TALIS 2013 Fact Sheet
- Long title
- Frequency of data collection
- Previous cycles
- Research questions
- Assessment domain(s)
- Study framework (summary)
- Participating entities
- Target population and sample (summary)
- Data collection techniques and instruments (summary)
- Study director(s)
- Study website(s)
- Related studies
- 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
- 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.
- 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?
- No assessment
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
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.
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
Middle-school teachers and their principals
- 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.
Per ISCED level and option, one principal questionnaire and one teacher questionnaire.
Questionnaires delivered online or on paper, or both
2 rue André Pascal
75775 Paris Cedex 16