TALIS 2024 Design

Methodology
Quantitative Study
Method(s)
  • Overall approach to data collection: self-administered cross-sectional survey, with questionnaires administered online, in paper form, or both
  • Specification: trend study
Target population

TALIS 2024 core survey

  • Lower secondary school teachers (ISCED Level 2) and their principals, excluding adult education and schools solely devoted to children with special needs
  • International options (with the above exclusions):
    • Primary school teachers (ISCED Level 1) and their principals
    • Upper secondary school teachers (ISCED Level 3) and their principals

 

TALIS Teacher Knowledge Survey (TKS) 2024

  • Lower secondary school teachers (ISCED Level 2)
Sample design
Stratified two-stage sample design for each ISCED level

Stratification on basis of nationally relevant criteria (e.g., geography, source of funding, language of instruction)

 

First stage: sampling of schools

  • Selected systematically with probability proportional to school size (PPS); file sorted by school size within stratum
  • Samples for field trial (FT) and main study collection (MS) selected at same time to avoid reuse of schools across phases
  • Replacement schools identified at the time of sample selection (one for each of the schools selected for FT, and two for each school selected for the MS)
  • In a few countries, the number of schools was too small to allow for the efficient use of systematic selection of 200 schools and their replacements; in such situations, simple random sampling, stratified by school size, may have been more appropriate.

 

Second stage: sampling of teachers within schools

  • Simple random sampling of individuals
  • Same design applied to each target population that a country chose to survey (ISCED Level 1 and ISCED Level 3)
  • Samples coordinated across ISCED levels – if required – to minimize risks of selecting the same school in more than one survey
  • Overlap control was applied for the Teacher Knowledge Survey (TKS) option at ISCED Level 2 schools, resulting in split design of sampled teachers within schools.
Sample size

TALIS 2024 core survey

  • Intended - per country and ISCED level:
    • 200 schools; may have been reduced if the total number of schools was quite small
      • The principal of a selected school was invited to participate.
      • A nominal simple random sample of 20 ISCED Level 2 teachers:
        • All were selected if fewer than 20 were available
        • Suggestion was to sample all if between 20 and 30 were available
        • Selection of 20 if at least 30 were available
    • 200 principals and 4,000 teachers from the ISCED level of interest
  • Achieved
    • ISCED level 2: more than 189,000 teachers and more than 11,000 principals in 55 countries/territories
    • ISCED level 1: more than 50,000 teachers and more than 3,500 principals in 16 countries/territories
    • ISCED level 3: more than 28,000 teachers and more than 1,400 principals in 8 countries/territories
    • Note: Belgium, Belgium (Flemish Community) and Belgium (French Community) were each counted as countries/territories, but their teachers and principals were counted only once.

TALIS Teacher Knowledge Survey (TKS) 2024

  • Intended
    • The same schools were sampled for the TALIS core survey and the TKS, with teachers randomly assigned to each.
    • Fifteen randomly selected teachers within each school. In schools with 35 or more eligible teachers, 20 teachers were selected for the core survey and 15 teachers selected for TKS.
    • The nominal sample size for each country for the TKS included about 3,000 teachers.
  • Achieved: more than 20,000 teachers in 8 participating countries
Data collection techniques and instruments
  • Two questionnaires, one for principals and one for teachers, were administered.
  • Questionnaires were subdivided into sections with section headers outlining the content areas of the survey, then developed and transformed to IEA’s Study Expert System for online adaptation, translation, layout verification, and administration.
  • Three forms of the teacher questionnaire were developed and automatic routing with filter questions was applied to the online questionnaire version.
  • One country applied data collection using paper questionnaires. Twelve other participants prepared paper questionnaires as fall-back option.
Languages
  • Administration of teacher and principal questionnaires in 42 different languages plus four local languages in Spain
  • The most common languages were:
    • English (13 countries)
    • Arabic (5 countries)
    • Spanish (4 countries)
    • Albanian (3 countries)
    • French (3 countries)
    • Russian (3 countries)
    • Dutch (2 countries)
    • German (2 countries)
    • Portuguese (2 countries)
    • Swedish (2 countries)
Quality control of operations

Measures during data collection

  • Purpose of the quality control program
    • Ensured data validity and international comparability across countries/territories
    • Monitored adherence to TALIS technical standards and survey procedures
    • Documented survey implementation quality and identified issues
    • Supported consistent administration across languages, countries, and modes (online/paper)
  • Core components of the program
    • International Quality Observation Programme (IQOs)
      • Independent observers monitored survey administration
      • Activities included
        • Visiting national centres and interviewing NPMs
        • Reviewing translated manuals against international versions
        • Interviewing around 20 school/ECEC co-ordinators per component
      • Collected data on preparation, communication, adherence, and challenges
    • Additional Quality Control Questions
      • Collected respondent feedback on selection procedures, time, confidentiality, and issues
      • Administered to around 20% of the subsample
      • Findings
        • High response rates (70–100%)
        • Few issues, lack of time most common
    • National Quality Observation Programmes
      • School/ECEC visits and observations
      • Conducted by national centres during field trial and main survey
      • Focused on administration, communication, and procedural implementation
      • Common challenges
        • Length of questionnaires
        • Perceived workload for schools
        • Limited understanding of TALIS in some cases
    • Survey Activities Questionnaire (SAQ)
      • Post-survey reporting by National Project Managers
      • Online questionnaire (71 questions, 10 sections)
      • Covered sampling, recruitment, instruments, translation, administration, technical issues
      • Used to inform improvements for future survey cycles

 

Measures during data processing and cleaning

  • National centers were responsible for ensuring that all collected data were complete, accurate, and correctly documented before submission to the International Study Centre (ISC).
  • National adaptations to survey instruments had to be fully documented in codebooks and aligned with the international data structure and coding schemes to maintain cross-country comparability.
  • Standardized software tools (e.g. WinW3S, Study Expert and Data Management Expert) were used to support sampling, track participation, capture data and validate entries.
  • Data from paper questionnaires had to be entered exactly as recorded by respondents (“as is”), without interpretation or correction during the data-entry stage.
  • Automated validation procedures identified problems such as invalid identification numbers, inconsistent records and out-of-range values during data entry.
  • National centers were required to conduct double data entry for a sample of questionnaires (at least 5% or a minimum of 100 cases) to verify the reliability of data entry.
  • A data-entry error rate above 1% triggered further review and potential re-entry of the data to ensure data quality.
  • Before submission, national centers performed mandatory verification checks to identify duplicate identifiers, invalid codes and missing information, and resolved issues by consulting the original questionnaires.
  • After submission, the ISC conducted further quality control through structured processes including data integration, structural checks, identification and linkage cleaning, and automated consistency checks.
  • Logical inconsistencies, implausible responses and conflicting answers were corrected or recoded according to standardized cleaning rules applied consistently across all participating countries.
  • All data corrections and cleaning actions were documented and reviewed in collaboration with national centers before finalization of the international datasets.
  • Multiple interim data versions were released to national centers and the OECD Secretariat to allow additional validation and plausibility checks before producing the final international database. 
  • Key confidentiality measures
    • Direct personal identifiers (such as names in tracking forms) were removed or redacted before data were submitted for international processing.
    • Respondent identifiers used during data collection were replaced with randomly generated IDs to prevent identification of individuals. 
    • Sensitive or identifying variables and some quality control variables were removed or suppressed in public datasets. 
    • Two versions of the international database were produced: a restricted-use file for authorized users under confidentiality agreements and a public-use file with reduced detail to minimize re-identification risks. 
    • Disclosure avoidance measures such as variable suppression, aggregation, and ID scrambling were applied in accordance with OECD data protection rules and relevant national legislation.