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1
A Teachers’ Guide to TALIS 2013
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.322 TALIS in Brief
…representing more than 4 million teachers in 34 countries…
Over 100 thousand randomly selected lower secondary teach-ers and their school leaders from over 6500 schools
…took an internationally-agreed survey about the working condi-tions and learning environments in their schools…
…responding to questions about their background, their teaching practices, support and development, their relationships with col-leagues and students and the leadership in their schools
Teacher Practices and
School Leadership
4
Many teachers are faced with
challenging classrooms
TALIS shows that…
Percentage of lower secondary teachers who report that more than 10% of the students in their class have the following characteristics
Challenging classrooms5
Students with special needs
Students whose language is different from the language of instruction
Students from socioeconomically disadvantaged homes
Students with behavioural problems
Low academic achievers
0% 20% 40% 60% 80%
Spain Average
6
During a lesson, teaching, and
therefore learning time,
can be lost to disruptions
and other administrative tasks
TALIS shows that…
8%
13%
79%
7%
15%
78%
Spain
Administrative tasks
Keeping order in the classroom
Actual teaching and learning
Average proportion of time lower secondary teachers report spending on each of these activities in an average lesson
Distribution of class time7
Average
8
Teachers’ work weeks are full of often competing
responsibilities
TALIS shows that…
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.399 Distribution of time in a week
Average number of 60-minute hours lower secondary education teachers report having spent on the follow-ing activities during the most recent complete calendar week:
School management
Communication with parents or guardians
Other tasks
Extracurricular activities
Student counselling
Team work
General administrative work
Marking/correcting
Individual planning
Teaching
Total working hours
0 5 10 15 20 25 30 35 40 45
Spain Average
Number of hours
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.31010 What teachers do beyond teaching
Average number of 60-minute hours teachers report spending on the following tasks in an average week
0 1 2 3 4 5 6 7 8 9 10
CroatiaFinland Japan
Finland Malaysia PortugalSingapore
Finland Korea
Finland Malaysia
Finland Korea
JapanMalaysiaSweden
IsraelItaly Malaysia
Abu Dhabi (United Arab Emirates)
Flanders (Belgium)
Finland Malaysia
School management
Communication with parents
All other tasks
Extracurricular activities
Student counselling
Team work
Administrative work
Marking
Planning
Number of hours
Spain
11
Teacher collaboration is an
important aspect of effective
teaching, yet not always very
commonly practiced
TALIS shows that…
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.31212Teacher co-operation: Exchange and co-ordina-tion
Percentage of lower secondary teachers who report never doing the following activities
Spa
in
Icel
and
Fra
nce
Bra
zil
Fla
nder
s (B
elgi
um)
Por
tuga
l
Fin
land
Cro
atia
Ital
y
Isra
el
Sw
eden
Mex
ico
Chi
le
Alb
erta
(C
anad
a)
Uni
ted
Sta
tes
Nor
way
Den
mar
k
Ave
rage
Aus
tral
ia
Mal
aysi
a
Cze
ch R
epub
lic
Bul
garia
Est
onia
Net
herla
nds
Ser
bia
Slo
vak
Rep
ublic
Abu
Dha
bi (
Uni
ted
...
Sin
gapo
re
Eng
land
(U
nite
d K
i...
Pol
and
Rom
ania
Latv
ia
Japa
n
Kor
ea
0
10
20
30
40
50
60
70
80
90
100
Never engage in discussions about the learning develop-ment of specific students
Never exchange teaching materials with colleagues
Never work with other teach-ers in my school to ensure common standards in evalua-tions for assessing student progress
Per
cen
tag
e o
f te
ach
ers
Spa
in
Icel
and
Fra
nce
Bra
zil
Fla
nder
s (B
elgi
um)
Por
tuga
l
Fin
land
Cro
atia
Ital
y
Isra
el
Sw
eden
Mex
ico
Chi
le
Alb
erta
(C
anad
a)
Uni
ted
Sta
tes
Nor
way
Den
mar
k
Ave
rage
Aus
tral
ia
Mal
aysi
a
Cze
ch R
epub
lic
Bul
garia
Est
onia
Net
herla
nds
Ser
bia
Slo
vak
Rep
ublic
Abu
Dha
bi (
UA
E)
Sin
gapo
re
Eng
land
(U
K)
Pol
and
Rom
ania
Latv
ia
Japa
n
Kor
ea
0
10
20
30
40
50
60
70
80
90
100
Never observe other teachers' classes and provide feedback
Never teach jointly as a team in the same class
Never take part in collabo-rative professional learning
Per
cen
tag
e o
f te
ach
ers
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.31313Teacher co-operation: Professional collabora-tion
Percentage of lower secondary teachers who report never doing the following activities
14
Active and student-centered practices are not most
commonly used in the
classroom
TALIS shows that…
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.31515 Teaching practices
Percentage of lower secondary teachers who report using the following teaching practices "frequently" or "in all or nearly all lessons"
Students work on projects that require at least one week to complete
Students use ICT for projects or class work
Give different work to the students who have difficulties learning and/or to those who can advance faster
Students work in small groups to come up with a joint solution to a problem or task
Let students practice similar tasks until teacher knows that every student has understood the subject matter
Refer to a problem from everyday life or work to demonstrate why new knowledge is useful
Check students' exercise books or homework
Present a summary of recently learned content
0 20 40 60 80 100
Spain Average
16
Principals’ instructional
leadership can be important in
supporting teachers in
improving their teaching
practices
TALIS shows that…
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.31717 Principals' leadership
Percentage of lower secondary education principals who report having engaged "often" or "very often" in the following leadership activities during the 12 months prior to the survey
Observe instruction in the classroom
Take action to support co-operation among teachers to develop new teaching practices
Take action to ensure that teachers take responsibility for improving their teaching skills
Take action to ensure that teachers feel responsible for their students' learning outcomes
0 10 20 30 40 50 60 70 80
Spain Average
Pol
and
Ser
bia
Cro
atia
Spa
in
Por
tuga
l
Slo
vak
Rep
ublic
Eng
land
(U
K)
Isra
el
Aus
tral
ia
Cze
ch R
epub
lic
Fra
nce
Fin
land
Nor
way
Fla
nder
s (B
elgi
um)
Ital
y
Ave
rage
Bul
garia
Latv
ia
Rom
ania
Bra
zil
Den
mar
k
Est
onia
Mex
ico
Sw
eden
Net
herla
nds
Chi
le
Sin
gapo
re
Icel
and
Alb
erta
(C
anad
a)
Abu
Dha
bi (
UA
E)
Kor
ea
Japa
n
Mal
aysi
a
Uni
ted
Sta
tes
0
10
20
30
40
50
60
70
School administration or principal training programme or course Instructional leadership training or course
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.31818 Elements not included in principals' formal education
Percentage of lower secondary principals whose formal education did not include:
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.31919 What can teachers do?
Better use of class time
• Participate in mentoring systems to enhance co-operation among colleagues, build trust and promote a positive school climate.
• Report to the school leader on daily or weekly inefficiencies, such as administrative tasks that might be performed by sup-port staff or automated, so that more time can be devoted to teaching.
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.32020 What can teachers do?
More student-centered active teaching practices
• Expand their knowledge of pedagogy in the subjects they teach to see how these practices can be applied to these sub-jects in the classroom.
• Engage in collaborative PD.
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.32121 What can principals do?
Engage in instructional forms of leadership
• Participate in instructional leadership training
Give teachers the opportunity to participate in professional development
• Both those related to improving their practices and those that focus on using class time effectively.
• Include collaboration and mentoring activities within the school.
Developing and Supporting Teach-
ers
23
Induction and mentoring
programmes are an
important aspect of new
teachers’ continuing education, yet can easily be overlooked
TALIS shows that…
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.32424 Access to induction programmes
Percentage of lower secondary education teachers whose school principal reports the existence of formal induction programmesS
inga
pore
Eng
land
(U
K)
Mal
aysi
a
Aus
tral
ia
Fla
nder
s (B
elgi
um)
Net
herla
nds
Cro
atia
Japa
n
Uni
ted
Sta
tes
Ital
y
Bul
garia
Alb
erta
(C
anad
a)
Ser
bia
Slo
vak
Rep
ublic
Isra
el
Kor
ea
Abu
Dha
bi (
UA
E)
Fra
nce
Ave
rage
Sw
eden
Den
mar
k
Cyp
rus2
,3
Nor
way
Icel
and
Fin
land
Rom
ania
Est
onia
Chi
le
Cze
ch R
epub
lic
Latv
ia
Mex
ico
Bra
zil
Spa
in
Pol
and
Por
tuga
l
0
10
20
30
40
50
60
70
80
90
100
For all new teachers to the school Only for teachers new to teaching
Per
cen
tag
e o
f te
ach
ers
0 10 20 30 40 50 60 70 800
10
20
30
40
50
60
70
80
Netherlands
Romania
Slovak Republic
Bulgaria
Iceland
Brazil
Czech Republic
England (United Kingdom)Australia
Alberta (Canada)
Latvia
Portugal
Korea
Average
EstoniaSpain
Abu Dhabi (UAE)
Croatia
PolandMexico
Chile Norway
FinlandDenmark
France
Flanders (Belgium)
ItalySweden
Singapore
Malaysia
Serbia
Israel
JapanUnited States
Percentage of teachers who report presently having an assigned mentor to support them
Perc
enta
ge o
f te
ach
ers
work
ing in s
chools
w
here
the p
rinci
pal re
port
s
that
mento
ring
pro
gra
mm
es a
re a
vailable
for
all t
each
ers
in
the s
chool
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.32525Not everywhere where principals say mentoring is availabledo teachers have mentors
26
Teachers have specific needs
for continuing professional
development and face
important barriers to further
engagement in such learning
TALIS shows that…
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.32727 Teachers' needs for professional development
Percentage of lower secondary teachers indicating they have a high level of need for professional development in the following areas
Knowledge of the curriculum
Knowledge of the subject field(s)
School management and administration
Pedagogical competencies
Developing competencies for future work
Teaching cross-curricular skills
Student evaluation and assessment practice
Student career guidance and counselling
Approaches to individualised learning
Teaching in a multicultural or multilingual setting
Student behaviour and classroom management
New technologies in the workplace
ICT skills for teaching
Teaching students with special needs
0 5 10 15 20 25 30 35 40
Spain Average
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.32828 Barriers to professional development participation
Percentage of lower secondary teachers who "agree" or "strongly agree" that the following elements represent barriers to their participation in professional development activities
Do not have the pre-requisites (e.g., qualifications, experience, senior-ity)
There is a lack of employer support
Lack of time due to family responsibilities
There is no relevant professional development offered
Professional development is too expensive/unaffordable
There are no incentives for participating in such activities
Professional development conflicts with my work schedule
0 20 40 60 80 100
Spain Average
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.32929Participation in professional development and level of support received by teachers
70 75 80 85 90 95 1000
10
20
30
40
50
60
70
80
90
100
Australia
Brazil
Bulgaria
Chile
Croatia
Czech Republic
Denmark
EstoniaFinland
France
Iceland
Israel
Italy
Japan
Korea
Latvia
Malaysia
Mexico
NetherlandsNorway
Poland
Portugal
Romania
Serbia
Singapore
Slovak RepublicSpain
Sweden
Abu Dhabi (United Arab Emirates)
Alberta (Canada)
England (United Kingdom)
Flanders (Belgium)
Average
United States
Percentage of teachers who undertook some professional development activities in the 12 months prior to the survey
Perc
en
tag
e o
f te
ach
ers
wh
o h
ad
to p
ay f
or
non
e
of
the p
rofe
ssio
nal d
evelo
pm
en
t acti
vit
ies u
n-
dert
aken
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.33030 What can teachers do?
Engage in learning opportunities
• Participate in induction programmes, mentoring programmes and other professional development activities when they’re of-fered.
• If these programmes are not offered in the school, encourage school leaders to make them available.
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.33131 What can principals do?
Promote teacher engagement in learning opportu-nities
• Offer formal induction to all new teachers
• Encourage teachers to engage in mentoring pro-grammes by giving teachers time to participate and arranging pairings of mentors/mentees who teach the same subject.
• Provide support for teachers’ participation in pro-fessional development.
Improving Teach-ing Using Appraisal
and Feedback
33
Teachers welcome receiving
feedback on their work, but
many do not receive any
feedback at all – or receive
feedback that is not meaningful
TALIS shows that…
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.33434 Teachers and feedback
On average across TALIS countries,
… and just over one in ten report never having re-ceived feedback in their
school.
Only one in 5 teachers report receiving feedback from
at least three sources,
… and in Spain. just over three in ten report never
having received feedback in their school.
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.33535 Emphasis placed on feedback
Percentage of lower secondary teachers who report the feedback they received emphasised the following issues with a "moderate" or "high importance"
Stu
dent
per
form
ance
Beh
avio
ur m
anag
emen
t
Ped
agog
ical
com
pete
ncy
Sub
ject
kno
wle
dge
Ass
essm
ent
prac
tices
Tea
m w
ork
Stu
dent
fee
dbac
k
Fee
dbac
k fr
om p
aren
ts
Tea
chin
g sp
ecia
l nee
ds s
tude
nts
Fee
dbac
k to
oth
er t
each
ers
Mul
tilin
gual
set
tings
0
10
20
30
40
50
60
70
80
90
100
Average Spain
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.33636
Teachers feedback : direct classroom observations
Bul
garia
Pol
and
Uni
ted
Sta
tes
Rom
ania
Alb
erta
(C
anad
a)
Cro
atia
Cze
ch R
epub
lic
Abu
Dha
bi (
UA
E)
Fla
nder
s (B
elgi
um)
Ser
bia
Slo
vak
Rep
ublic
Japa
n
Isra
el
Ave
rage
Sin
gapo
re
Latv
ia
Bra
zil
Mex
ico
Mal
aysi
a
Sw
eden
Est
onia
Eng
land
(U
K)
Nor
way
Fin
land
Por
tuga
l
Den
mar
k
Kor
ea
Chi
le
Ital
y
Net
herla
nds
Fra
nce
Spa
in
Icel
and
Aus
tral
ia
0
10
20
30
40
50
60
70
80
90
100
Principals School Management Other teachers
Per
cen
tag
e o
f te
ach
ers
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.33737
Teachers feedback : analysis of students' test scoresR
oman
ia
Bul
garia
Pol
and
Abu
Dha
bi (
UA
E)
Uni
ted
Sta
tes
Alb
erta
(C
anad
a)
Mex
ico
Isra
el
Bra
zil
Cze
ch R
epub
lic
Fra
nce
Ser
bia
Slo
vak
Rep
ublic
Latv
ia
Ave
rage
Nor
way
Mal
aysi
a
Fla
nder
s (B
elgi
um)
Est
onia
Den
mar
k
Cro
atia
Por
tuga
l
Japa
n
Chi
le
Eng
land
(U
K)
Sw
eden
Ital
y
Sin
gapo
re
Kor
ea
Spa
in
Aus
tral
ia
Net
herla
nds
Icel
and
Fin
land
0
10
20
30
40
50
60
70
80
90
100
Principals School Management Other teachers
Per
cen
tag
e o
f te
ach
ers
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.33838
Teachers feedback : assessment of teacher content knowledge
Bul
garia
Pol
and
Rom
ania
Abu
Dha
bi (
UA
E)
Uni
ted
Sta
tes
Slo
vak
Rep
ublic
Ser
bia
Cze
ch R
epub
lic
Alb
erta
(C
anad
a)
Isra
el
Latv
ia
Est
onia
Bra
zil
Fla
nder
s (B
elgi
um)
Mex
ico
Japa
n
Ave
rage
Mal
aysi
a
Chi
le
Nor
way
Sin
gapo
re
Fin
land
Por
tuga
l
Den
mar
k
Sw
eden
Ital
y
Kor
ea
Icel
and
Net
herla
nds
Eng
land
(U
K)
Fra
nce
Spa
in
Aus
tral
ia
0
10
20
30
40
50
60
70
80
90
100
Principals School Management Other teachers
Per
cen
tag
e o
f te
ach
ers
Mal
aysi
a
Sin
gapo
re
Pol
and
Bul
garia
Latv
ia
Rom
ania
Cze
ch R
epub
lic
Chi
le
Abu
Dha
bi (
UA
E)
Kor
ea
Slo
vak
Rep
ublic
Est
onia
Uni
ted
Sta
tes
Eng
land
(U
K)
Ave
rage
Japa
n
Sw
eden
Mex
ico
Aus
tral
ia
Ital
y
Ser
bia
Alb
erta
(C
anad
a)
Isra
el
Cro
atia
Fin
land
Net
herla
nds
Den
mar
k
Bra
zil
Por
tuga
l
Icel
and
Spa
in
Fla
nder
s (B
elgi
um)
Nor
way
Fra
nce
0
10
20
30
40
50
60
70
80
90
100
The best performing teachers in this school receive the greatest recognition
Teacher appraisal and feedback are largely done to fulfil administrative requirements
Per
cen
tag
e o
f te
ach
ers
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.33939 Impact of teacher appraisal and feedback systems in schools
Percentage of lower secondary teachers who "agree" or "strongly agree" that :
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.34040 Consequences of feedback
Percentage of lower secondary teachers who "agree" or "strongly agree" that:
If a teacher is consistently underperforming, he/she would be dismissed
The best performing teachers in this school receive the greatest recognition
Teacher appraisal and feedback have little impact upon the way teachers teach in the classroom
A mentor is appointed to help teachers improve his/her teaching
A development or training plan is established to improve their work as a teacher
0 20 40 60 80
Spain Average
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.34141 Feedback and change in behavior
Percentage of lower secondary teachers who report a "moderate" or "large" positive change in the following issues after they received feedback on their work
Con
fiden
ce a
s a
teac
her
Mot
ivat
ion
Job
satis
fact
ion
Kno
wle
dge
and
unde
rsta
ndin
g of
mai
n su
bjec
t fie
ld(s
)
Tea
chin
g pr
actic
es
Stu
dent
ass
essm
ents
to
impr
ove
stud
ent
lear
ning
Cla
ssro
om m
anag
emen
t pr
actic
es
Met
hods
for
tea
chin
g st
uden
ts w
ith s
peci
al n
eeds
Pub
lic r
ecog
nitio
n
Job
resp
onsi
bilit
ies
Rol
e in
sch
ool d
evel
opm
ent
initi
ativ
es
Am
ount
of
prof
essi
onal
dev
elop
men
t
Like
lihoo
d of
car
eer
adva
ncem
ent
Sal
ary
and/
or f
inan
cial
bon
us
0
10
20
30
40
50
60
70
80
90
100
Average Spain
Personal Pedagogical Professional
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.34242 What can teachers do?
Seek more feedback
• Regard appraisals and feedback as tools to improve teaching practices to, in turn, improve student learning.
• Work with other teachers to develop a system of peer feed-back on all aspects of teaching, from lesson planning and classroom practice to student evaluation.
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.34343 What can principals do?
Foster a climate of peer learning in the school
• Foster a climate in which peer appraisals, in addi-tion to direct feedback from the school leader, can take place.
• Help teachers identify their individual professional development needs and incorporate these into the school’s priorities.
Teacher Self-Effi-cacy and Job Satis-
faction
45
Teachers love their jobs and
generally have confidence in
their abilities as teachers, but
many challenging factors can
threaten these feelings
TALIS shows that…
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.34646
Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements
I would recommend my school as a good place to work
I enjoy working at this school
All in all, I am satisfied with my job
0 10 20 30 40 50 60 70 80 90 100
84
90
91
87
89
95
Spain Average
Teachers' satisfaction with their working environment
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.34747 Teachers' satisfaction with their profession
Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements
If I could decide again, I would still choose to work as a teacher
The advantages of being a teacher clearly outweigh the disadvantages
0 10 20 30 40 50 60 70 80 90 100
78
77
88
79
Spain Average
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.34848 Teachers' satisfaction with their profession
Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements
I regret that I decided to become a teacher
I wonder whether it would have been better to choose another profession
0 10 20 30 40 50 60 70 80 90 100
9
32
6
21
Spain Average
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.34949 Key Messages
Schools where teachers feel more effective and are more satisfied with their jobs
Teachers play an im-portant role in the de-velopment
of the school
Meaningful appraisals and feedback are provided to
teachers
Collaborative school envir-
onment
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.35050 The importance of in-school relationships
Positive interpersonal relationships are related to higher levels of
confidence in teachers. In many countries, the association is even
stronger with teacher-teacher relations than with teacher-stu-
dent
relations.
Positive interpersonal relationships can negate the detrimental
effects that challenging classrooms of students might
have on a teacher’s job satisfaction or feelings of self-efficacy.
Positive interpersonal relationships are also related to higher levels of
Job satisfaction in teachers. In many countries, the association is even
stronger with teacher-student relations.
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.35151 Drivers of self-efficacy and job satisfaction
The more frequently that
teachers report participating
in collaborative practices
with their colleagues,
the higher their level of
self-efficacy.
The same is true
for job satisfaction.
The more teachers report
that they are provided oppor-
tunities to participate in
school decisions,
The more teachers report
that appraisal and feedback
impact classroom teach-
ing,
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.35252 Drivers of self-efficacy and job satisfaction
But the more teachers report
that appraisal and feedback
are largely done to fulfil
administrative require-
ments,
the lower their level of
self-efficacy.
The same is true
for job satisfaction.
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.35353 What can teachers do?
Work together
• Be open to working together with colleagues and school lead-ers. If formal collaborative activities aren’t already established, take the initiative to create them.
• Consider team teaching as a way of approaching classroom management.
• Take advantage of collaborative forms of professional devel-opment in the school.
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.35454 What can principals do?
Involve teachers
• Give teachers a say in how the school is managed. Teachers are on the “front lines” of learning, and so may have a better idea that school leaders of how curriculum is actually translated in class and how students are performing.
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.35555 What can principals do?
Go beyond feedback as a box-ticking exercise
• Develop meaningful appraisal and feedback sys-tems that are linked to teachers’ practice and fur-ther development plans.
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.35656 What can principals do?
Foster a climate of collaboration in the school
• Provide opportunities and support to build relation-ships within the school. This could be in the form of a physical space where teachers can meet and by setting aside some time away from class to allow teachers to develop relationships.
• Encourage collaboration. While this may require adjustment to teachers’ schedules, the benefits are likely to outweigh any administrative inconve-nience.
TALIS is a partnership
between
Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.35757 TALIS partnership
an international research consor-
tiumOECD
Governments in 34 countries
European Commission
Teachers’ unions
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Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.35858 TALIS partnership