The world is currently facing a health pandemic and sanitary crisis without precedent in our recent history.
This has affected the normal functioning of education systems worldwide. Nearly all of the 48 countries and economies participating in TALIS are now facing mass and prolonged school closures on all or significant parts of their territory, and UNESCO estimates that 1.25 billion learners are impacted worldwide – i.e. nearly 73% of total enrolments.
This is a major external shock on the operations of our schools and the work of our teachers, who have had to move to distance and digital education offerings within a few days. It is also a major shock and challenge for parents who have been turned into home-schoolers overnight, with no training for this!
This is an odd timing to present the findings of a report depicting the functioning of schools and the work of teachers “before Covid-19”. And although there are lots of interesting things in this report, this is not a priority for today.
Today, I would like to reflect instead on how school and teachers can adapt to these dire circumstances and carry forward their teaching.
Today, I would like to focus on TALIS findings that can help educational systems as they deal with the crisis, and think forward in working out possible strategies to cope with these circumstances.
Today, I would like to convey hope that we can count on teachers to rise to the challenges.
2. What is TALIS?
The largest international survey examining teaching and learning
environments in schools. Asks teachers and school leaders about their
work, their schools and their classrooms
with 48 education systems covered
TALIS options:
Some countries also surveyed
their primary and upper secondary
teachers and some conducted
TALIS in PISA schools
3 surveys to date:
2008: 24 education systems
2013: 38 education systems
2018: 48 education systems from all continents
3. Participants
*Note: TALIS is administered for a sub-national entity only in the following countries: Argentina
(Buenos Aires), Canada (Alberta), China (Shanghai) and the United Kingdom (England).
This map is for illustrative purposes and is without prejudice to the status of or sovereignty
over any territory covered by this map.
TALIS 2008 and 2013-14
TALIS 2018 new systems
TALIS 2008
70,000 teachers
in 4,500 schools
TALIS 2013
150,000
teachers in
9,500 schools
TALIS 2018
260,000 teachers
in 15,000 schools
representing more
than 8 millions
teachers across 48
countries
9. Use of ICT for class work is widespread overall,
but not universal…
10. Even before the crisis, the use of ICT for class work
was already on the rise…
0
20
40
60
80
100
Denmark
NewZealand
Australia
Mexico
Alberta(Canada)
Chile
Sweden
Portugal
Romania
Iceland
Georgia
Israel
Spain
Netherlands
Finland
Latvia
SlovakRepublic
Italy
Croatia
Estonia
Bulgaria
Singapore
Brazil
England(UK)
Flemish(Belgium)
France
CzechRepublic
Korea
Shanghai(China)
Japan
2018 2013
Table I.2.4
Percentage of teachers who “frequently” or “always” let students use ICT for projects or
class work
%
11. Innovative projects and the use of ICT can be useful
strategies to address the current challenges to school
0 10 20 30 40 50 60 70 80 90 100
Tell students to follow classroom rules
Tell students to listen to what I say
Calm students who are disruptive
When the lesson begins, tell students to quieten down quickly
Explain to students what I expect them to learn
Explain how new and old topics are related
Set goals at the beginning of instruction
Refer to a problem from everyday life or work
Present a summary of recently learned content
Let students practise similar tasks
Give tasks that require students to think critically
Have students work in small groups to come up with a solution
Let students to solve complex tasks
Present tasks for which there is no obvious solution
Let students use ICT for projects or class work
Give students projects that require at least one week to complete
OECD average-31
Teaching practices
Percentage of teachers who frequently or always use the following practices in their class
Classroom
management
Clarity of
instruction
Cognitive
activation
Enhanced
activities
%
12. Participation in professional development for
teachers and the need for it
0 10 20 30 40 50 60 70 80
Knowledge and understanding of my subject field(s)
Pedagogical competencies in teaching my subject field(s)
Student assessment practices
Knowledge of the curriculum
ICT skills for teaching
Student behaviour and classroom management
Teaching cross-curricular skills
Analysis and use of student assessments
Approaches to individualised learning
Teaching students with special needs
Teacher-parent/guardian co-operation
School management and administration
Teaching in a multicultural or multilingual setting
Communicating with people from different cultures or countries
Topic was included in professional development activities
High level of need for professional development in the topic %
Percentage of teachers for whom the following topics were included in their professional
development activities in the 12 months prior the survey and report a high level of need for them
Fig I.5.6/B
OECD average-31
14. Inclusion of ICT for teaching in initial
education or training matters to use it
0.0
0.5
1.0
1.5
2.0
2.5
3.0
CABA(Argentina)
Colombia
Shanghai(China)
Mexico
Brazil
Italy
UnitedArabEmirates
SouthAfrica
Japan
Latvia
Lithuania
Hungary
Korea
Austria
England(UK)
Iceland
France
Kazakhstan
Slovenia
Romania
SaudiArabia
Chile
UnitedStates
Sweden
Bulgaria
Turkey
OECDaverage-31
Israel
Georgia
SlovakRepublic
Belgium
Croatia
Singapore
Finland
Flemish(Belgium)
Netherlands
Spain
Alberta(Canada)
Malta
Russia
NewZealand
Denmark
CzechRepublic
Estonia
VietNam
Portugal
Australia
Teachers for whom the use of ICT for teaching was included in formal education or training are
more likely to report that they “frequently" or "always" let students use ICT for class work
Table I.4.18
Likelihood of teachers reporting to “frequently" or "always" let students use ICT for class work related to the
inclusion of the use of ICT for teaching in formal education or training
Odds ratio
Teachers for whom the use of ICT for teaching was included in formal education or training are
less likely to report that they “frequently" or "always" let students use ICT for class work
15. Online courses/seminars for professional development
could be mainstreamed in the new reality
0 10 20 30 40 50 60 70 80
Courses and/or seminars attended in person
Reading professional literature
Education conferences
Peer and/or self-observation and coaching as part of a formal
arrangement
Participation in a professional network
Online courses and/or seminars
Other types of professional development activities
Percentage of teachers who participated in the following professional development activities
%
Fig I.5.3
OECD average-31
21. The vast majority of teachers have a positive
attitude towards change and innovation...
0
20
40
60
80
100
Most teachers in the school
strive to develop new ideas for
teaching and learning
Most teachers in the school
provide practical support to
each other for the application
of new ideas
Most teachers in the school
search for new ways to solve
problems
Most teachers in the school are
open to change
Table I.2.35
Percentage of teachers who “agree” or “strongly agree” with the following statements
(OECD-31)%
23. 0 20 40 60 80 100
Collaborating with teachers to solve classroom discipline problems
Working on a professional development plan for the school
Providing feedback to teachers based on principal's observations
Observing instruction in the classroom
Taking actions to ensure that teachers feel responsible for their students’ learning outcomes
Taking actions to ensure that teachers take responsibility for improving their teaching skills
Taking actions to support co-operation among teachers to develop new teaching practices
Reviewing school administrative procedures and reports
Resolving problems with the lesson timetable in the school
Providing parents or guardians with information on the school and student performance
Collaborating with principals from other schools on challenging work tasks
OECD average-31
Direct
instructional
leadership
activities
Indirect
instructional
leadership
activities
Administrative
tasks
System
leadership
%
Guidance from school leaders matters for innovation,
but is not widespread across the board...
Principals' leadership activities
Percentage of low secondary principals who "often" or "very often" engaged in the following activities in
their school in the 12 months prior to the survey
25. Teachers joined the profession to make a
difference to society and children…
0 10 20 30 40 50 60 70 80 90 100
Teaching allowed me to influence the development of
children and young people
Teaching allowed me to provide a contribution to society
Teaching allowed me to benefit the socially disadvantaged
Teaching was a secure job
Teaching provided a reliable income
The teaching schedule fit with responsibilities in my
personal life
Teaching offered a steady career path
Percentage of teachers who report that the following elements were of "moderate" or "high"
importance in becoming a teacher
%
Fig I.4.1
26. Special needs students are at particular risk, since
schools lack teachers equipped to support them
0 5 10 15 20 25 30 35
Shortage of support personnel
Shortage of teachers with competence in special needs students
Shortage or inadequacy of time for instructional leadership
Shortage or inadequacy of physical infrastructure
Shortage or inadequacy of time with students
Shortage or inadequacy of instructional space
Shortage or inadequacy of digital technology for instruction
Shortage of qualified teachers
Shortage of teachers with competence in a multicultural setting
Insufficient Internet access
Shortage or inadequacy of necessary materials to train vocational skills
Shortage of teachers with competence in disadvantaged students
Shortage or inadequacy of library materials
Shortage of vocational teachers
Shortage or inadequacy of instructional materials
OECD average-30
Percentage of principals reporting that the following shortages of resources hinder the
school's capacity to provide quality instruction "quite a bit" or "a lot"
%
Fig I.3.15
28. 0
5
10
15
20
25
Fewer than or equal to 30% More than 30% Fewer than or equal to 10% More than 10%
By concentration of immigrant studentsBy concentration of students from socio-
economically disadvantaged homes
Percentage of novice teachers, by school characteristics
(OECD average-31)%
Fig I.4.9
Novice teachers are also more likely to work
in more challenging schools
29. … few (novice) teachers have a mentor
0
10
20
30
40
50
60
70
UnitedArabEmirates
SouthAfrica
Kazakhstan
Singapore
Brazil
NewZealand
Shanghai(China)
Japan
Israel
Australia
UnitedStates
SaudiArabia
VietNam
England(UK)
Netherlands
Colombia
Russia
Alberta(Canada)
Flemish(Belgium)
Mexico
Georgia
Korea
Malta
OECDaverage-31
CzechRepublic
Portugal
Belgium
Iceland
Bulgaria
Romania
Turkey
SlovakRepublic
Sweden
Hungary
Chile
Norway
Denmark
CABA(Argentina)
Latvia
France
Estonia
Finland
Austria
Croatia
Spain
Italy
Lithuania
Slovenia
Novice teachers Experienced teachers
Percentage of teachers who have an assigned mentor as part of a formal arrangement at the
school, by teachers' teaching experience
%
Fig I.4.14
31. How do teachers collaborate with their peers?
Deeper form of collaboration are less prevalent than
simple exchanges and co-ordination between teachers
37. Helping teachers focus on the core of their work
is likely to be the most effective to mitigate
the impact of the crisis on their well-being
Relationship between teachers' experience of stress at work and task intensity
Estimated percentage of teachers experiencing stress in their work "a lot", by task intensity (OECD average-31)
10
12
14
16
18
20
22
24
26
28
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Teaching Individual planning or preparation of lessons
Marking/correcting of student work General administrative work
Number of hours (i.e. 60 minutes) spent during the most recent calendar week doing a specific task (task intensity)
Teachersexperiencingstressin
theirwork“alot”(Estimated%)
Note: the "X" in the figure represents the share of teachers experiencing stress in their work "a lot", given an average task intensity (OECD average-31) Fig II.2.10
41. Find out more about our work at www.oecd.org/education/TALIS
– All publications
– Country notes
– Videos
– The complete micro-level database
Emails: Andreas.Schleicher@OECD.org and TALIS@oecd.org
Twitter: SchleicherOECD and #OECDTALIS
Wechat: AndreasSchleicher
Thank you