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Mean mathematics performance, by school location, after accounting for socio-economic status

Mean mathematics performance, by school location, after accounting for socio-economic status. TALIS in Brief. 1. Fig II.3.3. Over 100 thousand randomly selected lower secondary teachers and their school leaders from over 6500 schools.

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Mean mathematics performance, by school location, after accounting for socio-economic status

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  1. Mean mathematics performance, by school location, after accounting for socio-economic status TALIS in Brief 1 Fig II.3.3 Over 100 thousand randomly selected lower secondary teachers and their school leaders from over 6500 schools …representing more than 4 million teachers in 34 countries… …took an internationally-agreed survey about the working conditions and learning environments in their schools… …responding to questions about their background, their teaching practices, support and development, their relationships with colleagues and students and the leadership in their schools

  2. Mean mathematics performance, by school location, after accounting for socio-economic status Participating countries 2 2 Fig II.3.3 TALIS 2008 & 2013 *Note: TALIS only runs in a sub-national entity of the following countries: Belgium (Flemish Community), Canada (Alberta), United Arab Emirates (Abu Dhabi) and 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.

  3. Mean mathematics performance, by school location, after accounting for socio-economic status TALIS seeks to help with … • Recruit top candidates into the profession 3 3 Improve the societal view of teaching as a profession • Retain and recognise effective teachers – path for growth • Support teachers in continued development of practice Developing Teaching as a profession

  4. Mean mathematics performance, by school location, after accounting for socio-economic status Teachers' perceptions of the value of teaching 4 4 Fig II.3.3 Percentage of lower secondary teachers who "agree" or "strongly agree" that teaching profession is a valued profession in society Above-average performers in PISA

  5. Mean mathematics performance, by school location, after accounting for socio-economic status Countries where teachers believe their profession is valued show higher levels of student achievement 5 5 Fig II.3.3 Relationship between lower secondary teachers' views on the value of their profession in society and the country’s share of top mathematics performers in PISA 2012 R2 = 0.24 r= 0.49

  6. Mean mathematics performance, by school location, after accounting for socio-economic status Most teachers value 21st century pedagogies… 6 6 Fig II.3.3 Percentage of lower secondary teachers who "agree" or "strongly agree" that:

  7. Mean mathematics performance, by school location, after accounting for socio-economic status …but teaching practices do not always reflect that 7 Fig II.3.3 Percentage of lower secondary teachers who report using the following teaching practices "frequently" or "in all or nearly all lessons"

  8. Teacher co-operation 8 Percentage of lower secondary teachers who report doing the following activities at least once per month Exchange and co-ordination

  9. Mean mathematics performance, by school location, after accounting for socio-economic status Drivers of job satisfaction 9 Fig II.3.3 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.

  10. Mean mathematics performance, by school location, after accounting for socio-economic status Feedback and change in behavior 10 10 Fig II.3.3 Percentage of lower secondary teachers who report a "moderate" or "large" positive change in the following issues after they received feedback on their work Professional Pedagogical Personal

  11. Mean mathematics performance, by school location, after accounting for socio-economic status Consequences of feedback 11 11 Fig II.3.3 Percentage of lower secondary teachers who "agree" or "strongly agree" that:

  12. Mean mathematics performance, by school location, after accounting for socio-economic status Teachers' satisfaction with their working environment 12 12 Fig II.3.3 Percentage of lower secondary teachers who "agree" or "strongly agree" with the following statements

  13. Mean mathematics performance, by school location, after accounting for socio-economic status Behavioural issues equate to lower job satisfaction, class size doesn’t 13 Fig II.3.3 Teachers' job satisfaction level following the number of students in the classroom in relation to the percentage of students with behavioural problems

  14. Mean mathematics performance, by school location, after accounting for socio-economic status TALIS in Brief 14 Fig II.3.3 Find out more about TALIS at www.oecd.org/talis • All national and international publications • The complete micro-level database Email: Andreas.Schleicher@OECD.org Twitter: SchleicherEDU and remember: Without data, you are just another person with an opinion TALIS is a partnership between an international research consortium OECD Governments in 34 countries European Commission Teachers’ unions

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