TALIS 2018 RESULTS (VOLUME II).

250 Pages·2020·3.942 MB·English

by  OECD

TALIS 2018 Results
TEACHERS AND SCHOOL LEADERS
AS VALUED PROFESSIONALS
VOLUME II
TEACHING AND LEARNING INTERNATIONAL SURVEY

TALIS 2018 Results
( )
Volume II
TEACHERS AND SCHOOL LEADERS
AS VALUED PROFESSIONALS
This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and
arguments employed herein do not necessarily reflect the official views of the OECD member countries.
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such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in
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Note by Turkey
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Note by all the European Union Member States of the OECD and the European Union
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Please cite this publication as:
OECD (2020), TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals, TALIS, OECD Publishing,
Paris.
https://doi.org/10.1787/19cf08df-en.
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TALIS
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Foreword
What does it mean to recognise our teachers and school leaders as professionals? Most people have spent a significant
portion of their lives inside a school, and many probably think they are able to identify what makes a “good” teacher or
principal. But being a professional encompasses much more than being “good” at your job.
A “professional” is someone who is able to use their expertise to make decisions about their work, who has the autonomy to
act on those decisions, and who contributes to the body of professional knowledge. Such decisions and actions are grounded
in a specialised set of knowledge and skills, stemming from both quality training and from the constant collaboration with
peers and other stakeholders. For teachers and school leaders, professionalism means not only conducting their work in
an effective manner, but working to improve their skills, collaborating with colleagues and parents, and thinking creatively
about the challenges they face.
The notion of professional teachers and school leaders is not a static one and is continuously evolving to address the
challenges that emerge in 21st century education. Teachers and school leaders are increasingly expected to perform
new tasks, such as nurturing the development of students’ social and emotional skills and responding to students’
individual learning needs. They are also expected to adapt to the technological and digital demands of our era and to use
information and communication technologies in their classroom and for collaborating with other professionals. The profile
of 21st century teachers and school leaders also paints them as intellectually curious, capable of collecting and analysing
data about their school and classroom, and acting upon it. Teaching in today’s world requires a new, uniquely modern kind
of professionalism.
The Teaching and Learning International Survey (TALIS) offers us insights into the levels of professionalism among teachers
and school leaders by giving them a voice on issues surrounding their work. The first volume of TALIS 2018, Teachers
and School Leaders as Lifelong Learners, showed that, across all participating countries and economies, there is a highly
motivated workforce that places the chance to influence child development and serve underprivileged children at the top
of their reasons for becoming a teacher. At the same time, novice teachers are often allocated to the more challenging
schools with a larger proportion of students with special needs or disadvantaged backgrounds. Furthermore, even though
teachers and school leaders are participating in in-service training, they still feel like they need more training in those
competencies required for 21st century education, such as teaching cross-curricular skills, use of ICT teaching and teaching
in multicultural or multilingual settings.
These results deserve our attention given the fact that teachers’ working conditions and classroom processes are changing.
In many education systems, teachers are working with diverse classrooms where students’ ability levels, socio-economic
backgrounds and demographic composition can vary significantly. At the same time, schools are becoming increasingly
more bureaucratic, with teachers being overloaded with non-teaching activities, particularly administrative tasks.
This second volume of TALIS, Teachers and School Leaders as Valued Professionals, aims to shed a light on teachers’ and
school leaders’ working conditions, along with their reported satisfaction levels and work-related well-being. It also gives
us a sense of how schools can foster productive and engaging working environments where peer learning thrives and
teachers are at the centre of discussions on what is best for teaching.
The results tell us that the vast majority of teachers and school leaders enjoy their work – systems should capitalise on that
enthusiasm by turning schools into intellectually stimulating places to work. If not, disillusionment may creep in. Combine
that with stress and an administration-heavy work environment and suddenly teaching becomes far too unattractive to be
counted among society’s most respected professions. Here it is important to point out that teachers and school leaders
whose well-being is looked after are likely to report stronger motivation at work and an increased commitment to staying
in the profession. So frustration and dissatisfaction should not be ignored. Identifying and balancing the sources of stress
is one of the challenges that TALIS addresses, and it shows that stress need not be the suffocating force it tends to be in
other professions.
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TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals » © OECD 2020
Foreword
What these results show us is that, if we expect teachers and schools leaders to behave as professionals, we should treat
them as such. This means having an open and direct dialogue with the teaching profession and respecting their view on
their own developmental needs.
Our message has been consistent: the quality of a school system cannot exceed the quality of its teachers and principals.
But what this new volume of TALIS adds is that the quality of teachers and principals cannot exceed the quality of their
training, their opportunities to collaborate and develop, and the quality of their working conditions.
Andreas Schleicher
Director for the Directorate for Education and Skills
Special Advisor on Education Policy to the Secretary General
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© OECD 2020 » TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals
Acknowledgements
The OECD Teaching and Learning International Survey (TALIS) is the outcome of a collaboration among the participating countries
and economies, the OECD Secretariat, the European Commission and an international consortium led by the International
Association for the Evaluation of Educational Achievement (IEA).
The development of this volume was guided by Andreas Schleicher and Yuri Belfali and led by Karine Tremblay (TALIS Project
Manager). Pablo Fraser managed its production, with contributions from Emily Groves and Florence Bernard, as well as earlier
input from Noémie Le Donné. Chapter 1 was authored by Karine Tremblay, with support from Aakriti Kalra and Pablo Fraser.
Pablo Fraser was the lead author of Chapters 2 and 5; Gabriele Marconi the lead author of Chapter 3; and Aakriti Kalra and
Gabor Fülöp the lead authors of Chapter 4. Additional drafting and input to each of these chapters was provided by Zsuzsa Bakk,
Yuri Belfali, Maxence Castiello, Noémie Le Donné, Massimo Loi, Henri Pearson and Andreas Schleicher, as well as by chapter lead
authors. Statistical analyses and outputs were co-ordinated by Gabor Fülöp and prepared by Maxence Castiello, Gabor Fülöp,
Massimo Loi and Gabriele Marconi. Valentin Burban, Hélène Guillou, Judit Pál and Markus Schwabe contributed to the development
of the infrastructure and coding for TALIS 2018 statistical outputs.
Emily Groves supported report preparation and production of the English version, project co-ordination and communications.
Florence Bernard provided translation co-ordination and verification, as well as report preparation and production and
communications support for the French version. Cassandra Davis, Sophie Limoges and Henri Pearson provided support for
report production and communications. Susan Copeland was the main editor of the volume, with contributions from Florence
Bernard, Emily Groves and Henri Pearson. Fung Kwan Tam designed the publication. The authors wish to thank Francesco Avvisati,
Ralph Carstens, Miyako Ikeda, Steffen Knoll, Heather Price and Nadine Twele, as well as members of the TALIS Governing Board
and National Project Managers, who all provided valuable feedback and input at various stages of the data and report production.
The development of the report was steered by the TALIS Governing Board, chaired by João Costa (Portugal).
The technical implementation of TALIS was contracted out to an international consortium of institutions and experts co-directed
by Ralph Carstens (IEA) and Steffen Knoll (IEA), with support from Alena Becker, Viktoria Böhm, Juliane Kobelt, Christine Busch,
Agnes Stancel-Piątak, Ann-Kristin Koop, David Ebbs, Jean Dumais and John Ainley. Design and development of the questionnaires
were led by a Questionnaire Expert Group, and an independent Technical Advisory Group provided guidance on the technical
aspects of the survey.
Annex D of this volume lists the members of various TALIS bodies, as well as the experts who have contributed to TALIS in general.
We would like to gratefully acknowledge the contribution to TALIS of the late Fons van de Vijver, who was Chair of the Technical
Advisory Group and an advisor to TALIS since the first cycle in 2008.
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TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals » © OECD 2020

Table of contents
EXECUTIVE SUMMARY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
READER’S GUIDE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
WHAT IS TALIS? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
CHAPTER 1 WHAT TALIS 2018 IMPLIES FOR POLICY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Professionalism of teachers and school leaders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
• Teacher professionalism as an overarching framework for TALIS 2018 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
• TALIS 2018 results and policy pointers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27
Attracting and selecting high-calibre candidates into teacher education and leadership preparation . . . . . . . . . . . .32
• Goal: Monitor workforce dynamics to develop a diverse and motivated workforce . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
• Goal: Enhance the prestige of teaching careers as a key element of their attractiveness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33
Developing teaching professionals through high-quality pre-service preparation and in-service
professional development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34
• Goal: Provide high-quality initial education or pre-service training to future teachers and school leaders
and link it with continuous professional development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35
• Goal: Provide high-quality continuous professional development, with a focus on high-need areas . . . . . . . . . . . . . . . . . . . . . .36
• Goal: Lift barriers to participation in professional development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
Supporting teaching professionals’ growth through induction, mentoring and collaboration . . . . . . . . . . . . . . . . . . . . . . . .39
• Goal: Provide novice teachers and newly appointed school leaders with tailor-made support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39
• Goal: Make the most of teachers’ time to support quality teaching and the use of effective teaching practices . . . . . .42
• Goal: Foster a school and classroom climate conducive to student learning and well-being . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43
• Goal: Develop a collaborative culture within schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44
• Goal: Foster mentoring and peer feedback as key attributes of professional work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45
Empowering teaching professionals through autonomy, leadership and opportunities
for career progression . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47
• Goal: Foster leadership at all levels of the system . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47
• Goal: Make the most of school leaders’ time to foster instructional leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51
• Goal: Link appraisal with teachers’ career progression . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52
Retaining teaching professionals through fulfilling and rewarding work conditions, well-being and
satisfactory jobs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54
• Goal: Build a motivated and efficient teacher and principal workforce through fulfilling working conditions . . . . . . . . . .54
• Goal: Reduce stress and enhance well-being . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58
• Goal: Foster the intellectual fulfilment of the profession to boost job satisfaction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61
• Goal: Boost teachers’ sense of fulfilment through enhanced self-efficacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65
CHAPTER 2 BOOSTING THE PRESTIGE AND STANDING OF THE PROFESSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76
Prestige and status of the profession as elements of its attractiveness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77
• Teachers’ perceptions of the value of the teaching profession . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77
• The perspectives of principals and society on the value of the teaching profession . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82
Job satisfaction with the current working environment and the profession . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .83
• Job satisfaction among teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84
• What drives teachers’ job satisfaction? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .88
• Job satisfaction among principals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90
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Table of Contents
Sources and levels of stress among teachers and school leaders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .92
• Teachers’ stress levels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .92
• Sources of stress for teachers and principals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94
• Work hours and stress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .96
• What drives teachers’ levels of stress? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .98
Teachers’ risk of attrition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100
CHAPTER 3 PROVIDING TEACHERS AND SCHOOL LEADERS WITH SECURE, FLEXIBLE AND REWARDING JOBS . . . . . . .111
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Job security and flexible time arrangements in schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .113
• Teachers working on a fixed-term contract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .114
• Teachers and principals working part-time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .116
• Teachers working in multiple schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .120
• How job security and flexible time arrangements are related to teacher self-efficacy and workplace well-being . . . .121
Formal teacher appraisal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .123
• Frequency and sources of teacher appraisal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .124
• Methods of teacher appraisal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .126
• Consequences of teacher appraisal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .127
Teachers’ and principals’ satisfaction with their salary and other terms of employment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .131
• Satisfaction with salary among teachers and principals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .131
• Satisfaction with the other terms of employment among teachers and principals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .135
• How teachers’ satisfaction with salary and terms of employment are related to teacher retention . . . . . . . . . . . . . . . . . . . . . . .137
CHAPTER 4 FOSTERING COLLABORATION TO IMPROVE PROFESSIONALISM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .147
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
How do teachers collaborate? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .149
• Teachers’ collaborative activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .149
• Teachers’ international mobility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .159
• Teachers’ collegial relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .160
• The role of school leaders in fostering collaboration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .163
How do teachers make use of feedback? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .165
• Prevalence of feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .165
• Sources of feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
• Methods of feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .167
• Teachers’ perceptions on the impact of feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .170
• Forms of impactful feedback for teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .172
CHAPTER 5 EMPOWERING TEACHERS AND SCHOOL LEADERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .179
Enhancing school decision making . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .181
• Distribution of responsibilities between schools and out-of-school authorities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .181
• Distribution of responsibility within schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .185
Supporting principals’ leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .189
• Principals’ school responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .189
• Types of leadership for principals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .191
• Exploring system leadership: parents and communities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .196
• Principals’ perceptions of support from authorities and of their own policy influence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .197
Teacher leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198
• Teachers’ school responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .199
• Teachers’ sense of control over their work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .201
• Teachers’ actions towards achieving academic success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .205
• Teachers’ relations with policy makers and the media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .207
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© OECD 2020 » TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals