TALIS 2013 Fact Sheet

Long title
Teaching and Learning International Survey
Frequency of data collection
Every 5 years
Previous cycles
2008
Schedule
  • January 2011–June 2013: framework development
  • January 2011–July 2012: instrument development
  • March–April 2012: field test
  • September–December 2012: data collection, Southern Hemisphere
  • March–May 2013: data collection, Northern Hemisphere
  • June 2014: release of international reports
  • June 2014: release of international database
Objectives
  • Provide robust international indicators and policy-relevant analysis on teachers and teaching in a timely and cost-effective manner.
  • Help countries review and develop policies in their efforts to promote conditions for high-quality teaching and learning.
  • Provide the opportunity to compare countries facing similar challenges and to learn about different policy approaches and their impact on the learning environment in schools.
Research questions
  • Leadership approaches
    • How are the different leadership approaches related to teachers’ reported teaching practices (including student assessment practices), beliefs and professional practices?
    • Are leadership approaches related to the extent to which teachers engage in collaborative professional practices?
  • Pedagogical beliefs and preferred teaching strategies
    • What are teachers’ pedagogical beliefs and preferred teaching strategies?
    • To what extent do teachers’ beliefs and preferred teaching strategies differ, depending on students’ special education needs?
    • How do student assessment practices differ between and within countries?
  • Training and professional development
    • What is the frequency and type of training and professional development across schools and countries?
    • What are perceived impacts of teacher professional development?
    • To what degree do professional development activities relate to teachers’ profile of teaching, self-efficacy, and job-satisfaction?
    • Are teachers’ professional development activities related to school climate?
  • School climate and collaboration with community
    • What are the factors associated with a positive or negative school climate and how do these factors vary between schools?
    • What are the profiles of collaboration with families and communities?
    • How are these profiles related to teachers’ and principals’ perceptions of the community’s view of the teaching profession and to teachers’ and principals’ job satisfaction?
  • Evaluating teacher performance
    • What are the policies for recognizing, rewarding and evaluating teachers, and how do these differ between countries?
    • What types of interventions are used to address underperformance among teachers, and how do these differ between schools and between countries?
  • Working time
    • How is teachers’ working time distributed?
    • How does it vary between schools and countries?
Assessment domain(s)
  • No assessment
Study framework (summary)

The conceptual framework 

  • Themes and indicators for system monitoring
  • Individual and worked-related characteristics of teachers and principals
  • School characteristics that provide the necessary background information for analysis of the policy issues

 

Policy areas of interest

  • School policies supporting effectiveness
  • Effective teachers and teaching
  • Developing teachers within the profession
  • Retaining teachers in the profession
  • Attracting teachers to the profession
Participating entities

Number

This survey investigated samples of schools, their teachers, and principals in 34 countries, plus an additional four countries that joined TALIS 2013 in a second round in 2014.

 

List

Participating entities per ISCED level and option:

  • ISCED Level 2 (core): 34 + 4 in 2014
    • Australia, Brazil, Bulgaria, Chile, Croatia, Czech Republic, Cyprus, Denmark, Estonia, Finland, France, Iceland, Israel, Italy, Japan, Korea, Latvia, Malaysia, Mexico, Netherlands, Norway, Poland, Portugal, Romania, Serbia, Singapore, Slovak Republic, Spain, Sweden, USA
    • Abu Dhabi (United Arab Emirates), Alberta (Canada), England (United Kingdom), Flanders (Belgium)
    • 2014 participants: New Zealand, Georgia, Russian Federation, Shanghai(China)
  • ISCED Level 1 (optional): 6
    • Denmark, Finland, Mexico, Norway, Poland,
    • Flanders (Belgium)
  • ISCED Level 3 (optional): 10 + 1 in 2014
    • Australia, Denmark, Finland, Iceland, Italy, Mexico, Norway, Poland, Singapore
    • Abu Dhabi (United Arab Emirates)
    • 2014 participants: Georgia
  • TALIS-PISA Link (optional): 8
    • Australia, Finland, Latvia, Mexico, Portugal, Romania, Singapore, Spain
Target population and sample (summary)

Target population

Middle-school teachers and their principals

 

Sample

  • Main survey: 200 middle schools and 20 middle school teachers per selected school; (200 principals and 4,000 teachers).
  • ISCED 1 option: 200 primary schools and 20 primary teachers per selected schools
  • ISCED 3 option: 200 upper secondary schools and 20 upper secondary teachers per selected schools
  • TALIS-PISA Link option: 150 middle schools and 20 teachers teaching fifteen-year-olds.
Data collection techniques and instruments (summary)

Per ISCED level and option, one principal questionnaire and one teacher questionnaire.

Questionnaires delivered online or on paper, or both

Initiator
Study director(s)
Study website(s)
Contact

OECD TALIS
2 rue André Pascal
75775 Paris Cedex 16

E-mail: edutalis@oecd.org