Results from TALIS 2024
The state of teaching through the eyes of teachers
Andreas Schleicher
October 2025
OECD Directorate of Education and Skills
What is TALIS
The largest international survey of teachers and principals. By capturing the
voices of teachers and principals, TALIS helps policymakers improve
teaching quality and learning environments.
TALIS options:
Survey of primary teachers (ISCED 1)
Survey of upper secondary teachers (ISCED 3)
Teacher Knowledge Survey
4 surveys to date:
2008: 24 education systems
2013: 38 education systems
2018: 48 education systems
2024: 55 education systems
TALIS concepts
Policies and regulations
Personal
factors
(teacher
demographics,
years
of
experience
and
career
pathways)
Contextual
factors
(school
and
classroom
characteristics)
Professional outcomes
Teaching outcomes
Fulfilment of lesson
aims in the target class
Career intentions
Additional number of
years expected in
teaching
Personal resources
• Self-efficacy
• Growth mindset
• Motivation
Job demands
• Workload
• Work pressure
• Student behaviour
• Learning needs
• Uncertainty, change
Job resources
• Learning opportunities
• Agency, leadership
• Support
• Terms of employment
• Social status
Well-being
Stress, work-life balance,
and mental and physical
health
Job satisfaction
Satisfaction with
profession, work
environment, and overall
Are teachers thriving or surviving?
Teacher job satisfaction
0
10
20
30
40
50
60
70
80
90
100
Iceland
Netherlands*
Finland
Colombia
Viet
Nam
Denmark
United
Arab
Emirates
Spain
Austria
Sweden
Kazakhstan
Shanghai
(China)
Saudi
Arabia
Bulgaria
Singapore
Korea
Estonia
United
States
New
Zealand*
South
Africa
Israel
Alberta
(Canada)*
Lithuania
Slovak
Republic
Norway*
Romania
OECD
average-25
Australia
Slovenia
Türkiye
Japan
Italy
Flemish
Comm.
(Belgium)
Czechia
Portugal
Belgium
Chile
Hungary
Brazil
Croatia
Malta
Latvia
French
Comm.
(Belgium)
France
● Increase, ● Decrease and ○ non-significant change from 2018 to 2024
Teachers’ satisfaction with the profession
Share of teachers who "agree" or "strongly agree" that the advantages of being a teacher clearly
outweigh the disadvantages
Teachers’ job satisfaction
South Africa
Viet Nam
Albania
Korea
Colombia
Iceland
Albania
Hungary
Japan
Japan
Czechia
Japan
France
Japan
0 10 20 30 40 50 60 70 80 90 100
I would like to change
to another school
if that were possible
I would recommend
this school
as a good place to work
I enjoy working
at this school
I regret that
I decided to
become a teacher
If I could decide again,
I would still choose
to work as a teacher
The advantages of
being a teacher
clearly outweigh…
All in all,
I am satisfied
with my job
● OECD average ● Education systems ▌Lowest value ▌Highest value
Share of teachers who "agree" or "strongly agree" with the following statements
0.0
0.5
1.0
1.5
2.0
2.5
United
Arab
Emirates
Norway*
Albania
United
States
Saudi
Arabia
Chile
Hungary
Sweden
Shanghai
(China)
Denmark
Finland
Montenegro
Serbia
Israel
Bulgaria
Croatia
South
Africa
Lithuania
Costa
Rica
Czechia
Brazil
Australia
Poland
Spain
Austria
Malta
French
Comm.
(Belgium)
Slovenia
OECD
average-27
Morocco
Kosovo
Azerbaijan
Belgium
Türkiye
Singapore
Portugal
New
Zealand*
Italy
Estonia
Flemish
Comm.
(Belgium)
Alberta
(Canada)*
Romania
France
North
Macedonia
Viet
Nam
Bahrain
Slovak
Republic
Kazakhstan
Uzbekistan
Netherlands*
Latvia
Iceland
Japan
Korea
Colombia
● Positive statistically significant differences
Relationship with the principal matters for job satisfaction
Change in the scale of teachers’ job satisfaction associated with teachers "agree[ing]" or "strongly
agree[ing]" that the principal has good professional relationships with staff
0.0
0.5
1.0
1.5
2.0
2.5
New
Zealand*
France
Hungary
Netherlands*
Albania
Singapore
Denmark
Alberta
(Canada)*
Lithuania
Slovenia
Bulgaria
Bahrain
Montenegro
Uzbekistan
French
Comm.
(Belgium)
Israel
Morocco
Colombia
Estonia
Malta
Romania
Kazakhstan
Türkiye
Kosovo
Shanghai
(China)
OECD
average-27
Slovak
Republic
Belgium
Finland
Sweden
Spain
Portugal
United
States
Japan
Brazil
Iceland
North
Macedonia
Austria
Australia
Azerbaijan
Serbia
Flemish
Comm.
(Belgium)
Korea
Saudi
Arabia
Costa
Rica
Croatia
Viet
Nam
Czechia
Latvia
South
Africa
Poland
Italy
United
Arab
Emirates
Chile
Norway*
● Positive statistically significant differences
Relationship with students also matters for job satisfaction
Change in the scale of teachers’ job satisfaction associated with teachers "agree[ing]" or "strongly
agree[ing]" that teachers and students usually get on well with each other
Teacher well-being
Share of teachers who report experiencing the following occurrences "a lot" in their work
Bahrain
Costa Rica
Denmark
Alberta (Canada)*
Albania
Albania
Singapore
Albania
0 10 20 30 40 50 60 70 80 90 100
My job negatively impacts
my physical health
My job negatively impacts
my mental health
My job leaves me time
for my personal life
I experience stress
in my work
● OECD average ● Education systems ▌Lowest value ▌Highest value
0
5
10
15
20
25
30
35
40
45
50
Alberta
(Canada)*
New
Zealand*
Hungary
Costa
Rica
Australia
United
States
Bahrain
South
Africa
Chile
Estonia
Portugal
Austria
United
Arab
Emirates
Flemish
Comm.
(Belgium)
Spain
Brazil
OECD
average-27
Japan
Belgium
Slovak
Republic
France
Finland
Sweden
Denmark
Serbia
Slovenia
Bulgaria
Italy
Lithuania
French
Comm.
(Belgium)
Morocco
Netherlands*
Croatia
Türkiye
Czechia
Colombia
Saudi
Arabia
Israel
Romania
North
Macedonia
Azerbaijan
Kazakhstan
Kosovo
Viet
Nam
Albania
Statistically non-significant difference Teachers in advantaged schools more stressed than teachers in disadvantaged schools
Teachers in disadvantaged schools more stressed than teachers in advantaged schools Teachers in disadvantaged schools
Teachers in advantaged schools
Teachers in disadvantaged schools are more stressed
Share of teachers who report experiencing stress “a lot” in their work
0
5
10
15
20
25
30
35
40
45
Alberta
(Canada)*
Australia
New
Zealand*
Malta
United
States
South
Africa
Estonia
Hungary
Chile
Japan
Singapore
Portugal
Norway*
Flemish
Comm.
(Belgium)
Brazil
United
Arab
Emirates
Iceland
Austria
Belgium
Slovenia
OECD
average-25
Sweden
France
Finland
Bulgaria
Spain
Korea
French
Comm.
(Belgium)
Latvia
Croatia
Slovak
Republic
Netherlands*
Israel
Lithuania
Shanghai
(China)
Denmark
Czechia
Italy
Türkiye
Colombia
Romania
Saudi
Arabia
Viet
Nam
Kazakhstan
● Increase, ● Decrease and ○ Statistically non-significant change from 2018 (lollipop tail) to 2024 (lollipop head)
Changes in stress levels
Share of teachers who report experiencing stress “a lot” in their work
What stresses teachers most?
Teacher job satisfaction
Different activities relate to stress in different ways
Flemish Comm. (Belgium)
Flemish Comm. (Belgium)
Japan
Austria
Estonia
Finland
Sweden
Chile
Montenegro
New Zealand*
Poland
Sweden
Norway*
Albania
Montenegro
Montenegro
Norway*
United States
Netherlands*
Bahrain
-0.4 -0.2 0 0.2 0.4 0.6 0.8 1
Engaging in
extracurricular activities
Participation in
school management
Professional
learning activities
Teamwork and dialogue
with colleagues…
Counselling students
Teaching
Planning or
lesson preparation
Communication and
co-operation with…
General
administrative work
Marking/correcting
of student work
○● OECD average ○● Education systems ○● Lowest value ○● Highest value
Filled circles above 0
indicate a positive
association
Filled circles below 0
indicate a negative
association
Change in the scale of teachers’ workplace well‐being and stress associated with an increase in the hours
full-time teachers report having spent on the following activities
25
30
35
40
45
50
55
60
Japan
New
Zealand*
Singapore
Shanghai
(China)
Alberta
(Canada)*
Australia
Lithuania
United
States
Sweden
Viet
Nam
Croatia
Hungary
Korea
Estonia
Latvia
Czechia
Austria
Netherlands*
OECD
average-25
Chile
Slovenia
Portugal
Flemish
Comm.
(Belgium)
United
Arab
Emirates
Colombia
Brazil
Denmark
Spain
Norway*
Iceland
France
Bulgaria
Romania
Malta
Slovak
Republic
Belgium
Finland
South
Africa
Kazakhstan
French
Comm.
(Belgium)
Israel
Italy
Türkiye
Saudi
Arabia
● Increase, ● Decrease and ○ Statistically non-significant change from 2018 (lollipop tail) to 2024 (lollipop head)
In most systems, teachers’ overall workload remained the same
Average number of hours per week full-time teachers report spending on job-related tasks
Managing classroom discipline
0
10
20
30
40
50
60
70
80
90
100
Saudi
Arabia
Chile
Portugal
Brazil
South
Africa
Netherlands*
French
Comm.
(Belgium)
Latvia
United
Arab
Emirates
Türkiye
Belgium
Colombia
Viet
Nam
Romania
Spain
Flemish
Comm.
(Belgium)
France
Israel
Iceland
Slovenia
Bulgaria
Slovak
Republic
Norway*
Shanghai
(China)
OECD
average-25
Korea
Alberta
(Canada)*
Finland
Kazakhstan
Denmark
Australia
Sweden
Austria
Hungary
Italy
New
Zealand*
Singapore
Malta
United
States
Lithuania
Japan
Croatia
Czechia
Estonia
● Increase, ● Decrease and ○ Statistically non-significant change from 2018 (lollipop tail) to 2024 (lollipop head)
Teachers need to deal with disruptive students more frequently
Share of teachers who “frequently” or “always” calm students who are disruptive
Maintaining discipline as a stressor is also an important predictor of
teachers’ intention to leave teaching
Flemish Comm. (Belgium)
Alberta (Canada)*
Brazil
Montenegro
Sweden
Alberta (Canada)*
Colombia
Azerbaijan
New Zealand*
New Zealand*
Italy
Poland Colombia
Japan
Denmark
Saudi Arabia
Alberta (Canada)*
Viet Nam
Israel
Morocco
Korea
Hungary
Saudi Arabia
Kosovo
Serbia
Viet Nam
0 0.5 1 1.5 2 2.5 3 3.5 4 4.5
Keeping up with
changing requirements
Keeping up with curriculum
or programme changes
Being held responsible
for student achievement
Addressing parent
or guardian concerns
Being held responsible for students’
social and emotional well-being
Modifying lessons for students
with special education needs
Having too much work
on diversity and equity issues
Having too much
administrative work
Having too much
marking
Having too much
lesson preparation
Having too many
lessons to teach
Maintaining classroom
discipline
Being intimidated
or verbally abused by students
○● OECD average ○● Education systems ○● Lowest value ○● Highest value
Maintaining
discipline
Workload
Diverse
Learning
needs
Accountability
Keeping up
with reforms
Filled circles above 1
indicate a positive
association between
intention to leave
teaching and
sources of stress
Is teaching an attractive job?
Teacher working conditions
0
10
20
30
40
50
60
70
80
90
100
Netherlands*
Saudi
Arabia
Austria
Flemish
Comm.
(Belgium)
Kazakhstan
Denmark
Belgium
French
Comm.
(Belgium)
Bulgaria
Colombia
Shanghai
(China)
Viet
Nam
Romania
Singapore
Australia
United
Arab
Emirates
Spain
New
Zealand*
Alberta
(Canada)*
Finland
Czechia
Chile
Sweden
OECD
average-25
Latvia
United
States
Norway*
Israel
Slovenia
Estonia
Korea
Japan
Lithuania
Slovak
Republic
France
South
Africa
Hungary
Italy
Croatia
Brazil
Türkiye
Iceland
Portugal
Malta
● Increase, ● Decrease and ○ Statistically non-significant change from 2018 (lollipop tail) to 2024 (lollipop head)
Teachers’ satisfaction with their salaries
Share of teachers who “agree” or “strongly agree” that they are satisfied with their salaries
Salary alone doesn’t make teachers like their job
Australia
Austria
Flemish Comm. (Belgium)
French Comm. (Belgium)
Chile
Costa Rica
Czechia
Denmark
Estonia Finland
France
Hungary
Iceland
Israel
Italy
Latvia
Lithuania
Poland
Portugal
Romania
Slovak Republic
Slovenia
Sweden
United States
New Zealand*
Norway*
9.4
9.6
9.8
10.0
10.2
10.4
10.6
10.8
11.0
30000 40000 50000 60000 70000 80000 90000
Job
satisfaction
(scale
score)
Teachers'average actual salaries (USD PPP)
Maintaining discipline, in particular intimidation or verbal abuse by students,
is more closely associated with job dissatisfaction than other demands
Viet Nam
Uzbekistan
Morocco
North Macedonia
Serbia
Morocco
Serbia
Serbia
Morocco
Morocco
Kosovo
Norway*
Serbia
United Arab Emirates
United States
Montenegro
Sweden
South Africa
Slovenia
United States
Alberta (Canada)*
Saudi Arabia
United Arab Emirates
Saudi Arabia
Alberta (Canada)*
Alberta (Canada)*
-2.2 -2 -1.8 -1.6 -1.4 -1.2 -1 -0.8 -0.6 -0.4 -0.2 0 0.2
Keeping up with curriculum
or programme changes
Keeping up with
changing requirements
Addressing parent
or guardian concerns
Being held responsible for students’
social and emotional well-being
Being held responsible
for student achievement
Having too much work
on diversity and equity issues
Modifying lessons for students
with special education needs
Having too many
lessons to teach
Having too much
lesson preparation
Having too much
administrative work
Having too much
marking
Being intimidated
or verbally abused by students
Maintaining classroom
discipline
○● OECD average ○● Education systems ○● Lowest value ○● Highest value
Maintaining
discipline
Workload
Diverse
learning needs
Accountability
Keeping up
with reforms
Filled circles below 0
indicate a negative
association between
job satisfaction and
sources of stress
Are experienced teachers teaching where
they are needed most?
Aligning resources with needs
0
10
20
30
40
50
60
70
80
90
Austria
Norway*
Iceland
Flemish
Comm.
(Belgium)
Belgium
Netherlands*
Czechia
French
Comm.
(Belgium)
Cyprus
Sweden
Alberta
(Canada)*
France
Estonia
Australiaª
Denmark
Lithuania
Finland
Portugal
OECD
average-24
United
States
Malta
Slovak
Republic
Latvia
Türkiye
Slovenia
New
Zealand*
Spain
Italy
Croatia
Colombia
Hungary
South
Africa
Bulgaria
Israel
Saudi
Arabia
Romania
Brazil
Chile
Korea
Kazakhstan
Japan
Viet
Nam
Shanghai
(China)
Singapore
● Increase, ● Decrease and ○ Statistically non-significant change from 2018 (lollipop tail) to 2024 (lollipop head)
Share of teachers in schools where at least 1% of students are refugees
More students are refugees
0
10
20
30
40
50
60
70
80
90
100
Netherlands*
New
Zealand*
France
Chile
French
Comm.
(Belgium)
Italy
Iceland
Alberta
(Canada)*
Australiaª
Belgium
United
States
Sweden
Flemish
Comm.
(Belgium)
Estonia
Czechia
Malta
Norway*
Israel
Denmark
Finland
Slovenia
OECD
average-24
Portugal
Slovak
Republic
Lithuania
Spain
Latvia
Singapore
Brazil
Japan
South
Africa
United
Arab
Emirates
Croatia
Hungary
Colombia
Kazakhstan
Bulgaria
Türkiye
Austria
Romania
Saudi
Arabia
Viet
Nam
Korea
Shanghai
(China)
● Increase and ○ Statistically non-significant change from 2018 (lollipop tail) to 2024 (lollipop head)
More students are diagnosed with special needs
Share of teachers in schools where at least 10% of students have special education needs
0
10
20
30
40
50
60
70
80
South
Africa
Morocco
Brazil
Alberta
(Canada)*
Azerbaijan
French
Comm.
(Belgium)
Uzbekistan
Portugal
Belgium
Flemish
Comm.
(Belgium)
United
States
Latvia
Iceland
Sweden
Malta
Chile
New
Zealand*
France
Viet
Nam
Singapore
Australia
Austria
Israel
Norway*
United
Arab
Emirates
Saudi
Arabia
Slovak
Republic
Bahrain
Hungary
OECD
average-27
North
Macedonia
Colombia
Bulgaria
Kosovo
Korea
Kazakhstan
Spain
Türkiye
Finland
Estonia
Costa
Rica
Slovenia
Montenegro
Romania
Italy
Poland
Czechia
Japan
Croatia
Shanghai
(China)
Albania
Serbia
Lithuania
Denmark
Netherlands*
Older teachers report more students with language difficulties than younger teachers Younger teachers report more students with language difficulties than older teachers
Statistically non-significant difference Older teachers
Younger teachers
Teachers under age 30 are allocated to more difficult environments
Share of teachers with more than 10% of students with difficulties in understanding the language of
instruction
Beyond academic outcomes
Teacher social and emotional skills
Teachers are less successful in supporting students socially and emotionally
Share of teachers who fulfill their lesson aims in…
0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100
Teaching clarity
Support for consolidation
Feedback
Cognitive activation
Classroom management
Adapting teaching to the
different needs of students
Supporting students' social
and emotional learning
-0.2
-0.1
0.0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
Spain
Iceland
Czechia
Saudi
Arabia
North
Macedonia
Estonia
Latvia
Shanghai
(China)
Alberta
(Canada)*
Bahrain
Hungary
Singapore
Serbia
Lithuania
Finland
Australia
Kazakhstan
Albania
Croatia
Portugal
Chile
Austria
Italy
OECD
average-27
Romania
French
Comm.
(Belgium)
Sweden
Belgium
Kosovo
Colombia
France
Brazil
Montenegro
Flemish
Comm.
(Belgium)
Costa
Rica
United
States
Malta
Poland
Slovak
Republic
Bulgaria
South
Africa
Denmark
United
Arab
Emirates
Korea
Norway*
Azerbaijan
Netherlands*
New
Zealand*
Slovenia
Türkiye
Israel
Uzbekistan
Japan
Viet
Nam
Morocco
● Positive statistically significant change
Filled circles above 0 indicate a positive association
Filled circles below 0 indicate a negative association
Female teachers are more likely to use practices that develop students’
social and emotional skills
Change in the scale of teachers' social and emotional skill development associated with teacher gender
(female)
Should AI mark your children’s schoolwork?
Teachers use of new technologies
Teachers views on AI
Korea
Singapore
New Zealand*
Viet Nam
Viet Nam
Viet Nam
United Arab Emirates
Iceland
Azerbaijan
Viet Nam
French Comm. (Belgium)
France
France
France
0 10 20 30 40 50 60 70 80 90 100
Teachers who agree that AI amplifies
biases to reinforce misconceptions
Teachers who agree that AI makes
incorrect or inappopriate recommendations
Teachers who agree that AI enables
students to misrepresent work as their own
Teachers who agree that AI helps
to automate administrative tasks
Teachers who agree that AI enables
adaption of learning materials for students
Teachers who agree that AI helps
to write or to improve lesson plans
Teachers who report having used AI
● OECD average ● Education systems ▌Lowest value ▌Highest value
Share of teachers who agree with the following statements
0
10
20
30
40
50
60
70
80
90
100
United
Arab
Emirates
Singapore
New
Zealand*
Australia
Viet
Nam
Uzbekistan
Alberta
(Canada)*
Kazakhstan
Azerbaijan
Brazil
Chile
Shanghai
(China)
Colombia
Albania
Costa
Rica
Bahrain
South
Africa
Malta
Romania
Czechia
Poland
Israel
Kosovo
United
States
Korea
Saudi
Arabia
North
Macedonia
Norway*
Flemish
Comm.
(Belgium)
Austria
Lithuania
Netherlands*
OECD
average-27
Denmark
Spain
Latvia
Estonia
Slovenia
Belgium
Croatia
Sweden
Portugal
Serbia
Slovak
Republic
Montenegro
Finland
Morocco
Italy
Iceland
Türkiye
Hungary
French
Comm.
(Belgium)
Bulgaria
Japan
France
Share of teachers who used AI in their teaching in 2024
Share of teachers who used AI in their teaching in the last year
0
10
20
30
40
50
60
70
Korea
Estonia
Singapore
Shanghai
(China)
South
Africa
Costa
Rica
New
Zealand*
Latvia
United
Arab
Emirates
Australia
Spain
North
Macedonia
Japan
Colombia
Türkiye
Albania
Morocco
Bulgaria
Norway*
Azerbaijan
Saudi
Arabia
Malta
Alberta
(Canada)*
Slovenia
Bahrain
Portugal
Lithuania
Montenegro
Kosovo
Chile
Brazil
OECD
average-27
Serbia
Slovak
Republic
Romania
United
States
Croatia
France
Viet
Nam
Kazakhstan
Austria
Poland
Uzbekistan
Israel
Denmark
Netherlands*
French
Comm.
(Belgium)
Finland
Italy
Czechia
Belgium
Sweden
Hungary
Flemish
Comm.
(Belgium)
Iceland
Teachers are concerned about AI
Share of teachers who believe that AI amplifies biases
0
10
20
30
40
50
60
70
80
90
Singapore
United
Arab
Emirates
Korea
Kazakhstan
Uzbekistan
Shanghai
(China)
Alberta
(Canada)*
Slovenia
Viet
Nam
Saudi
Arabia
Czechia
Australia
Bahrain
South
Africa
Israel
New
Zealand*
Azerbaijan
Estonia
Colombia
Lithuania
United
States
Norway*
Albania
Latvia
Poland
Brazil
Costa
Rica
Chile
North
Macedonia
Finland
Croatia
OECD
average-27
Malta
Romania
Flemish
Comm.
(Belgium)
Austria
Kosovo
Türkiye
Netherlands*
Sweden
Montenegro
Serbia
Belgium
Italy
Portugal
Bulgaria
Spain
Hungary
Iceland
Slovak
Republic
Japan
Denmark
Morocco
French
Comm.
(Belgium)
France
Where AI is part of professional learning
Students
Share of teachers for whom using AI was part of professional learning in the last year
0
10
20
30
40
50
60
70
80
90
100
Singapore
United
Arab
Emirates
Israel
Japan
Estonia
Saudi
Arabia
Kazakhstan
Flemish
Comm.
(Belgium)
Viet
Nam
Morocco
United
States
Latvia
Lithuania
South
Africa
Belgium
New
Zealand*
Netherlands*
Montenegro
Australia
Denmark
Alberta
(Canada)*
Shanghai
(China)
Colombia
Kosovo
Iceland
Brazil
OECD
average-27
Azerbaijan
Norway*
Portugal
Serbia
Bahrain
North
Macedonia
Czechia
Malta
Costa
Rica
Albania
Slovenia
Croatia
France
Slovak
Republic
French
Comm.
(Belgium)
Türkiye
Sweden
Spain
Finland
Italy
Poland
Uzbekistan
Austria
Korea
Romania
Hungary
Chile
Online and hybrid instruction are here to stay
Share of teachers who taught at least one lesson online or hybrid in the past month
Professional autonomy
and a collaborative culture
Work organisation and work environment
0.00
0.05
0.10
0.15
0.20
0.25
0.30
0.35
Saudi
Arabia
Bahrain
Colombia
Shanghai
(China)
Romania
Slovenia
Bulgaria
Costa
Rica
Kosovo
Türkiye
North
Macedonia
Montenegro
Spain
United
Arab
Emirates
Brazil
Sweden
Kazakhstan
Croatia
Albania
Portugal
Israel
New
Zealand*
Viet
Nam
Morocco
Australia
Austria
Hungary
Singapore
Latvia
Malta
Azerbaijan
Uzbekistan
Finland
Serbia
Chile
OECD
average-27
South
Africa
Lithuania
Poland
Italy
Korea
Slovak
Republic
Czechia
Netherlands*
Alberta
(Canada)*
French
Comm.
(Belgium)
Japan
Belgium
Iceland
Estonia
Flemish
Comm.
(Belgium)
United
States
France
Denmark
Norway*
○● After accounting for teacher and school characteristics
Teachers like having autonomy
Change in the scale of teachers’ job satisfaction associated with an increase in instructional autonomy
0
10
20
30
40
50
60
70
80
90
100
Morocco
Kosovo
Austria
Colombia
Costa
Rica
North
Macedonia
Uzbekistan
Saudi
Arabia
Serbia
Türkiye
Finland
Croatia
United
States
Romania
Shanghai
(China)
Azerbaijan
South
Africa
Brazil
United
Arab
Emirates
Alberta
(Canada)*
Flemish
Comm.
(Belgium)
Japan
Albania
Italy
Poland
Chile
Montenegro
Belgium
Spain
Kazakhstan
OECD
average-27
Slovak
Republic
Slovenia
Bahrain
Czechia
Bulgaria
Korea
Israel
Lithuania
Australia
Portugal
Sweden
Malta
New
Zealand*
France
Hungary
Latvia
French
Comm.
(Belgium)
Estonia
Norway*
Singapore
Iceland
Denmark
Netherlands*
Viet
Nam
Teachers’ representation on the school management team varies greatly
Share of teachers in schools where teachers are currently represented on the school management team
0.0
0.2
0.4
0.6
0.8
1.0
1.2
1.4
1.6
1.8
Bulgaria
Saudi
Arabia
Bahrain
Alberta
(Canada)*
Albania
United
Arab
Emirates
Denmark
Azerbaijan
Sweden
Montenegro
Serbia
South
Africa
Croatia
United
States
Korea
Czechia
Hungary
Norway*
Türkiye
Israel
Netherlands*
Slovenia
Flemish
Comm.
(Belgium)
Finland
Austria
Poland
Spain
France
Lithuania
OECD
average-27
Viet
Nam
Belgium
Portugal
Singapore
Italy
Estonia
Australia
Latvia
Uzbekistan
Shanghai
(China)
Slovak
Republic
Brazil
New
Zealand*
Kazakhstan
Romania
Japan
Morocco
French
Comm.
(Belgium)
Chile
Colombia
Kosovo
Iceland
North
Macedonia
Malta
Costa
Rica
○● Before accounting fo teacher and school characteristics ○● After accounting for teacher and school characteristics
Teachers appreciate the opportunity to participate in school decisions
Change in the scale of teachers’ job satisfaction associated with teachers reporting that their school
provides staff with opportunities to actively participate in school decisions
0
10
20
30
40
50
60
70
80
90
100
Albania
Viet
Nam
Uzbekistan
Shanghai
(China)
Bulgaria
Saudi
Arabia
New
Zealand*
Norway*
Colombia
Kazakhstan
Kosovo
United
Arab
Emirates
Azerbaijan
Czechia
Alberta
(Canada)*
Singapore
Korea
Bahrain
Sweden
Poland
United
States
Australia
Montenegro
Hungary
Latvia
French
Comm.
(Belgium)
Belgium
Flemish
Comm.
(Belgium)
North
Macedonia
Netherlands*
South
Africa
Estonia
OECD
average-27
Lithuania
Iceland
Denmark
Chile
Brazil
Slovenia
Romania
Israel
Portugal
Austria
Slovak
Republic
Costa
Rica
Croatia
Finland
Italy
Serbia
Malta
Morocco
France
Türkiye
Spain
Japan
Teachers with high self-efficacy report more opportunities than teachers with low self-efficacy
Statistically non-significant difference
Teachers with low self-efficacy
Teachers with high self-efficacy
Teachers with high self-efficacy report more leadership opportunities
Share of teachers who "agree" or "strongly agree" that their school provides staff with opportunities to
take leadership roles in promoting professional learning communities
0
10
20
30
40
50
60
70
80
90
100
Viet
Nam
United
Arab
Emirates
Saudi
Arabia
Kazakhstan
Colombia
South
Africa
Brazil
Shanghai
(China)
Chile
Portugal
Singapore
Israel
Iceland
Romania
Türkiye
Bulgaria
Netherlands*
United
States
Estonia
Italy
Malta
New
Zealand*
OECD
average-25
Australia
Flemish
Comm.
(Belgium)
Finland
Denmark
Korea
Norway*
Slovak
Republic
Lithuania
Latvia
Czechia
Belgium
Spain
Alberta
(Canada)*
France
Slovenia
Hungary
Sweden
Japan
Croatia
Austria
French
Comm.
(Belgium)
● Increase, ● Decrease and ○ Statistically non-significant change from 2018 (lollipop tail) to 2024 (lollipop head)
Teachers’ perception about their influence on education policy has
evolved differently across education systems
Share of teachers who "agree" or "strongly agree" that teachers can influence education policy in their
country/region
Teacher co-operation
United Arab Emirates
Australia
Norway*
Uzbekistan
Uzbekistan
Shanghai (China)
Viet Nam
Korea
Saudi Arabia
Costa Rica
Croatia
Korea
France
Croatia
-4 6 16 26 36 46 56 66 76 86 96
Work with other teachers
in this school to ensure…
Exchange teaching materials
with colleagues
Engage in discussions about
the learning development…
Observe other teachers’ classes
and provide feedback
Engage in joint activities
across different classes…
Take part in collaborative
professional learning
Teach jointly as a team
in the same class
● OECD average ● Education systems ▌Lowest value ▌Highest value
Share of teachers who do… at least once per month
Exchange and
co-ordination
for teaching
Professional
collaboration
0
1
2
3
4
5
6
Brazil
Kazakhstan
Shanghai
(China)
South
Africa
Slovenia
Saudi
Arabia
New
Zealand*
Viet
Nam
Italy
Australia
Chile
Norway*
Netherlands*
Israel
Japan
Malta
Singapore
Denmark
United
Arab
Emirates
Colombia
Iceland
Sweden
United
States
Bulgaria
OECD
average-25
Romania
Spain
Korea
Lithuania
Alberta
(Canada)*
Latvia
Czechia
Portugal
Austria
Flemish
Comm.
(Belgium)
Croatia
Slovak
Republic
Hungary
Belgium
Türkiye
French
Comm.
(Belgium)
Finland
Estonia
France
● Increase and ○ Statistically non-significant change from 2018 (lollipop tail) to 2024 (lollipop head)
Teachers are co-operating more
Hours per week spent by full-time teachers on teamwork and dialogue with other teachers
-0.60
-0.40
-0.20
0.00
0.20
0.40
0.60
0.80
1.00
Morocco
Cyprus
Sweden
New
Zealand*
Costa
Rica
Türkiye
Israel
Latvia
Denmark
Chile
Romania
Montenegro
Poland
France
French
Comm.
(Belgium)
Estonia
Czechia
Portugal
Croatia
United
Arab
Emirates
Lithuania
South
Africa
Uzbekistan
Shanghai
(China)
Bahrain
Kosovo
OECD
average-27
Australia
Slovenia
Hungary
Spain
Finland
Norway*
Saudi
Arabia
North
Macedonia
Japan
Italy
Serbia
Azerbaijan
Belgium
Austria
Albania
Netherlands*
Slovak
Republic
Bulgaria
Malta
Flemish
Comm.
(Belgium)
Singapore
Iceland
Viet
Nam
Alberta
(Canada)*
Kazakhstan
Korea
Brazil
Colombia
United
States
● Positive and statistically significant; ○ Statistically non-significant
Teachers like working together
Relationship between engaging in joint activities and job satisfaction
How do teachers develop their expertise?
Work organisation and work environment
0
10
20
30
40
50
60
70
80
90
100
Saudi
Arabia
United
Arab
Emirates
Viet
Nam
Hungary
Lithuania
Flemish
Comm.
(Belgium)
Shanghai
(China)
South
Africa
Romania
Brazil
Latvia
Colombia
Kazakhstan
Finland
Chile
Belgium
Türkiye
Spain
Malta
Korea
OECD
average-25
Estonia
Denmark
Portugal
Iceland
Israel
French
Comm.
(Belgium)
Slovak
Republic
Croatia
Alberta
(Canada)*
Australia
France
Norway*
Austria
Czechia
Slovenia
● Increase, ● Decrease and ○ Statistically non-significant change from 2018 (lollipop tail) to 2024 (lollipop head)
Recent graduates’ views about their initial education have deteriorated
Share of recently graduated teachers who report that their formal education made them feel prepared
for classroom practice in some or all subject(s) they teach
Professional learning activities tend to focus on traditional topics
Share of teachers who report that the following topics were included in their professional learning
activities during the last 12 months
United Arab Emirates
Singapore
Viet Nam
Viet Nam
Viet Nam
Viet Nam
Viet Nam
Viet Nam
France
France
French Comm. (Belgium)
France
France
Denmark
Sweden
French Comm. (Belgium)
0 10 20 30 40 50 60 70 80 90 100
Teaching in a multicultural or
multilingual setting
Using artificial intelligence
Supporting social and emotional learning
Digital resources and tools (ICT)
Classroom management for
student behaviour
Student assessment practices
Pedagogy of subjects I teach
Knowledge of subjects I teach
● OECD average ● Education systems ▌Lowest value ▌Highest value
Traditional
topics
Emerging
issues
-0.2
0.0
0.2
0.4
0.6
0.8
1.0
1.2
1.4
Saudi
Arabia
Brazil
Shanghai
(China)
Uzbekistan
Kazakhstan
Viet
Nam
Colombia
North
Macedonia
South
Africa
Costa
Rica
Singapore
Türkiye
United
Arab
Emirates
Bahrain
Serbia
Bulgaria
Sweden
Croatia
Chile
Romania
Poland
Morocco
Korea
Kosovo
Azerbaijan
Alberta
(Canada)*
Belgium
Albania
Lithuania
Japan
Spain
Portugal
Slovenia
OECD
average-27
French
Comm.
(Belgium)
Norway*
United
States
Montenegro
Malta
Iceland
Estonia
Israel
Australia
Latvia
Flemish
Comm.
(Belgium)
Slovak
Republic
Hungary
Czechia
Finland
Italy
Austria
France
Denmark
New
Zealand*
Netherlands*
○● Before accounting fo teacher and school characteristics ○● After accounting for teacher characteristics
○● After accounting for teacher and school characteristics
Impactful professional learning is associated with meeting lesson aims
Change in the scale of teachers’ fulfilment of lesson aims associated with teachers reporting that the
professional learning activities they participated in during the last 12 months had a positive impact on
their teaching
Do teachers feel valued?
Changing environment
0
10
20
30
40
50
60
70
80
90
100
Viet
Nam
Kazakhstan
United
Arab
Emirates
Saudi
Arabia
Singapore
Shanghai
(China)
South
Africa
Colombia
Finland
Bulgaria
Romania
Denmark
Netherlands*
Korea
Alberta
(Canada)*
New
Zealand*
Australia
Israel
Japan
United
States
Türkiye
Czechia
OECD
average-25
Austria
Flemish
Comm.
(Belgium)
Latvia
Lithuania
Estonia
Iceland
Norway*
Chile
Spain
Belgium
Sweden
Italy
Brazil
Malta
Croatia
Portugal
Hungary
Slovenia
Slovak
Republic
French
Comm.
(Belgium)
France
● Increase, ● Decrease and ○ Statistically non-significant change from 2018 (lollipop tail) to 2024 (lollipop head)
Perceptions of being valued have evolved differently across systems
Share of teachers who "agree" or "strongly agree" that the teaching profession is valued by society
0
10
20
30
40
50
60
70
80
90
100
Viet
Nam
United
Arab
Emirates
Saudi
Arabia
Shanghai
(China)
Kazakhstan
Singapore
South
Africa
Colombia
Bulgaria
Netherlands*
Finland
Austria
Latvia
Iceland
Romania
Korea
Slovak
Republic
Türkiye
Australia
Israel
Denmark
OECD
average-25
Czechia
Chile
New
Zealand*
Sweden
Hungary
Brazil
United
States
Japan
Flemish
Comm.
(Belgium)
Alberta
(Canada)*
Belgium
Norway*
Malta
French
Comm.
(Belgium)
Lithuania
Spain
Estonia
Italy
Slovenia
Croatia
France
Portugal
● Increase, ● Decrease and ○ Statistically non-significant change from 2018 (lollipop tail) to 2024 (lollipop head)
Teachers increasingly believe policymakers value their views
Share of teachers who "agree" or "strongly agree" that teachers’ views are valued by policymakers
0
10
20
30
40
50
60
70
80
90
100
Saudi
Arabia
Shanghai
(China)
United
Arab
Emirates
Albania
Colombia
Korea
Denmark
Austria
Estonia
Singapore
Kazakhstan
Chile
Bahrain
Morocco
Azerbaijan
Czechia
Finland
Sweden
Flemish
Comm.
(Belgium)
OECD
average-27
Türkiye
South
Africa
Poland
Spain
United
States
Belgium
Portugal
Australia
Slovak
Republic
Costa
Rica
Hungary
French
Comm.
(Belgium)
France
Japan
Brazil
Malta
Teachers feel more valued by students in privately managed schools than in publicly managed schools Statistically non-significant difference
Teachers in publicly managed schools Teachers in privately managed schools
Teachers in private schools are more likely to feel valued by students
Share of teachers who “agree” or “strongly agree” that, in their school, teachers feel valued by students
0
10
20
30
40
50
60
70
80
90
100
Viet
Nam
Uzbekistan
Albania
Azerbaijan
Kosovo
Montenegro
United
Arab
Emirates
Hungary
Kazakhstan
Romania
North
Macedonia
Sweden
Serbia
Norway*
Colombia
Shanghai
(China)
Bahrain
Türkiye
Finland
Latvia
Bulgaria
Israel
Lithuania
South
Africa
Spain
Croatia
Austria
Slovenia
Brazil
OECD
average-27
Chile
Estonia
Australia
Poland
Denmark
Alberta
(Canada)*
Korea
Costa
Rica
New
Zealand*
Italy
United
States
Saudi
Arabia
Iceland
Slovak
Republic
Czechia
Japan
Portugal
Singapore
Morocco
France
Netherlands*
Malta
Flemish
Comm.
(Belgium)
Belgium
French
Comm.
(Belgium)
Engagement with parents
Share of teachers who report collaborating with parents and guardians at least monthly
More engagement with parents can help teachers feel more valued
Albania
Australia
Austria
Azerbaijan
Bahrain
Belgium
Flemish C. (Belgium)
French C. (Belgium)
Brazil
Bulgaria
Chile
Colombia
Costa Rica
Croatia
Czechia
Denmark
Estonia
Finland
France
Hungary
Iceland
Israel
Italy
Japan
Kazakhstan
Korea
Kosovo
Latvia
Lithuania
Malta
Montenegro
Morocco
North Macedonia
Poland
Portugal
Romania
Saudi Arabia
Serbia
Shanghai (China)
Singapore
Slovak Republic
Slovenia
South Africa
Spain
Sweden
Türkiye
United Arab Emirates
United States
Uzbekistan
Viet Nam
OECD average-27
Alberta (Canada)*
Netherlands* New Zealand*
Norway*
R² = 0.20
40
50
60
70
80
90
100
0 10 20 30 40 50 60 70
Share
of
teachers
who
report
feeling
valued
by
parents
and
guardians
(%)
Share of teachers who report collaborating with parents and guardians at least monthly (%)
TALIS 2024
Find out more about our work at www.oecd.org/talis
Email: Andreas.Schleicher@OECD.org
Twitter: SchleicherOECD
Wechat: AndreasSchleicher

TALIS Global Webinar Presentation_Andreas Schleicher.pdf