching professionals

Table 5.4	Principals' responsibilities for staffing, budgeting and educational school policies, across educational levels
Table 5.5	Teachers' responsibilities for educational, instructional and curriculum school policies, across educational levels
Table 5.6	School's collaborative climate, across educational levels
Table 5.7	Staff opportunities to actively participate in school decisions in primary education, by principal and school characteristics
Table 5.8	Staff opportunities to actively participate in school decisions in upper secondary education, by principal and school characteristics
Table 5.9	Schools' collaborative climate, across educational levels
Table 5.10	Principals' administrative and community engagement leadership activities, across educational levels
Table 5.11	Principals' engagement with other schools in primary education, by principal and school characteristics
Table 5.12	Principals' engagement with other schools in upper secondary education, by principal and school characteristics
Table 5.13	Principals' instructional leadership activities, across educational levels
Table 5.14	Innovation in school practices, across educational levels
Table 5.15	Teachers' autonomy, across educational levels
Table 5.16	Teachers' self-efficacy in classroom management, across educational levels
Table 5.17	Relationship between self-efficacy in classroom management and participation in collaborative professional learning in primary education
Table 5.18	Relationship between self-efficacy in classroom management and participation in collaborative professional learning in upper secondary education
Table 5.19	Teachers' self-efficacy in instruction, across educational levels
Table 5.20	Relationship between self-efficacy in instruction and participation in collaborative professional learning in primary education
Table 5.21	Relationship between self-efficacy in instruction and participation in collaborative professional learning in upper secondary education
Table 5.22	Teacher collaboration, across educational levels
Table 5.23	Collaborative professional learning in primary education, by teacher and school characteristics
Table 5.24	Collaborative professional learning in upper secondary education, by teacher and school characteristics
Table 5.25	Relationship between teacher participation in collaborative professional learning and principals taking actions to ensure teachers take responsibility for improving their teaching skills in primary education
Table 5.26	Relationship between teacher participation in collaborative professional learning and principals taking actions to ensure teachers take responsibility for improving their teaching skills in upper secondary education
Table 5.27	Impact of shortages of pedagogical personnel, across educational levels
Table 5.28	Impact of shortages of school resources, across educational levels
Table 5.29	Spending priorities in education according to teachers, across educational levels
Table 5.30	Relationship between improving teacher salaries as a spending priority and job satisfaction with the profession in primary education
Table 5.31	Relationship between improving teacher salaries as a spending priority and job satisfaction with the profession in upper secondary education
Table 5.32	Relationship between improving teacher salaries as a spending priority and self-efficacy in classroom management in primary education
Table 5.33	Relationship between improving teacher salaries as a spending priority and self-efficacy in classroom management in upper secondary education
Table 5.34	Teachers’ actions towards achieving academic excellence, across educational levels

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Table A C.5.  Additional tables for Chapter 6 – Building fulfilling working conditions, well-being and satisfactory jobs

Table 6.1	Teachers' employment on fixed-term and permanent contracts, across educational levels
Table 6.2	Teachers' employment on permanent contracts in primary education, by teacher and school characteristics
Table 6.3	Teachers' employment on permanent contracts in upper secondary education, by teacher and school characteristics
Table 6.4	Teachers' working status in terms of hours, across educational levels
Table 6.5	Teachers' working status in primary education, by teacher and school characteristics
Table 6.6	Teachers' working status in upper secondary education, by teacher and school characteristics
Table 6.7	Relationship between professional collaboration in lessons among teachers and working arrangements in primary education
Table 6.8	Relationship between professional collaboration in lessons among teachers and working arrangements in upper secondary education
Table 6.9	Teachers' working hours, across educational levels
Table 6.10	Teachers' teaching hours in primary education, by teacher and school characteristics
Table 6.11	Teachers' teaching hours in upper secondary education, by teacher and school characteristics
Table 6.12	Relationship between teaching working hours and class size, student-teacher ratio and pedagogical support personnel ratio in primary education
Table 6.13	Relationship between teaching working hours and class size, student-teacher ratio and pedagogical support personnel ratio in upper secondary education
Table 6.14	Class size, across educational levels
Table 6.15	Principals' time distribution, across educational levels
Table 6.16	Teachers' satisfaction with their job, across educational levels
Table 6.17	Teachers' desire to change schools in primary education, by teacher and school characteristics
Table 6.18	Teachers' desire to change schools in upper secondary education, by teacher and school characteristics
Table 6.19	Teachers' satisfaction with their salaries and contracts, across educational levels
Table 6.20	Teachers' satisfaction with their salaries in primary education, by teacher and school characteristics
Table 6.21	Teachers' satisfaction with their salaries in upper secondary education, by teacher and school characteristics
Table 6.22	Relationship between teachers' satisfaction with the terms of employment and working conditions and arrangements in primary education
Table 6.23	Relationship between teachers' satisfaction with the terms of employment and working conditions and arrangements in upper secondary education
Table 6.24	Teachers' experiences of stress, across educational levels
Table 6.25	Teachers' stress in primary education, by teacher and school characteristics
Table 6.26	Teachers' stress in upper secondary education, by teacher and school characteristics
Table 6.27	Relationship between experiencing stress and working hours in primary education
Table 6.28	Relationship between experiencing stress and working hours in upper secondary education
Table 6.29	Sources of teachers' stress related to workload, across educational levels
Table 6.30	Sources of teachers' stress related to student behaviour and responsiveness to stakeholders, across educational levels
Table 6.31	Sources of principals' stress, across educational levels
Table 6.32	Difference in the index of teachers' well-being and stress between primary education and lower secondary education
Table 6.33	Difference in the index of teachers' well-being and stress between upper secondary education and lower secondary education
Table 6.34	Teachers' intention to leave teaching, across educational levels
Table 6.35	Teachers' intention to leave teaching in primary education, by teacher and school characteristics
Table 6.36	Teachers' intention to leave teaching in upper secondary education, by teacher and school characteristics
Table 6.37	Relationship between the intention to leave the profession and the school's collaborative culture in primary education
Table 6.38	Relationship between the intention to leave the profession and the school's collaborative culture in upper secondary education
Table 6.39	Relationship between the intention to leave the profession and well-being and satisfaction in primary education
Table 6.40	Relationship between the intention to leave the profession and well-being and satisfaction in upper secondary education

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Table A C.6.  Additional tables for Annex B – Technical notes on analyses in this report

Table A.B.3	School, teacher and student compositions
Table A.B.4	System financial resources
Table A.B.5	System requirements and standards

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