TALIS - The OECD Teaching and Learning International Survey-2018

2018 TALIS Results: Teachers and School Leaders as Valued Professionals

Our new Teaching and Learning International Survey covers about 260,000 teachers in 15,000 schools across 48 countries and economies.

TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals

Available Monday, 23 March, 2020. 

We asked teachers about how they collaborate and what collaboration looks like in the school setting. For a glimpse of what the results cover, discover what they said in the video.

Join us for the launch of new data for TALIS 2018 by registering for the FREE webinar.

While you are waiting for Volume II, check out TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners

Highlights

• According to principals’ reports, at least 70% of schools in the OECD countries surveyed have control over teacher hiring practices, budget allocation within the school, student disciplinary and admission policies and the selection of learning materials.
• On average across OECD countries and economies participating in the Teaching and Learning International Survey (TALIS), 63% of principals have significant responsibility for the majority of the tasks in their schools. The percentage increases to 79% if looking only at privately managed schools.
• Only 42% of principals report that teachers have significant involvement in deciding school policies, curriculum and instruction. However, more than half of principals report that teachers do have a significant level of responsibility in choosing learning materials and determining course content.
• Alongside more traditional administrative tasks, around half of principals say that acting as an instructional leader is something that they do often in school. Principals who report acting as an instructional leader also say that they spend time on curriculum development and instruction, involving stakeholders in school decision making and building a supportive and collaborative school culture.
• More than 90% of teachers report that they have a high level of autonomy in selecting teaching methods, assessing students’ learning, disciplining students and determining the amount of homework to assign in their class. Eighty-four percent report the same high level of autonomy for determining course content. Greater autonomy is linked with teachers’ propensity to collaborate professionally and innovate their practice, as well as with their self-efficacy, job satisfaction and stress levels.
• More than 90% of principals say their teachers take responsibility over the school’s academic climate and improving their students’ academic outcomes.
• On average across OECD countries, only 14% of teachers that that policy makers in their country/region value their view, and only 24% of teachers believe that they can influence education policy.