TALIS Starting Strong Survey 2018 Framework

Assessment or survey framework

Staff-child interaction

  • Process quality of staff-child interactions
    • Beliefs about enhancing the development of children’s abilities and skills
    • Engagement in collaborative professional practices
    • Facilitating numeracy learning
    • Facilitating play and child-initiated activities
    • Facilitating prosocial behavior
    • Language stimulation and support for literacy learning
    • Staff emotional support for children
    • Content of professional development and need for further development regarding process quality of staff-child interactions
    • Pedagogical practices with second-language learners
    • Self-efficacy regarding process quality of staff-child interaction
    • Time spent on process quality
  • Monitoring children’s development, well-being and learning
    • Content of pre-service education regarding assessment and monitoring
    • Content of professional development and need for further development regarding assessment and monitoring
    • Self-efficacy regarding the assessment and monitoring of children
    • Time spent on the assessment and monitoring of children
    • Staff engagement in collaborative professional practices related to the assessment and monitoring of children

 

ECEC center characteristics

  • Structural quality characteristics
    • Center total enrollment and capacity
    • Composition of children in the target group
    • Composition and role of staff in the target group
    • Center staff human resources
    • Resource shortages, including staff, ICT, materials or physical space
    • Staff attrition and turnover
    • Center funding and budget constraints
    • Center location and neighborhood environment
  • Pedagogical and administrative leadership
    • Appraisal and feedback
    • Beliefs about leader and pedagogical leadership
    • Budget constraints
    • Center evaluation
    • Center staff resources
    • Distributed leadership
    • Distribution of tasks
    • Pedagogical leadership
    • Regulation constraints
    • Resources for professional development
    • Staff shortages
    • Time spent on pedagogical and administrative leadership
  • Climate
    • Climate for staff learning
    • Distributed leadership
    • Number of working hours
    • Shared culture
    • Staff engagement in center
    • Time spent on tasks related to ECEC center upkeep (e.g. cleaning)
    • Sources of work stress
    • Staff beliefs about spending priorities
  • Stakeholder relations
    • Parent or guardian engagement
    • Relationships with other stakeholders (e.g. parents or guardians, social services, schools, community centers)
    • Outreach to other stakeholders (e.g. parents or guardians, social services, community centers)
    • Transition to other education levels or primary school

 

Leader and staff characteristics

  • Background and initial preparation
    • Age
    • Content of pre-service education program
    • Characteristics of education and initial preparation program
    • Qualifications gained from education and initial preparation program
    • Educational attainment
    • Employment status
    • Gender
    • Place of birth background
    • Work experience
  • Professional development
    • Type of induction activity
    • Participation in professional development activities
    • Type and content of professional development
    • Incentives and resources for participation in professional development
    • Barriers to professional development
    • Staff needs for further professional development
    • Staff beliefs about spending priorities
  • Well-being
    • Career aspirations
    • Career satisfaction
    • Satisfaction with profession
    • Perception of the value of the profession
    • Satisfaction with autonomy, ECEC center, work environment and working conditions
    • Sources of work stress
  • Professional beliefs about children’s development, well-being and learning
    • Beliefs about enhancing the development of children’s abilities and skills
    • Staff beliefs about spending priorities
  • Self-efficacy
    • Relating to equity and diversity practices
    • Regarding process quality of staff-child interaction
    • Regarding the assessment and monitoring of children
    • Regarding shortage of resources (staff, ICT, materials, physical space)

 

​​​​​​​Intersecting themes

  • Equity and diversity in the child group
    • Composition of children in center
    • Composition of children in target group
    • Approaches to diversity
    • Pedagogical practices with second-language learners
    • Content of professional development and need for further development regarding equity and diversity
    • Self-efficacy relating to equity and diversity practices
Contextual or background framework
  • Quality of learning and well-being environments (e.g. staff pedagogical practices and support of children’s development, innovative methodologies to improve ECEC process quality)
  • Staff recruitment, motivation and retention (measuring motivation and turnover)
  • Staff development (e.g. training, barrier identification and facilitation of staff development)
  • Personal characteristics of ECEC staff across participating countries
  • Staff work setting characteristics across participating countries (work environment)