TALIS 2024 core survey

Teachers

• Age and gender
  • The average age of teachers across all TALIS‑participating education systems was 45. In several systems, it exceeded 50, while in others it was considerably lower, at around 39.
  • Trend: The average age of teachers had risen by two or more years in 2024 compared to 2018 in several systems, while it had decreased by around two years in others.
  • Women accounted for almost 70% of the teacher workforce on average across all participating countries. Their share was highest in Latvia, Lithuania, and Estonia, where women represented around 85% of teachers, while they were a minority in Japan (41%), Morocco (46%), and Saudi Arabia (49%).
  • Trend: These gender patterns remained relatively consistent between 2018 and 2024, with some exceptions.
• Initial education
  • On average, 57% of teachers held a master’s degree (ISCED 7). In Croatia, Finland, Poland, Portugal, and the Slovak Republic, this share exceeded 90%.
  • Very few teachers (3% and 2%, respectively, on average) had either a short-cycle tertiary qualification (ISCED 5) or a doctoral degree (ISCED 8).
  • A large majority of teachers across OECD education systems reported feeling well prepared in traditional areas of teaching, such as subject content, subject‑specific and general pedagogy, and classroom practice in the subjects they teach. 
  • However, less teachers felt prepared in emerging areas of teaching, particularly for teaching in multicultural or multilingual settings (33%), supporting students’ social and emotional development (44%), and using digital resources and tools (57%).
• Teaching and non-teaching experiences
  • Teachers had an average of around 17 years of experience. 
  • In almost half of the education systems, at least one out of two teachers had prior non-teaching work experience. This was particularly high in Iceland (95%), the United States (79%), Australia and Sweden (both 77%).
  • On average, about 30% of teachers had experience in other education roles.
  • Around 8% of teachers were second-career teachers on average, with shares ranging from 1% to 21%.
    • On average, the share was higher among male teachers (12%) than among female teachers (7%).
    • Second-career teachers were equally likely to meet their lesson aims, experience stress “a lot”, and be satisfied with their job as their peers in most education systems.
• Induction
  • Almost 70% of teachers on average reported having taken part in induction programmes in their school. 
  • Trend: Compared to TALIS 2018, rates of participation in induction activities (whether formal or informal) had increased by 31 percentage points, on average.
  • Mentoring
    • On average, about 25% of novice teachers had an assigned mentor.
    • The share of novice teachers benefitting from a mentorship programme ranged from 5% in Montenegro to almost 80% in Shanghai (China).
    • Novice teachers who had mentors also had greater job satisfaction and well-being.
• Professional development
  • While nearly all teachers participated in continuous professional learning, only 55% reported that the activities they took part in during the previous 12 months had a positive impact on their teaching, on average across OECD education systems. 
  • Novice and experienced teachers showed a similar propensity to participate in professional learning activities. However, there were differences: 
    • Novice teachers were more likely, on average, to be enrolled in formal qualification programs and to attend training focused on reflections on lesson observations.
    • Rates of participation in all other types of professional learning activities were generally higher for experienced than for novice teachers in most education systems.
  • Most professional learning activities were predominantly attended in person or hybrid form, rather than fully virtual or online.
  • Professional learning activities largely focused on traditional topics, most commonly subject‑specific knowledge and understanding. 
  • Trend: However, participation in training on traditional topics declined between 2018 and 2024, on average across education systems.
  • Artificial intelligence (AI) was a major new area of professional development. On average across OECD education systems,
    • Some 29% of teachers reported professional development needs in the use of AI, more than for any other content area surveyed.
    • 38% reported that they actually participated in professional learning on AI.
  • Classroom management remained a major learning need for novice teachers. 
    • Some 30% reported needing training in this area on average.
    • Trend: This share had increased by 6 percentage points since 2018. 
• Time
  • Trend: Full-time teachers reported working almost half an hour more per week than in 2018, on average, although changes varied substantially across education systems. 
  • Teaching time
    • Teaching remained the most time-consuming task, but it represented only about 43% of full-time teachers’ total self-reported working time on average. 
    • In the majority of education systems, teachers reported that their teaching hours had remained unchanged. 
  • Lesson planning accounted for 14% and marking/correcting for 9%. 
• Teaching practices
  • Maintaining discipline: About 20% of teachers reported experiencing significant disruptive noise and disorder in their classrooms, on average. 
    • Trend: The average share of class time spent on keeping order increased from 13% in 2018 to 16% in 2024 across OECD education systems.
    • Novice teachers reported more classroom disruptions than their experienced colleagues in nearly all education systems.
  • Adaptive teaching practices 
    • Around 90% of teachers reported that they frequently or always changed the way they explained something when students had difficulty understanding.
    • Again around 90% reported that they considered students’ prior knowledge and needs when planning lessons. 
    • In contrast, only around 60% of teachers said that they pointed students to different materials for learning depending on their needs.
  • Social and emotional learning: Around 80% of teachers reported that they frequently or always focused on developing students’ relationship skills, empathy, perspective-taking, and making caring and constructive choices about their personal actions.
• Assessment practices
  • The most widespread assessment practices were observing students while working and giving immediate feedback, using assessments to check whether students had learned the material, and providing oral or written feedback to indicate areas for improvement. 
  • Teachers were less likely to ask students to assess their own progress, but this practice had increased since 2018.  
• Self-efficacy
  • Teacher self‑efficacy was highest in classroom management and instruction, with most teachers, on average, reporting that they could calm disruptive students (84%), ensure adherence to classroom rules (87%), and use a variety of assessment tasks (80%).
  • Self-efficacy was lower in student engagement: 67% of teachers said they could motivate students who showed low interest in schoolwork. 
  • In 14 education systems, teachers with low self-efficacy were more likely to report this as a source of stress than those with high self-efficacy.
• Teacher supply
  • Just over 30% of teachers worked in schools reporting shortages of support personnel on average. This exceeded 50% in several systems but was 5% or less in a few. 
  • Trend: Overall, reports decreased by 6 percentage points between 2018 and 2024, with larger declines in some countries, while others showed no change.
  • In addition, 23% of teachers worked in schools that reported that a shortage of qualified teachers limited the capacity of their school to provide quality instruction.
• Prestige, satisfaction, and stress
  • Job satisfaction and well-being
    • Almost 90% of teachers were satisfied with their jobs, on average, ranging from 79% in Japan to 98% in Albania.
    • Teacher well-being was most negatively associated with additional time spent on administrative tasks, marking, and communication with parents. 
    • Teachers’ fulfilment of lesson aims and their well-being and overall job satisfaction, including satisfaction with both the profession and their current work environment, varied more within rather than between education systems.
  • Stress
    • Too much lesson preparation was reported as a source of stress by just over 30% of teachers across OECD education systems, especially for novice teachers.
    • Maintaining discipline
      • On average, 45% of teachers reported that maintaining discipline caused them stress. This share rose to 55% among novice teachers, compared with 41% among experienced teachers.
      • Maintaining discipline as a source of stress was a key predictor of teachers’ fulfilment of their lesson aims, as well as their well-being and job satisfaction.
• Status of the teaching profession
  • Student and parent value
    • Around 70% of teachers, on average, agreed that teachers were valued by students (ranging from 53% to 96%). 
      • Teachers in privately managed schools were more likely to feel valued by students than those in publicly managed schools, with a difference of 12 percentage points. 
      • A similarly sized gap was observed between teachers in socio‑economically advantaged and disadvantaged schools.
    • Around 65% of teachers said that teachers were valued by parents and guardians at their schools, on average across OECD education systems.
  • Societal value
    • While over 80% of teachers “agreed” or “strongly agreed” that teachers were valued in society, in Kazakhstan, Uzbekistan and Viet Nam, less than 10% reported the same in the French Community of Belgium, Croatia, France, Hungary, Portugal, the Slovak Republic and Slovenia.
    • Trend: In around one third of education systems, the share of teachers who felt the profession was valued in society increased since 2018, with rises of over 10 percentage points in some cases. In contrast, similarly large declines were observed in other systems.
    • Teachers who felt their profession was valued by society were more than 10% less likely to consider leaving teaching within five years, even after accounting for teachers’ intrinsic motivations, contract modalities and satisfaction with employment terms, including salary.
  • Working conditions
    • 80 % of teachers had a permanent contract, on average. The share of teachers employed on a fixed-term contract was considerably higher among younger teachers (under age 30) and novice teachers (those with up to five years of teaching experience).
    • Approximately 20% of teachers were employed part-time, on average. Yet, more than 60% of teachers worked part-time in Brazil and the Netherlands. 
      • The prevalence of part‑time work differed by gender across education systems. In some systems, male teachers were more likely to be employed part time, while in others, part‑time employment was more common among female teachers.
      • Trend: The share of teachers employed part time since 2018 varied across education systems, increasing by at least 5 percentage points in some systems and decreasing by a similar magnitude in others.
      • Teachers employed part-time were much more likely to work in multiple schools compared to their colleagues working full-time.
    • Teachers’ decisions to remain in the profession appeared to be more strongly influenced by employment and working conditions than by salaries alone.
• Collaboration
  • On average, 84% of teachers reported initiating and leading collaboration with colleagues, with no education system having fewer than 72% of its teachers doing so. 
    • Trend: In most education systems, teachers reported spending more time on teamwork than in 2018 and in no system did they report spending less time. 
    • Full-time teachers reported spending around three hours per week participating in teamwork and dialogue with colleagues on average across OECD education systems.
  • Types of collaboration
    • Around 31% of teachers reported teaching jointly as a team. About 14% engaged in joint activities across different classes and age groups at least monthly, and 9% observed other teachers’ classes and provided feedback, on average.
    • Simpler forms: Around 60% of teachers discussed the learning development of specific students with colleagues at least monthly, and about 45% exchanged teaching materials with colleagues monthly or more. In addition, 41% of teachers reported working with other teachers to ensure common standards in the evaluation of student progress.
  • In general, teachers who reported collaborating more also had higher levels of job satisfaction and well-being.
• Feedback and collaboration
  • Experienced teachers were more likely than novice teachers to receive feedback informed by school- and classroom-based student results and especially by external student results. 
  • In some education systems, novice teachers were more likely to report receiving observation‑based feedback, while in others, this form of feedback was more common among experienced teachers. 
  • On average, 65% of teachers were involved in post-appraisal discussions aimed at addressing any weaknesses in their teaching.
• Leadership and autonomy
  • On average across OECD education systems, 78% of teachers reported that their school provided opportunities to participate in decision making, but this was more common in rural than in urban schools (on average 8 percentage-point difference).
  • Trend: Teachers’ involvement in school-level policy decisions affecting their practice had declined in many education systems. According to principals, teachers’ involvement in setting student assessment policies declined by an average of 3 percentage points between 2018 and 2024. 
  • Teachers with higher instructional autonomy were more likely to report greater adaptability in instruction, higher job satisfaction, and greater well-being.
• Artificial intelligence (AI)
  • Around 30% of teachers reported having used AI in their work, on average across OECD education systems. Usage varied widely across systems, ranging from around 75% of teachers in Singapore and the United Arab Emirates to fewer than 20% in France and Japan.
    • Teachers most commonly used AI to learn about or summarize a topic (68%) and to generate lesson plans or activities (64%). 
    • The least frequent use was for reviewing data on student participation or performance (25%). 
  • Around 90% of teachers in the United Arab Emirates and Viet Nam agreed that AI assists in creating or improving lesson plans, compared to less than 20% of teachers in France and around 31% of teachers in Denmark and Finland.

School leaders

Forthcoming