TALIS 2013 Results - Nieizviestnyi

Description

Foreword Acknowledgements Table of Contents Executive Summary Reader’s Guide Chapter 1 - Overview of Talis What is TALIS ? TALIS 2013 The aims of TALIS The population surveyed Who is a TALIS teacher? TALIS 2013 policy themes Administering TALIS Interpretation of the results Organisation of the report Note References Chapter 2 - Teachers and their Schools Highlights Introduction Who is teaching in lower secondary schools? Teachers’ gender and age Teachers’ education and professional training Work experience of teachers Employment status Distribution of teachers A profile of schools where teachers work School type and school composition School resources School climate School autonomy Summary and main policy implications Notes References Chapter 3 - The Importance of School Leadership Highlights Introduction The Principal’s Work Planning school goals, programmes and professional development Sharing responsibilities Who are today’s school leaders? Age and gender of principals Formal education of school principals Principals’ work experience Professional development for principals Principals’ leadership: Providing direction to the school and supporting teachers Instructional leadership and principals’ engagement in school and teacher development Instructional leadership and school climate Principals’ job satisfaction Summary and main policy implications Notes References Chapter 4 - Developing and Supporting Teachers Highlights INTRODUCTION Induction and mentoring programmes Availability of induction programmes Participation rates in induction programmes Availability of mentoring programmes Participation rates in mentoring programmes Why teachers participate in professional development Participation rates How does participation vary by teacher and school characteristics? How much professional development do teachers get? Teachers' perceptions about the effectiveness of their professional development How teachers’ professional development is supported Scheduled time Financial support: Salary supplements Non-monetary support Teachers' professional development needs Professional development on using ICT Barriers to participation Conflict with work schedule Lack of incentives for participation Participation is too costly Other barriers Summary and main policy implications Notes References chapter 5 - Improving Teaching Using Appraisal and Feedback Highlights Introduction Defining teacher appraisal and feedback Organisation of the Chapter Formal teacher appraisal Who provides feedback to teachers Methods for providing teacher feedback Multiple sources of feedback Focus of teacher feedback Outcomes of teacher appraisal and feedback Perceptions of teacher appraisal and feedback systems in schools Does school autonomy make a difference to teacher appraisal and feedback? Summary and main policy implications Note References Chapter 6 - Examining Teacher Practices and Classroom Environment Highlights Introduction Theoretical background, review of literature and analytical framework Organisation of the chapter Classroom teaching practices What accounts for the variance in teaching practices? Teacher characteristics Professional development Classroom context Teachers’ use of student assessment Time spent on various tasks Beliefs about the nature of teaching and learning What accounts for the variance in teachers’ beliefs? Bringing beliefs and practices together Teacher professional practices: Co-operation among staff Creating a collaborative school climate What accounts for the variance in teacher co-operation? Classroom environment Country differences in classroom environment What accounts for the variance in classroom climate? Summary and implications for policy and practice Notes References Chapter 7 - Teacher Self-Efficacy and Job Satisfaction: Why They Matter Highlights Introduction Analytical model Organisation of this chapter A profile of teachers’ self-efficacy and job satisfaction Individual self-efficacy and job satisfaction items across countries Teacher self-efficacy and job satisfaction in relation to teacher demographics Teachers’ self-efficacy and job satisfaction in relation to classroom environment Teachers’ self-efficacy and job satisfaction in relation to school leadership and in-school relations The role of in-school relationships in accounting for the impact of classroom composition Teachers’ self-efficacy and job satisfaction in relation to professional development of teachers Teachers’ self-efficacy and job satisfaction in relation to teacher appraisal and feedback Teachers’ self-efficacy and job satisfaction in relation to teachers’ beliefs and practices The role of beliefs and practices in accounting for the impact of classroom composition Teachers’ self-efficacy and job satisfaction in relation to teachers’ professional collaborative practices Summary and main policy implications Notes References Annex A - Technical notes on sampling procedures and response rates for TALIS 2013 Sampling procedures and response rates Sample size requirements Participation rates Definition of teachers Notes regarding the interpretation of the data Annex B - Technical notes on indices and analysis used in TALIS 2013 Construction of indices and other derived measures Technical notes on analyses References Annex C - TALIS 2013 Tables of results List of tables only available on line Annex D - List of contributors