TALIS 2018 results.

220 Pages·2019·3.196 MB·English

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TALIS 2018 Results
TEACHERS AND SCHOOL LEADERS
AS LIFELONG LEARNERS
VOLUME I
TEACHING AND LEARNING INTERNATIONAL SURVEY

TALIS 2018 Results
( )
Volume I
TEACHERS AND SCHOOL LEADERS
AS LIFELONG LEARNERS
This work is published under the responsibility of the Secretary-General of the OECD.
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official views of the OECD member countries.
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to the status of or sovereignty over any territory, to the delimitation of international
frontiers and boundaries and to the name of any territory, city or area.
Please cite this publication as:
OECD (2019), TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners, TALIS,
OECD Publishing, Paris.
https://doi.org/10.1787/1d0bc92a-en
ISBN (print) 978-92-64-75256-6
ISBN (PDF) 978-92-64-54134-4
Series: TALIS
ISSN: 2312962X (print)
ISSN: 23129638 (online)
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Foreword
These days, education is no longer just about teaching students something, but about helping them develop a reliable
compass and the tools to navigate with confidence through an increasingly complex, volatile and uncertain world. We live in
this world in which the kind of things that are easy to teach and test have also become easy to digitise and automate, and
where society no longer rewards students just for what they know – Google knows everything – but for what they can do with
what they know. Today’s teachers need to help students think for themselves and work with others, and to develop identity,
agency and purpose.
That’s why we demand a lot from our teachers. We expect them to have a deep and broad understanding of what they teach
and whom they teach, because what teachers know and care about makes such a difference to student learning. That entails
professional knowledge, such as knowledge about a discipline, knowledge about the curriculum of that discipline, and knowledge
about how students learn in that discipline; and it entails knowledge about professional practice so teachers can create the kind
of learning environment that leads to good learning outcomes. It also involves enquiry and research skills that help teachers to
be lifelong learners and grow in their profession. Students are unlikely to become lifelong learners if they don’t see their teachers
as active lifelong learners.
There are aspects that make the job of teachers much more challenging and different from that of other professionals. Teachers
need to be experts at multitasking as they respond to many different learner needs all at the same time. They also do their job
in a classroom dynamic that is always unpredictable and that leaves teachers no second to think about how to react. And whatever
a teacher does, even with just a single student, will be witnessed by many and can frame the way in which the teacher is perceived
in the school from that day forward.
But we expect much more from teachers than what appears in their job description. We also expect them to be passionate,
compassionate and thoughtful; to encourage students’ engagement and responsibility; to respond to students from different
backgrounds with different needs and promote collaboration and social cohesion; to provide continual assessment and feedback
to students; and to ensure that students feel valued and included. Not least, most people remember at least one of their teachers
who took a real interest in their life and aspirations, who helped them understand who they are and discover their passions, and
who taught them how to love learning. And it is precisely these aspects that motivate the vast majority of people to become
teachers: according to the OECD Teaching and Learning International Survey (TALIS), nine out of ten teachers in participating
OECD countries and economies consider the opportunity to influence children’s development and contribute to society a major
motivation to join the profession.
It seems many school systems can do more to support teachers in achieving that mission. For a start, school systems should
take a greater interest in the professional views of teachers as experts on teaching and learning. Surveys such as TALIS – which
establish a teacher perspective on how teaching and learning can be organised to achieve the best outcomes – are still quite rare.
The laws, regulations, structures and institutions that education policy tends to focus on are just like the small visible tip of a huge
iceberg. The reason it is so hard to move education systems is that there is a much larger invisible part under the waterline.
This invisible part is composed of the interests, beliefs, motivations and fears of the people who are involved, teachers included.
This is where unexpected collisions occur, because this part tends to evade the radar of public policy.
Policy makers are rarely successful with education reform unless they help people recognise what needs to change, and build
a shared understanding and collective ownership for change; unless they focus resources, build capacity, and create the right
policy climate with accountability measures designed to encourage innovation and development, rather than compliance; and
unless they tackle institutional structures that, too often, are built around the interests and habits of systems rather than learners.
Where teachers are not engaged in the design of change, they will rarely help with the implementation of change.
The views of teachers as expressed in TALIS tell us a lot about the gap between pedagogical vision and practice, and between
professional aspirations and a still highly industrial organisation of work. To meet a growing demand for high-quality teachers,
countries will need to work harder, not just to make teaching financially more attractive, but – most importantly – intellectually
more attractive by better supporting a teaching profession of advanced knowledge workers who operate with a high level of
professional autonomy and within a collaborative culture. This also means providing teachers with better opportunities to
prepare for tomorrow’s world. According to TALIS, little more than half of teachers across the participating OECD countries
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Foreword
and economies received training in the use of technology for teaching, and less than half feel well prepared when they join
the profession. Contrast this with the view of two thirds of teachers who report that the most impactful professional development
they participated in focused on innovation in their teaching.
Successful education systems in the 21st century will do whatever it takes to develop teachers’ ownership over professional
practice. I meet many people who say we cannot give teachers and education leaders greater autonomy because they lack the
capacity and expertise to deliver on it. There may be some truth in that. But simply perpetuating a prescriptive model of teaching
will not produce creative teachers: those trained only to reheat pre-cooked hamburgers are unlikely to become master chefs.
By contrast, when teachers feel a sense of ownership over their classrooms, and when students feel a sense of ownership over
their learning, that is when productive teaching takes place. So the answer is to strengthen trust, transparency, professional
autonomy and the collaborative culture of the profession all at the same time.
The industrial model of schooling makes change in a fast-moving world far too slow. Even the best education minister can
no longer do justice to the needs of millions of students, hundreds of thousands of teachers and tens of thousands of schools.
The challenge is to build on the expertise of teachers and school leaders and enlist them in the design of superior policies
and practices. Imagine a giant open-source community of teachers where they can share their ideas and practice, and which
unlocks teachers’ creativity simply by tapping into the desire of people to contribute, collaborate and be recognised for their
contributions. This is the next TALIS satellite project through which the OECD will establish a global video library of teaching,
Global Teaching InSights.
For me, it is a given that the quality of an education system can never exceed the quality of its teachers. So, attracting, developing
and retaining the best teachers is the greatest challenge education systems have to face. To meet that challenge, governments
can look to other sectors of our societies to see how they build their teams. They know that they have to pay attention to how the
pool from which they recruit and select their staff is established; the kind of initial education their recruits get before they present
themselves for employment; how to mentor new recruits and induct them into their service; what kind of continuing education
their employees get; how their compensation is structured; how they reward their best performers and how they improve the
performance of those who are struggling; and how they provide opportunities for the best performers to acquire more status
and responsibility.
TALIS reminds us that many teachers and schools are ready for that. To encourage their growth, education policy needs to inspire
and enable innovation, and identify and share best practice. That shift in policy will need to be built on trust: trust in education,
in educational institutions, in schools and teachers, in students and communities. In all public services, trust is an essential part
of good governance. Successful schools will always be places where great people want to work, and where their ideas can be best
realised, where they are trusted and where they can put their trust.
Andreas Schleicher
Director for Education and Skills
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© OECD 2019 » TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners
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). Noémie Le Donné managed its production, with contributions from Pablo Fraser and Emily Groves. Chapter 1 was
co-authored by Pablo Fraser, Aakriti Kalra, Noémie Le Donné and Karine Tremblay. Noémie Le Donné was the lead author of
Chapters 2 and 4; Karine Tremblay the lead author of Chapter 3; and Pablo Fraser the lead author of Chapter 5. Additional
drafting and input to these chapters was provided by Maxence Castielllo, Gabor Fülöp, Aakriti Kalra, Henri Pearson and Markus
Schwabe. Statistical analyses and outputs were co-ordinated by Gabor Fülöp and Judit Pál, and prepared by Valentin Burban,
Maxence Castiello, Gabor Fülöp, Hélène Guillou, Judit Pál and Markus Schwabe.
Emily Groves supported report preparation, production, project co-ordination and communications. Florence Bernard provided
translation support and verification. Rose Bolognini, 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 Emily Groves
and Henri Pearson. Fung Kwan Tam designed the publication. The authors wish to thank Francesco Avvisati, Miyako Ikeda,
Steffen Knoll, Ann-Kristin Koop, Sabine Meinck, Alejandro Paniagua, Heather Price, Giannina Rech, Nóra Révai, Agnes Stancel-Piątak
and Carine Viac, 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, Agnes Stancel-Piątak, 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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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
Promoting quality teaching for every student ...............................................................................................................................................................................................................27
• Goal: Make the most of teachers’ time to support quality teaching .............................................................................................................................................................27
• Goal: Promote the use of effective teaching practices ..................................................................................................................................................................................................28
• Goal: Foster openness towards innovation and effective use of ICT in teaching ..........................................................................................................................29
• Goal: Build the capacity of teachers and school leaders to meet the needs of diverse classrooms and schools..................................31
• Goal: Foster a school and classroom climate conducive to student learning and well-being .......................................................................................35
• Goal: Make the most of school leaders’ time to foster instructional leadership ............................................................................................................................37
Supporting the professional growth of teachers and school leaders throughout their careers ..................................................38
• Goal: Provide high-quality initial education or training .................................................................................................................................................................................................39
• Goal: Provide novice teachers with fulfilling working conditions and tailor-made support .............................................................................................39
• Goal: Link initial teacher education with continuous professional development ..........................................................................................................................42
• Goal: Provide high-quality continuous professional development ................................................................................................................................................................43
• Goal: Lift barriers to participation in professional development ......................................................................................................................................................................44
Attracting quality teachers and school leaders and monitoring workforce dynamics ...............................................................................45
• Goal: Build a motivated and efficient teacher and principal workforce through fulfilling working conditions ........................................45
• Goal: Support a dynamic workforce .....................................................................................................................................................................................................................................................47
CHAPTER 2 TEACHING AND LEARNING FOR THE FUTURE .......................................................................................................................................................................................53
Introduction ...............................................................................................................................................................................................................................................................................................................................54
What teachers do in their classroom and how they feel about it ...................................................................................................................................................54
• Effective teaching strategies ..........................................................................................................................................................................................................................................................................55
• Teachers’ assessment practices .................................................................................................................................................................................................................................................................59
• Teachers’ use of classroom time ...............................................................................................................................................................................................................................................................62
• Teacher self-efficacy .................................................................................................................................................................................................................................................................................................65
• Relationship between teaching, classroom and teacher characteristics ..............................................................................................................................................68
What teachers and school leaders do outside the classroom to get ready for teaching ...........................................................................70
• Planning, preparing and marking............................................................................................................................................................................................................................................................70
• Time spent by school leaders on curriculum and teaching-related tasks ..............................................................................................................................................72
To what extent can teachers and schools innovate?...............................................................................................................................................................................................73
CHAPTER 3 THE CHANGING LANDSCAPE OF TEACHING ............................................................................................................................................................................................81
Introduction ................................................................................................................................................................................................................................................................................................................................82
Changing demographics of the profession .............................................................................................................................................................................................................................83
• Age and experience profile of teachers and school leaders...................................................................................................................................................................................83
• Gender of teachers and school leaders ...........................................................................................................................................................................................................................................87
Changing contexts for teaching and learning ..................................................................................................................................................................................................................90
• School and classroom composition .....................................................................................................................................................................................................................................................91
• Attitudes of school staff towards student diversity ............................................................................................................................................................................................................96
• Teachers’ readiness to teach in multicultural environments .................................................................................................................................................................................99
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Table of Contents
Enhancing school climate and learning environments ....................................................................................................................................................................................101
• Safety of schools’ learning environments ...................................................................................................................................................................................................................................101
• Teachers’ relationships with students ..............................................................................................................................................................................................................................................104
• Disciplinary climate in today’s landscape ....................................................................................................................................................................................................................................105
• School climate, teaching practices and teachers’ self-efficacy ..........................................................................................................................................................................107
Challenges and priorities, according to teachers and school leaders .....................................................................................................................................108
• School leaders’ views on school resources issues that hinder quality instruction ..................................................................................................................108
• Teachers’ views on priority areas for intervention and additional spending in education ...............................................................................................110
CHAPTER 4 ATTRACTING AND EFFECTIVELY PREPARING CANDIDATES ...........................................................................................................................................121
Introduction .............................................................................................................................................................................................................................................................................................................................122
What motivates teachers to choose the profession? .........................................................................................................................................................................................122
How ready are teachers for teaching? .........................................................................................................................................................................................................................................126
• Initial teacher education ..................................................................................................................................................................................................................................................................................126
• Teachers’ sense of preparedness for teaching .....................................................................................................................................................................................................................133
• Teachers studying abroad .............................................................................................................................................................................................................................................................................134
How are school leaders trained for their work as principals? ..............................................................................................................................................................135
How are novice teachers supported during the first years of their careers? .............................................................................................................137
• Novice teachers’ self-efficacy and job satisfaction ............................................................................................................................................................................................................138
• Novice teachers’ school assignments ..............................................................................................................................................................................................................................................138
• Induction programmes .....................................................................................................................................................................................................................................................................................138
• Reduced workload ...................................................................................................................................................................................................................................................................................................144
• Mentoring ..........................................................................................................................................................................................................................................................................................................................144
CHAPTER 5 PROVIDING OPPORTUNITIES FOR CONTINUOUS DEVELOPMENT ....................................................................................................................151
Introduction .............................................................................................................................................................................................................................................................................................................................152
Providing learning opportunities for teachers and school leaders .............................................................................................................................................153
• Participation in continuous professional development .............................................................................................................................................................................................153
• Participation in continuous professional development, by teacher and school characteristics .............................................................................155
• Types of continuous professional development activities ....................................................................................................................................................................................157
Exploring impactful forms of professional development ...........................................................................................................................................................................160
• Impact of continuous professional development activities...................................................................................................................................................................................160
• Characteristics of impactful continuous professional development activities ...............................................................................................................................162
Exploring the content of professional development and the need for it ..........................................................................................................................164
• Content of teachers’ continuous professional development and need for it..................................................................................................................................164
• Content of continuous professional development and need for it, by teacher characteristics ..............................................................................169
• Content of continuous professional development and need for it, in trends perspective ..............................................................................................171
• Content of continuous professional development, self-efficacy and effective classroom practices .................................................................175
Supporting continuous professional development for teachers and school leaders ....................................................................................176
• Barriers to participation in continuous professional development ...........................................................................................................................................................176
• Available support for teachers’ participation in continuous professional development ..................................................................................................180
ANNEX A TECHNICAL NOTES ON SAMPLING PROCEDURES, RESPONSE RATES AND ADJUDICATION
FOR TALIS 2018 ........................................................................................................................................................................................................................................................................................187
ANNEX B TECHNICAL NOTES ON ANALYSES IN THIS VOLUME ..................................................................................................................................................................197
ANNEX C LIST OF TABLES AVAILABLE ON LINE .................................................................................................................................................................................................................205
ANNEX D LIST OF TALIS 2018 CONTRIBUTORS .....................................................................................................................................................................................................................211
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© OECD 2019 » TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners