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● 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](https://image.slidesharecdn.com/talisglobalwebinarandreasschleicher-251007131500-abeb5f68/85/TALIS-Global-Webinar-Presentation_Andreas-Schleicher-pdf-7-320.jpg)
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● 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](https://image.slidesharecdn.com/talisglobalwebinarandreasschleicher-251007131500-abeb5f68/85/TALIS-Global-Webinar-Presentation_Andreas-Schleicher-pdf-8-320.jpg)
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Netherlands*
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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](https://image.slidesharecdn.com/talisglobalwebinarandreasschleicher-251007131500-abeb5f68/75/TALIS-Global-Webinar-Presentation_Andreas-Schleicher-pdf-7-2048.jpg)
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Czechia
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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](https://image.slidesharecdn.com/talisglobalwebinarandreasschleicher-251007131500-abeb5f68/75/TALIS-Global-Webinar-Presentation_Andreas-Schleicher-pdf-8-2048.jpg)
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TALIS Global Webinar Presentation_Andreas Schleicher.pdf
Andreas Schleicher, Director of Education and Skills at the OECD presentation of the TALIS 2024 results which was followed by a discussion with Wendy Kopp, CEO and Co-founder of Teach For All. They discussed the key findings of TALIS, what they revealed about teaching and learning worldwide and the crucial role educators play in reshaping the world. The webinar in full can be found here https://oecdedutoday.com/webinars/
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TALIS Global Webinar Presentation_Andreas Schleicher.pdf
- 1. Results from TALIS2024 The state of teaching through the eyes of teachers Andreas Schleicher October 2025 OECD Directorate of Education and Skills
- 2. What is TALIS Thelargest 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
- 3. TALIS concepts Policies andregulations 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
- 4. Are teachers thrivingor surviving? Teacher job satisfaction
- 5. 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
- 6. Teachers’ job satisfaction SouthAfrica 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
- 7. 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 statisticallysignificant 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
- 8. 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 statisticallysignificant 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
- 9. Teacher well-being Share ofteachers 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
- 10. 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 differenceTeachers 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
- 11. 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
- 12. What stresses teachersmost? Teacher job satisfaction
- 13. Different activities relateto 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
- 14. 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
- 15.
- 16. 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
- 17. Maintaining discipline asa 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
- 18. Is teaching anattractive job? Teacher working conditions
- 19. 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
- 20. Salary alone doesn’tmake 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)
- 21. Maintaining discipline, inparticular 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
- 22. Are experienced teachersteaching where they are needed most? Aligning resources with needs
- 23. 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
- 24. 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
- 25. 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 reportmore 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
- 26. Beyond academic outcomes Teachersocial and emotional skills
- 27. Teachers are lesssuccessful 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
- 28. -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 statisticallysignificant 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)
- 29. Should AI markyour children’s schoolwork? Teachers use of new technologies
- 30. Teachers views onAI 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
- 31. 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 teacherswho used AI in their teaching in 2024 Share of teachers who used AI in their teaching in the last year
- 32.
- 33. 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 ispart of professional learning Students Share of teachers for whom using AI was part of professional learning in the last year
- 34. 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 hybridinstruction are here to stay Share of teachers who taught at least one lesson online or hybrid in the past month
- 35. Professional autonomy and acollaborative culture Work organisation and work environment
- 36. 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 accountingfor teacher and school characteristics Teachers like having autonomy Change in the scale of teachers’ job satisfaction associated with an increase in instructional autonomy
- 37. 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 onthe school management team varies greatly Share of teachers in schools where teachers are currently represented on the school management team
- 38. 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 accountingfo 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
- 39. 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 highself-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
- 40. 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
- 41. Teacher co-operation United ArabEmirates 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
- 42. 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
- 43. -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 andstatistically significant; ○ Statistically non-significant Teachers like working together Relationship between engaging in joint activities and job satisfaction
- 44. How do teachersdevelop their expertise? Work organisation and work environment
- 45. 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
- 46. Professional learning activitiestend 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
- 47. -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 accountingfo 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
- 48. Do teachers feelvalued? Changing environment
- 49. 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
- 50. 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
- 51. 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 morevalued 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
- 52. 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 Shareof teachers who report collaborating with parents and guardians at least monthly
- 53. More engagement withparents 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 (%)
- 54. TALIS 2024 Find outmore about our work at www.oecd.org/talis Email: [email protected] Twitter: SchleicherOECD Wechat: AndreasSchleicher