Learning International Survey Research Articles

Student immigration, migration, and teacher preparation

ABSTRACT Global migration in recent decades means more schools enrol students from diverse cultural backgrounds than before. Such trends highlight the international importance of multicultural education within schools. This study reviews the evolution of multicultural education as a framework for addressing the education of immigrant students and examines the current extent to which teachers feel prepared for and are attentive to culturally responsive practices. Analyses of data on lower secondary teachers (n = 151,122) in 46 countries from the Teaching and Learning International Survey of 2018 reveal few teachers overall feel prepared for teaching culturally and linguistically diverse classrooms. However, teacher preparation and practices in multicultural education tend to be higher in classrooms with a greater percentage of students from immigrant backgrounds. The results present policy and research implications for teacher preparation in multicultural education, as well as creating more equitable education systems internationally.

Total quality leadership and organizational innovativeness: the role of social capital development in American schools

PurposeThe purpose of this study is to explore the relationship between total quality leadership, social capital development and organizational innovativeness in the school environment. While there are research studies focused on the impact of leadership on implementing quality management practices, innovation and organizational performance, the mediating effect of social capital development has not been explored on the influence of the school leaders.Design/methodology/approachTo achieve the purpose of this study, data collected from 158 principals, who participated in the Teaching and Learning International Survey 2018, were analyzed using structural equation modeling.FindingsThis study found that total quality learning-oriented school leaders are supportive of developing social capital in their schools, and such social capital development is very useful to improve organizational innovativeness. Interestingly, social capital development has been found to mediate the relationship between total quality learning-oriented school leadership and organizational innovativeness.Practical implicationsThis study submits evidence for two major activities that school leaders perform: learning- and control-oriented activities, both being important for improving and measuring quality in the educational sector. This study clearly shows that control-oriented activities lean toward negatively on social capital while learning-oriented activities strongly and positively influence social capital development. From this study, practitioners can be aware and consciously promote social capital development in schools and that social capital development mediates the influence of total quality leadership and innovation in schools.Originality/valueSchools can be visualized as guarded communities for creating a secure environment for students in support of learning. This research study shows that the combined cognitive capital, structural capital and relational capital mediate the impacts of total quality leadership on innovativeness in schools. Thus, school leaders should first establish a mechanism to develop social capital among their employees to bring up innovative initiatives.

What does the evidence say? The landscapes of professional development of teachers in elementary and junior high schools

<p>教師專業發展是提升教師素質與教學專業的關鍵。國際組織和世界各國陸續提出有關教師專業發展的政策、方案或措施，期能確保教學專業，增進學生學習成就。本研究運用經濟合作暨發展組織進行的《國際教學與學習調查》資料，以TALIS 2018數據為基礎，進行次級資料的解讀與分析，探討臺灣國民中小學教師專業發展的樣貌。研究發現：（一）國民中小學教師普遍參與專業發展活動，其參與類型是以專題研討、參與教師社群、教育議題介紹等活動居多，而較少進行與證照取得有關的專業學習活動。（二）國民中小學教師專業發展的內容是以學科知識、學科教學知識、課程知識為主，而對於跨文化溝通、文化回應教學議題則較少參與。（三）國民中小學教師專業發展的效應展現在建立專業知識、促進專業協作、教學實踐應用等方面，但卻未能促進教學專業的永續發展。（四）國民中小學教師專業發展的阻礙主要是來自於工作忙碌、時間不足、缺乏誘因、沒有適切的專業發展活動等等。整體來看，臺灣國民中小學教師專業發展並不亞於TALIS調查的平均水準。不過，教師專業發展在臺灣的實踐，仍有其薄弱環節與問題尚待克服。據此，臺灣國民中小學教師專業發展政策之推展，必須持續創造教師協作及網絡連結的文化氛圍，加強教師跨文化溝通素養與文化回應教學能力，重視教師專業發展成效評估與永續發展，以及建構完善的教師專業發展支持系統。</p> <p> </p><p>Teacher professional development is the key to improving teacher quality and teaching profession. International organizations and countries around the world have proposed policies, programs, or strategies related to the professional development of teachers. This study employed data from the Teaching and Learning International Survey (TALIS) conducted by the Organization for Economic Cooperation and Development (OECD). Based on TALIS 2018 evidence, it analyzed the landscapes of professional development of teachers in elementary and junior high schools in Taiwan. The research results are as follows. (1) The types of professional development of teachers include thematic seminars, participation in teacher communities, and introduction of educational issues, but less professional learning activities are related to obtaining licenses. (2) The contents of professional development of teachers are subject knowledge, subject teaching knowledge, and curriculum knowledge, and they have less participation in cross-cultural communication and culturally responsive teaching issues. (3) The effects of professional development of teachers are shown in the establishment of professional knowledge, promotion of professional collaboration, and application of teaching practice, but these have failed to promote the sustainable development of the teaching profession. (4) The obstacles to the professional development of teachers mainly come from busy work, insufficient time, lack of incentive, and no appropriate professional development activities. Overall, the professional development of teachers in Taiwan is no less than that in the countries participating in the TALIS survey, but there are still weak points and problems to be overcome. Based on these results, the policy and practice of teacher professional development in Taiwan should help create a cultural climate of teacher collaboration and network connection, and strengthen the cultivation of cross-cultural communication literacy and cultural response teaching competency of teachers. Furthermore, effectiveness evaluation and sustainable development should be emphasized, and support systems for teacher professional development should be built.</p> <p> </p>

Working Conditions Influencing Junior School Principalship as a Satisfying Profession: A Cross-Country Comparative Study

Although prior studies have extensively investigated the effect of working conditions upon professional satisfaction, the cross-national variance in the effect remains largely understudied due to technical or financial restrictions. The Teaching and Learning International Survey (TALIS) provides an opportunity to investigate the cross-country differences in the impact of working conditions upon principals’ professional satisfaction. The current study attempts to investigate the overall and specific effects of principals’ workplace environment satisfaction, rewards satisfaction, and workload stress on their professional satisfaction in 47 countries included in the TALIS 2018. The results indicate that workplace environment, rather than the typically regarded effort-reward issues, is the most powerful contributor to individual principals’ professional satisfaction across 47 countries, while, in countries with low overall professional satisfaction, rewards satisfaction and workload stress are more powerful predictors for principals’ professional satisfaction on the country level. This study may inform policymakers in school principal stimulation and retention that effective practice to stimulate and/or retain school principals may vary across countries and research findings derived from data on the individual level may not be applicable to practice on the country level.

Impacts of classroom teaching practices on students’ mathematics learning interest, mathematics self-efficacy and mathematics test achievements: a secondary analysis of Shanghai data from the international video study Global Teaching InSights

Teaching effectiveness is a core issue in educational research; however, there is little consensus about the most important results of classroom teaching from an international perspective. The effectiveness of teaching has remained a ‘black box’ for a long time. In the secondary study described in this paper we used empirical data for Shanghai taken from the international Organization for Economic Co-operation and Development (OECD) study Global Teaching InSights (GTI)—initially the Teaching and Learning International Survey (TALIS) Video Study—which was based on videotaped direct observations of classroom teaching. Eighty-five junior high school mathematics teachers and their students in Shanghai were observed to explore the impact of specific teaching practices on students’ interest, self-efficacy, and mathematics achievement scores. The results revealed that social-emotional support and instruction quality were the key dimensions relating to the characteristics and differences of mathematics lessons in Shanghai. While the former had a significantly positive impact on students’ general mathematics self-efficacy, the latter had a significantly positive impact on students’ mathematics interest. Although specific teaching practices had no significant direct impact on students’ mathematics achievement scores, social-emotional support and instruction quality considerably influenced students’ academic performance in an indirect way via general self-efficacy.

Characteristics of the Authority Basis of Icelandic Compulsory School Principals in Comparison to Other TALIS Countries

The purpose of this paper is to explore the authority basis of compulsory school principals in Iceland by making a general comparison to the other participating countries in the OECD Teaching and Learning International Survey (TALIS) 2018, as well as by using Hofstede’s cultural dimensions theory. The study utilizes data from principals in 48 of the countries that participated in the TALIS 2018. The authority bases of the principals and of the other governing agents are explored with regard to the key task areas, which range from managerial to curriculum tasks. The authority basis of the principals and the other agents in Iceland has commonalities with most of the other Nordic countries, as well as with Baltic countries, Anglophone countries (except for Canada (Alberta)), and with many Eastern European countries. On the basis of Hofstede’s cultural dimensions model, Iceland is “individualist”, with a low “power distance”, and it allocates more responsibility to the principals and to the other school agents at the school level than it does to the authorities. The major implication of this study for the Icelandic context is the need to enhance and strengthen the role of the school boards in terms of the professional support for principals.

Identifying information friction in teacher professional development: insights from teacher-reported need and satisfaction

ABSTRACT Professional Development (PD) is regarded a critical channel through which teacher instructional effectiveness improves. However, research shows that teacher discontent with PD is widespread. Bridging literature in organisational decision and labour economics, this study theorises that variation in how schools collect, process and respond to information on teacher needs can influence the degree of information friction in PD provision. Applying a two-step empirical analysis to the Teaching and Learning International Survey (TALIS) 2013 and 2018 United States sample (n = 4,336), findings reveal that teachers demonstrate high levels of concentrated PD need, yet schools do not meet these reported needs. Regression analysis results show that those schools demonstrating higher degrees of plurality in leadership and school autonomy are more effective in addressing teacher needs, while the effect of principal-staff interaction is more complex. Findings contribute new evidence on information friction in teacher PD provisionand identify effective management means in addressing information problems in school settings.

Impact of School Population Composition, Workload, and Teachers’ Utility Values on Teaching Quality: Insights From the Dutch TALIS-2018 Data

Several studies show that teaching quality is an important predictor of students’ academic achievement. However, less is known about factors that are important for teaching quality. In the present study, it was hypothesized that school population composition [i.e., students’ socioeconomic status (SES) and migration background], workload, and teachers’ utility values toward teaching would be important factors related to their teaching quality. The Dutch Teaching and Learning International Survey (TALIS) 2018 was explored (N = 1,884, secondary school teachers and 116 school leaders) to test our hypotheses. Data gathering followed a two-step procedure. Firstly, 200 schools were randomly selected. Secondly, 20 teachers within each school were randomly selected. Multi-item scales operationalized teaching quality on teachers’ self-reported classroom management, cognitive activation, clarity of instruction, and positive student-teacher relationships. Multilevel analyses showed that teachers’ social utility value was positively associated with all dimensions of teaching quality, whereas personal utility value was only associated with classroom management and clarity of instruction. Teachers working at schools with moderate shares of students from a socioeconomically disadvantaged background reported higher clarity of instruction (β = 0.42), and moderate and high shares report lower cognitive activation (β = –0.40, β = –0.33, respectively) than those working at schools with low shares. Student-teacher relationships were rated more positively by teachers working at schools that reported no students with a migrant background than those working at schools with a small share (β = 0.33). Moreover, teachers working at schools with high shares of students with migration backgrounds (β = –0.17) reported more negative relationships. These results suggest that dealing with low-SES students at schools affects the cognitively-focused elements of teaching quality, while dealing with students with a migration background seems to affect the social teaching qualities of teachers.

The Relationship between a School Culture’s Openness to Creative Solutions and Inquiry‐based Teaching Practices

AbstractWhile inquiry‐based pedagogy is expected to prepare students well for their future life and work in the modern world, research indicates that teachers still prefer the more traditional lecture‐based teaching practices. To explore better the issues underpinning the adoption of inquiry‐based teaching, this study hypothesized that inquiry‐based teaching involves creative problem‐solving behavior and therefore looked into an important but underexamined factor in teachers’ choosing to take up inquiry‐based teaching: their perception of their schools’ culture of openness to seeking creative solutions in the field of teaching and learning. Analysis of data from the 2018 Teaching and Learning International Survey of junior high school teachers in Taiwan provided evidence of a relationship between teachers’ perception of a school culture open to creative solutions and teachers’ inquiry‐based teaching practices, with the teachers’ self‐efficacy in inquiry‐based teaching serving as a mediating factor. The findings suggest that inquiry‐based teaching is enhanced by cultivating a school environment characterized by openness to creative solutions.

SCHOOL VIOLENCE IN DIVERSITY PERSPECTIVE: EVIDENCE FROM TEACHING AND LEARNING INTERNATIONAL SURVEY 2018

Violence is a widespread global problem in society and schools in particular; education stakeholders are charged with the urgency of diminishing violent behavior and delinquency in schools. This research was conducted using the cross-national principal data set from the 2018 Teaching and Learning International Survey (TALIS) administered by the Organization for Economic and Co-operation and Development (OECD). The study examined the relationship between school violence and professional development in leadership, it also explored how multicultural diversity policies and practices, school multicultural environments relate to violence in schools. Country fixed effect estimate was conducted to explore the relationship between school leadership, multicultural environment, multicultural policies and practices, and school violence in 47 countries. Results indicate that school leadership is adversely related to school violence, multicultural policies and practices were interestingly found to affect school violence positively. The results added nuance to previous studies that school leadership can play a cogent role in school violence, schools should invest in creating policies and practices that are core in self-affirmation and inclusive of all students.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0909/a.php" alt="Hit counter" /></p>

Perception of the Part-Time Teachers’ Professional Development Needs , Barriers, Feedback , and Job Satisfaction: Case of Serbia from Talis 2013 Sample

The research aimed to determine significant relationships between selected dimensions of professional life and the work of part-time teachers in a sample of respondents in the Republic of Serbia. In testing the model on a sample from the TALIS 2013 (Teaching and Learning International Survey), which consisted of dimensions of professional development (general and specific), barriers to professional development, evaluation and job satisfaction, showed statistically significant relationships between feedback, specific needs of professional development, and less significant links between the general needs of professional development and the barriers to this development with job satisfaction. Quantitative methods were followed to report the results of the cross-sectional study. Partial least square structural equation modelling (PLS-SEM) was utilised to assess the quantitative data. Research with this sample of surveyed teachers has not been done so far.

In-service teachers' professional development and instructional quality in secondary schools in Gedeo Zone, Ethiopia

The study aimed to assess the relationship between in-service teachers' professional development and instructional quality in secondary schools in the Gedeo zone in Ethiopia. The study used a quantitative research approach with descriptive and co-relational survey designs to attain its goal. A combination of stratified random and purposive techniques was employed to select samples. Quantitative data were collected using the standard Teaching and Learning International Survey (TALIS), while qualitative data used semi-structured interviews. Based on the nature of the data, percentage, mean, and ordinal regression were utilized for quantitative data, while themes for qualitative analysis. According to the findings, the contribution of in-service professional development to instructional quality varies across dimensions. It contributes more to assessment (33.7%), followed by planning (32.9%), and less to the teacher as a person (29.1%), implementation (32.6%), and classroom management (32.6%). Besides, professional development activities such as seminars, curriculum meetings, action research, staff training, reflection, mentoring, and school visits are perceived to have little impact on teaching quality. However, an increase in age was associated with the likelihood of diminishing professional development's contribution to instructional quality (p < .05). Finally, teachers' professional development's impact on instructional quality varied by age, program type, and qualification level of secondary school teachers (p < .05). As a result, school leaders, local government, and Dilla University advised providing training to rethink the relationship between professional development activities and instructional quality in the study area. • The contribution of in-service professional development to instructional quality appears to be small. • Relatively, professional development contributes more for assessment, and less for a teacher as a person. • Professional development activities related to group work perceived to have little impact on teaching quality. • Age is commonly and negatively associated with teachers’ perception toward professional development. • Induction program and experience are positively associated to perception toward professional development contribution to planning and implementation.

Patterns of teacher collaboration, professional development and teaching practices: A multiple correspondence analysis of TALIS 2018

Teacher collaboration and professional development activities are core issues of teacher professionalisation. The purpose of this explorative study is to explore patterns of professional development participation, teacher collaboration and teaching practices using multiple correspondence analysis. Feedback provided to teachers and class characteristics were also included in the analysis. Therefore, secondary analysis of lower secondary teacher data from the OECD Teaching and Learning International Survey 2018 was conducted. The explorative analyses show that teachers who are not participating in collaboration activities are less likely to use teaching practices like clear instruction and cognitive activation. Feedback and class characteristics also show small but notable connections to collaboration and teaching practices. Teacher working with challenging classes (e. g. high number of children with problem behaviour) frequently use cognitive activation and clear instruction practices but also less collaboration and participation in professional development.

Note on &quot;Starting Strong Teaching and Learning International Survey 2018&quot;

Note on &quot;Starting Strong Teaching and Learning International Survey 2018&quot;

Professional Development and Teacher Job Satisfaction: Evidence from a Multilevel Model

Numerous studies in different countries find evidence for high rates of teacher turnover, leading to shortages and potential quality issues. Job satisfaction is found to be an important antecedent of turnover. In this study, we investigate the impact of various aspects of professional development for teachers (as well as interactions of these aspects) on job satisfaction. The main goal is to disentangle the interactions between need for and participation in professional development activities, allowing more detailed and precise analyses that may lead to a better substantiated understanding of the mechanisms at work. We use data from the 2018 wave of the OECD’s Teaching and Learning International Survey (TALIS). The hierarchical data structure of teachers nested in schools, nested in regions requires the use of appropriate estimation techniques: multilevel or hierarchical linear modelling (HLM). We find a significant positive relationship between job satisfaction and need for professional development for teaching diversity and special needs, which is (negatively) moderated by the number of professional development activities a teacher had participated in. Another indicator, measuring the need for professional development in subject matter and pedagogy, shows a significant negative relationship with job satisfaction and is (positively) moderated by the amount of professional development.

National Reports and Global Education Policy Diffusion

Comparative research projects have become one of the main sources of information to investigate national systems of education and to inform education policy making at the national level. However, the way that national education authorities interpret and use the results of these projects may differ substantially among countries. This process, that we refer to as the national interpretation in comparative education, is overlooked in the debate regarding comparative research projects in education. This paper addresses this issue analysing national reports of the OECD Teaching and Learning International Survey (TALIS) from eight different countries: Australia, Brazil, Canada (Alberta), Chile, England, Mexico, Portugal and Spain.&#x0D; The results indicate that the national interpretation and reporting of international comparative data is fairly homogeneous considering the socio-educational diversity of the selected countries. However, our analysis also suggests that reports from English-speaking countries (Australia, Canada, and England) have a higher degree of similarity with the survey’s conceptual framework, whereas national reports from Mexico and Chile showed a lower degree of similarity. Moreover, our analysis reinforces the relevance of understanding countries’ focus and interpretation of evidence produced by international comparative research projects in education.

Peculiarities of the higher education development in a blended learning environment

This article aims to identify the peculiarities of the higher education pedagogy transformation through the blended learning model. The methodology was based on a statistical, correlational analysis by using The Teaching and Learning International Survey database containing the survey results of 7,823 educators in France and the Netherlands. The study revealed an average level of teacher preparation for blended learning (50.5%) and preparation for information and communication technology (ICT) use in student learning (48.4%) components inclusion. A significant level of teachers’ professional development of ICT skills was revealed (44% take courses). An average level of teachers’ unpreparedness both for blended learning (28.9% not ready, 36.6% not prepared enough) and ICT use in practice was established (30.3% almost not ready, 34.25 not prepared enough). A positive correlation was established between the teachers’ preparation for the blended learning environment and the passage of professional ICT skills development courses.

Finding the missing link: Do principal qualifications make a difference in student achievement?

Despite the growing scholarly interest in the effects of principal leadership on student achievement, empirical evidence concerning how principal qualifications might be related to student learning outcomes has been limited. This study investigates the relationship between different principal qualifications (prior experience in teaching, principalship and other school management roles, formal education, principal training, and professional development) and student achievement by analyzing cross-national teaching and learning international survey and program on international student assessment data from seven countries. The results showed that experience in principalship and other school management positions, principal training, and participation in networking activities and teaching/pedagogy-focused seminars had small but statistically significant associations with student achievement, though the results were not consistent across different subjects. Level of education and years of teaching experience did not, however, predict student achievement. Implications of the findings are offered for policy and further research.

Teacher Preparation, Motivation, and Self-Efficacy: A Comparative Study of New Teachers in Japan and the United States

Using the Teaching and Learning International Survey (TALIS) 2018, this study examines U.S. and Japanese new teachers’ initial teacher preparation (ITP), feelings of preparedness, motivations, and self-efficacy. The analysis of 355 U.S. and 433 Japanese new secondary teachers provided several findings. First, ITP in the U.S. more often included teaching in mixed-ability and multicultural settings, cross-curricular skills, and technology than Japan, and U.S. teachers felt more prepared than Japanese teachers in every category of preparation. Second, Japanese teachers were more likely to declare teaching as their first career choice and reportedly scored significantly higher on motivations to become a teacher of personal utility value, while U.S. new teachers scored higher on social utility value. Third, there were no significant differences in self-efficacy between U.S. and Japanese new teachers. This study contributes to the gap of large-scale, comparative literature between the U.S. and Japanese initial teacher preparation. Implications for practice and directions for future research are discussed.

Dynamic patterns of teachers’ professional development participation and their relations with socio-demographic characteristics, teacher self-efficacy, and job satisfaction

This study examined the dynamic patterns of teachers' participation in various topics of PD activities to better understand the individual differences in PD experience of teachers. Using Teaching and Learning International Survey 2018 U.S. data (n = 2411), we conducted a latent class analysis and identified five distinct profiles. Moreover, we found that these profiles were associated with teachers' socio-demographics as well as their self-efficacy and job satisfaction. This study adds to the literature by providing a more nuanced understanding of teachers’ PD experience and highlights the importance of supporting teachers to participate in various topics of PD.