School leadership

• Repeat and/or improved indicators on the profile of school leadership and management styles (including indicators on the roles and functions of school leaders)
• New indicators on distributed and team leadership

Teacher training and in-service professional development; initial teacher education

• Repeat indicators on the profile of in-service professional development (types of activities, participation rates, intensity of participation, mentoring, and induction programs)
• Repeat indicators on the needs and demands for in-service professional development
• Repeat indicators on barriers preventing participation in in-service professional development
• Repeat indicators on the perceived impact of in-service professional development
• New indicators on initial teacher education

Teacher appraisal and feedback

• Repeat and/or improved indicators on the profile of teacher appraisal and feedback (frequency, criteria, outcomes)
• Repeat and/or improved indicators on the perceptions of the effectiveness and impact of teacher appraisal and feedback (focusing on the impact on pedagogical aspects of teachers’ work)
• Development of new indicators was not anticipated for this theme, although improvements to existing indicators were considered

School climate and ethos

• Repeat indicators on disciplinary climate
• Repeat indicators on teacher-student relations
• Repeat but improved indicator on the profile of teachers’ working time
• New indicators on parent-teacher and parent-school relations

Teachers’ pedagogical beliefs

Repeat or improved indicators on the profile of teachers’ beliefs about teaching

Teachers’ pedagogical practices

• Repeat or improved indicators on teaching practices
• Repeat indicators on the profile of co-operation among teaching staff
• New indicators on the profile of student assessment practices

Teacher self-efficacy and job satisfaction