Teaching And Learning International Survey Research Articles

교사멘토링이 초등교사의 교사효능감 및 교직만족도에 미치는 영향 분석

Objectives This study aimed to empirically analyze whether elementary school teachers' participation in mentoring programs affects teacher efficacy and satisfaction. Methods The regression analysis was conducted through propensity score matching using the Teaching and Learning International Survey (TALIS) 2018 data. Results As a result of analysis, it was confirmed that elementary school teachers' participation in mentoring had a negative effect on teacher efficacy. In particular, according to the type of mentoring participation of teachers, the negative effect was greater on teachers participating as mentee than teachers participating as mentor. In addition, it was confirmed that the participation of elementary school teachers in mentoring negatively affects the satisfaction of teaching profession according to the type of participation. In the case of participation as a mentor or mentee in the mentoring program provided by the school and the case as a mentor teacher, the effect on the satisfaction of the teaching profession did not show statistically significant results, but in the case of participation as a mentee teacher, statistically significant negative results were found. Conclusions This study is significant in that it is the first domestic study to empirically verify the causal effect of elementary school teachers' mentoring participation. However, in interpreting the results of this study, if a qualitative study on the negative aspects of the mentoring program felt by teachers in the actual educational field is conducted as a follow-up study in that results contrast to previous studies have been drawn.

The Mediating Effect of Teachers’ Collective Innovativeness Between School Climate and Job Satisfaction

<p style="text-align:justify">Since psychological satisfaction is influenced by the interaction between individuals and their environment, it is necessary to create a cooperative climate at the organizational level and strengthen collective innovativeness at the individual level to improve teachers' job satisfaction. Therefore, the study investigated whether collective innovativeness can be mediated by the school climate to enhance teacher job satisfaction. This study extensively examined survey data with a sample of 3,976 teachers in Shanghai through Structural Equation Modeling, obtained from Teaching and Learning International Survey (TALIS). The findings revealed that teachers' collective innovativeness served as a significant mediator between school climate and job satisfaction. Furthermore, higher levels of collective innovativeness among teachers amplified the influence of school climate on their job satisfaction. These findings show that schools should strive to foster a collaborative school climate and provide support for teachers in implementing innovative and collaborative teaching activities with the aim of enhancing their job satisfaction. Above all, efforts are needed to support teachers' active and cooperative practice capabilities in building teacher-student relationships.</p>

Teaching and Learning International Survey (TALIS) 2018: A Descriptive Analysis of Teacher Professional Development (TPD) in Indonesia

The Teacher Professional Development (TPD) program is a crucial strategy for enhancing teachers' knowledge and skills. The program includes activities that go beyond introducing instructional methods in the classroom and focus on improving teachers' abilities to communicate and collaborate with their peers, community of teachers, leaders, and school partners. There is a scarcity of research presenting TPD data from teacher representatives throughout Indonesia, particularly those using the 2018 TALIS questionnaire developed by the OECD. This mixed-method study collected TPD data from a survey of 410 elementary school teachers in Indonesia and interview data through the FGD method from 53 respondents, including teachers, principals, parent committees, and education offices from several cities in Indonesia. The study's results indicate that TPD programs in Indonesia require improvement and equal implementation both teachers in urban and suburban/rural area. The programs primarily focus on enhancing knowledge, instructional and institutional skills, including organic relationships with peers and school partners. Descriptive data analysis reveals that TPD programs should encourage cooperation and collaboration among teachers at local, national, and international levels. Recommendations for future research should analyze the effect of the TPD program integrated with the Merdeka Curriculum on teachers' committees. This will provide valuable insights into the effectiveness of the program.

The Impacts of School Climate on Teachers’ Job Satisfaction: An Analysis of Teaching and Learning International Survey (TALIS) 2018 National Data

The Impacts of School Climate on Teachers’ Job Satisfaction: An Analysis of Teaching and Learning International Survey (TALIS) 2018 National Data

Examining the professional development of hungarian teachers in Romania

This study presents the partial results of a comprehensive research on the professional development of Hungarian teachers in Romania which were gained through adapting and complementing the questions related to the professional development of the 2018 OECD TALIS (Teaching and Learning International Survey). From 15 counties of Romania, 500 Hungarian primary and secondary school teachers completed the online questionnaire. The forms and topics of professional development were studied on a 5-year research period, before and during the COVID-19 pandemic (2017–2021). The results show that the most popular forms of professional development were attending training courses, reading professional literature, and visiting online professional social networking sites. Among the topics of professional development activities subject-specific knowledge and the development of competences necessary for the teaching of the subject were dominated. Teachers found those training courses the most efficient that were coherent and provided opportunities for the practical implementation of new ideas, for active learning and cooperation. In only a few cases were found differences between the opinions of primary and secondary school teachers, and between groups according to teaching experience.

Exploring school factors related to professional learning communities: a machine learning approach using cross-national data

ABSTRACT In the ongoing endeavour to increase student learning, restructuring schools into professional learning communities (PLCs) remains a popular strategy globally. Multiple studies have investigated positive outcomes associated with PLCs for students and teachers, but limited knowledge exists about factors associated with well-functioning PLCs, such as leadership, organisation, policies, and student and staff composition. We apply machine learning (ML) to explore relationships between PLCs and a wide range of school factors using the Teaching and Learning International Survey (TALIS) 2018. TALIS 2018 provides unique data for this study since it includes substantial information about how schools are managed and the contexts in which they operate across a wide range of countries. We find support for some of the factors mentioned in the literature, as well as identifying other factors not previously explored. Finally, we discuss the potential for further research on how to create optimal conditions for teachers’ engagement in PLCs.

Comparing STEM and Non-STEM Teachers’ Self-Efficacy in Multicultural Classrooms: Insights from TALIS 2018 U.S. Data

AbstractDrawing on U.S. data from the Teaching and Learning International Survey (TALIS) 2018, this study first compared STEM and non-STEM teachers’ self-efficacy in multicultural classrooms (TSMC), then identified the factors related to TSMC for each group of teachers, and lastly explored the similarities and differences among the factors. Results from general linear model univariate analysis revealed that STEM teachers scored significantly lower in TSMC than their non-STEM counterparts. Results from multilevel modeling analysis indicated that gender and professional development needs were significant predictors of TSMC for both groups; factors such as initial teacher preparation, professional development topics, and school instructional leadership emerged as significant predictors only for non-STEM teachers. The implications and significance of these results were discussed.

Addressing social disparities in special education placement in three welfare states: Student demographic correlates of the share of students identified with special educational needs at the school level using TALIS data

AbstractThe number of students with special educational needs (SEN) is growing rapidly. This study compared the correlations between the share of students identified with SEN and student diversity (socioeconomic status and ethnicity) at the school level in three countries. We used the principal questionnaire from the 2018 Teaching and Learning International Survey (TALIS) to examine data from principals in three welfare states (the United Kingdom, France, and Sweden) and whether minority students in these three countries also receive special education. We conducted an ordinal regression analysis to examine the data. First, our results suggest that the share of immigrants in schools does not reliably predict the share of students placed in SEN. Second, the schools' share of refugees predicts the share of students placed in SEN, although the results vary by educational stage and country. Third, the schools' share of socioeconomically disadvantaged students predicts the share of students with SEN in all countries. We conclude that our study both agrees and disagrees with overrepresentation theory and equity theory. Finally, we suggest that welfare state theory may explain these differences.

How does leadership affect teacher collaboration? Evidence from teachers in US schools

ABSTRACT The research literature reports that teacher collaboration has great potential to increase various teachers’ competencies; however, less has been said about how leaders can facilitate and support the development of these collaborations. This study examines the relative impact of distributed leadership practices, teacher professional learning, and innovative climate on teacher collaboration. Data are from the Organisation for Economic Cooperation and Development (OECD) 2018 Teaching and Learning International Survey (TALIS). The sample consists of 2,324 teachers from 159 US lower secondary schools. Results indicate that distributed leadership has a direct and indirect impact on teacher collaboration in that professional learning and innovative climate serve as mediators for the leadership–collaboration relationship. The findings imply a potential benefit to be gained from distributing leadership among various stakeholders throughout the school, as well as expanding access to improve collaborative pedagogical practice among teachers.

Influences of Carry-Over Effects Across Scales on Mediation Analyses

ABSTRACT Many education tests and psychological surveys elicit respondent views of similar constructs across scenarios (e.g., story followed by multiple choice questions) by repeating common statements across scales (one-statement-multiple-scale, OSMS). However, a respondent’s earlier responses to the common statement can affect later responses to it (recursive carry-over effect), which violates the local item independence assumption of most measurement models. Ignoring this carry-over effect can bias both estimated item parameters for later scales and relations among scales. This study investigates the consequences of model misspecification for OSMS questions in mediation analyses via real data from the Teaching and Learning International Survey (TALIS) and simulations. The results showed that failing to consider carry-over effects in a mediation model yielded biased relations between latent variables. Moreover, our MMCEO mediation model corrected the inflated correlations caused by carry-over effects and yielded superior estimates of the mediation effects. We discuss implications for appropriately addressing carry‑over effects.

The Impact of Leadership on School Organizations: Network Analysis Approach to Systematic Review of Literature on Teaching and Learning International Survey

The purpose of this study is to review the literature on the Teaching and Learning International Survey (TALIS) for the past 10 years to identify multiple paths through which school leadership exerted influences on school organizations and organizational outcomes. Our analysis of a network, consisting of 83 nodes (variables) and 242 variable ties from 29 reviewed studies identified four emergent themes. Reviewed studies (1) overwhelmingly framed the principal as the driver and teachers as the target of change; (2) suggested nine core variables (e.g., instructional leadership) to play central roles within the reviewed studies; (3) depicted student academic achievement as a function of the principal’s instructional leadership and their job satisfaction influenced by school context, principal qualification, and organizational conditions (e.g., respect for others); and (4) suggested teacher self-efficacy as the potential bridging variable between multiple change processes. The discussion includes implications for school leadership and future research.

SCHOOL CLIMATE AND PART-TIME TEACHERS’ JOB SATISFACTION: A STUDY INVOLVING A TALIS SAMPLE FROM SERBIA

This study aimed to determine part-time teachers’ attitudes (based on a sample of respondents from the Republic of Serbia) (N=727) about school climate and job satisfaction; it also aimed to examine the nature, level, and intensity of the connection between these two complex variables. To examine such attitudes, we used several questionnaires on school climate and job satisfaction extracted from the Teaching and Learning International Survey (TALIS), 2013. Based on the instrument we utilised, the school climate could be categorised and studied as a two-component dimension reflecting two aspects of part-time teachers’ school life: general school issues, and issues related to students’ needs and well-being. We concluded that there is a significant correlation between part-time teachers’ school climate and job satisfaction. School climate explains 27% of the job satisfaction variance, indicating the importance of the observed regression relationship.

What makes a difference in teacher innovativeness? Evidence from the TALIS 2018 US teacher data

PurposeThis study looked into the factors that could make a difference in teachers’ individual innovativeness and team innovativeness. We investigated five categories of factors: (1) innovation-related teacher preparedness, (2) innovation-related teacher professional development, (3) teacher professional practices, (4) teacher empowerment and (5) innovation-related teacher self-efficacy.Design/methodology/approachThe data source is the 2018 Teaching and Learning International Survey (TALIS) US data. The samples include about 165 schools and 2,560 teachers. We applied the structural equation model to analyze the data and the unit of analysis is set at the individual teacher-level.FindingsWe found that all factors matter except professional development and that they matter differently for different innovativeness outcomes.Originality/valueThis study is significant in several aspects: first, it is among the first that examined the factors that could make a difference in teacher innovativeness. Second, we differentiated between individual and team teacher innovativeness. Third, the findings highlight the importance of several factors including teacher preparation, teacher collaboration, teacher participation in school decisions and teacher self-efficacy.

The Role of Teacher Autonomy, School Climate, and “Perceptions of Value & Policy Influence” in Predicting Lower Secondary School Teachers’ Job Satisfaction in South Africa

ABSTRACT Globally, education holds significant value, placing substantial expectations on its key players – teachers. However, the effectiveness of teachers depends largely on their job satisfaction, a factor intricately linked to commitment and the decision to persist in the teaching profession. This study, utilizing self-determination theory, explores the predictive role of teacher autonomy, disciplinary climate, teacher-student relations, participation among stakeholders, and “perceptions of value & policy influence” (independent variables) in relation to job satisfaction (dependent variable) among lower secondary school teachers in South Africa. Data from the OECD 2018 Teaching and Learning International Survey (TALIS) were analyzed using Pearson’s correlation and hierarchical multiple regression. Except for disciplinary climate, the results revealed significant positive associations between the independent variables and job satisfaction. Notably, teacher autonomy predicted variations in job satisfaction ranging from 3% to 5%, whereas the combined school climate factors predicted variations between 5% and 28%. Teachers’ perceptions of value and policy influence also predicted variations, ranging from 0.4% to 3.0%. These findings underscore the importance of fostering teacher autonomy, cultivating a positive school climate, and actively involving teachers in policy discussions to enhance job satisfaction. These insights provide valuable guidance for principals, policymakers, and stakeholders in creating supportive environments for educators.

A Bayesian workflow for the analysis and reporting of international large-scale assessments: a case study using the OECD teaching and learning international survey

This paper aims to showcase the value of implementing a Bayesian framework to analyze and report results from international large-scale assessments and provide guidance to users who want to analyse ILSA data using this approach. The motivation for this paper stems from the recognition that Bayesian statistical inference is fast becoming a popular methodological framework for the analysis of educational data generally, and large-scale assessments more specifically. The paper argues that Bayesian statistical methods can provide a more nuanced analysis of results of policy relevance compared to standard frequentist approaches commonly found in large-scale assessment reports. The data utilized for this paper comes from the Teaching and Learning International Survey (TALIS). The paper provides steps in implementing a Bayesian analysis and proposes a workflow that can be applied not only to TALIS but to large-scale assessments in general. The paper closes with a discussion of other Bayesian approaches to international large-scale assessment data, in particularly for predictive modeling.

Personnel Management Practices in Relation to Teachers’ Teaching and School Performance

The purpose of this study was to determine the personnel management practices and its relation to teachers’ teaching and school performance of the public elementary and secondary school teachers in Garcia-Hernandez district. School administrator’s personnel management practices affects teachers’ performance and school performance. The study was conducted in Garcia-Hernandez district, particularly to the two hundred fifty (250) respondents who were the school heads/principals, teaching, and non-teaching personnel for 2022-2023 academic year. This study utilized the descriptive-survey design employing the total population sampling technique with the use of a modified standard research tool from the IEA Teaching and Learning International Survey (TALIS) (2001) for the Personnel Management Practices, Teacher’s Self-Assessment Rubrics (TSAR)” by Hrushikesh Senapaty (2019) for the Teachers’ Teaching Performance, and Achievement Integration Program-School Staff Survey Questionnaire by the Minnesota Department of Education (2009) for the School Performance. The results showed that personnel management practices of the school administrators in Garcia-Hernandez district were very satisfactory. Teachers’ level of performance in terms of designing learning experiences, knowledge and understanding of the subject matter, strategies for facilitating learning, interpersonal relationship, professional and school development were very satisfactory. Likewise, the respondents’ perception on school performance in terms of climate and environment, leadership and government, professional learning, data-based decision-making, improvement initiatives, family and community partnership were also very satisfactory. There is a significant relationship between personnel management practices to teachers’ level of performance and school performance. This study concludes that effective personnel management practices positively influence the performance of both teachers and schools. The study showed that when school leaders engage in discussions with teachers to establish educational goals, provide opportunities for professional development, and encourage participation in school decision-making processes, it results in better teacher performance and contributes to a more positive school environment. Furthermore, it indicated that when teachers design learning experiences that incorporate the knowledge and experiences of their students, foster interpersonal relationships, and engage in ongoing professional development, these lead to better student outcomes and contribute to school improvement. It was recommended that school heads/principals may assign available teaching staff ahead of time in the absence of the regular teacher. The available teacher shall provide modules for the student’s activity in order for them to learn, and to make sure that teaching-learning process continues. Teachers are highly encouraged to pursue graduate and post-graduate studies. Further, schools should have quarterly monitoring and evaluation on their programs, activities and projects for school development.

A global typology of school principals’ time use: Exploring the effects of contextual and individual factors

This study aims to provide quantitative evidence regarding school principals’ time use by employing Latent Class Analysis (LCA) and multinominal logistic regression to the 2018 Teaching and Learning International Survey (TALIS) data from 47 societies. We examined (1) how principals spend their time across different societies by developing a global typology and (2) what macro (national) and micro (organizational) level contextual factors, as well as principals’ demographic characteristics, predict principals’ association with the identified typology. The results suggest four distinguishable categories of principal leadership in terms of their time use: Balanced Leadership, Administrative Leadership, Instructional Leadership, and Student-Centered Leadership. Several contextual (national and organizational) and individual variables influencing principals’ prioritization of their leadership responsibilities were also identified.

Profiles of occupational well-being among Chinese teachers: Associations with basic psychological needs satisfaction and teaching quality

Guided by the dual-factor model of mental health, the present study used a person-centered approach to explore Chinese middle school teachers' occupational well-being profiles and investigate how these profiles correspond with teachers' basic psychological needs satisfaction and teaching quality. Data from the Teaching and Learning International Survey (TALIS) 2018 were used (N = 3,976). Four occupational well-being profiles were identified through latent profile analysis, and they were associated differently with teachers’ basic psychological needs satisfaction (i.e., autonomy, competence, and relatedness) and teaching quality (i.e., clarity of instruction, cognitive activation, and classroom management). Findings provide practical implications to support teachers.

Do teacher beliefs mediate leadership and teacher behaviors? Testing teacher self-efficacy's mediation role between leadership for learning and teacher outcomes

PurposeLeadership for learning emerged as an integrated leadership framework; however, attempts to establish an empirical measurement model have been limited. Critically, not much is known about how much teachers' beliefs (e.g. self-efficacy) can mediate leadership for learning impact on teacher behaviors. This study establishes a leadership for learning measurement model and examines whether teacher self-efficacy mediates the effect of leadership for learning tasks on teacher collaboration, instructional quality, intention to leave current schools and their confidence in equitable teaching practice.Design/methodology/approachDrawing on the most recent 2018 Teaching and Learning International Survey (TALIS), the study employed a structural equation modeling mediation approach.FindingsResults suggested that teacher self-efficacy statistically significantly mediated 16 out of 20 of the relationships between leadership for learning task domains and teacher outcomes. Especially, in explaining the variance in instructional quality and teacher confidence in implementing equitable teaching practices, considerable proportions of the predictive power of leadership for learning tasks were accounted for (i.e. mediated) by teacher self-efficacy.Research limitations/implicationsSchool-wide efforts to craft the school vision for learning must be coupled with enhancing teacher self-efficacy. Critically, leadership efforts may fall short of implementing equitable teaching practice and quality instruction without addressing teacher confidence in their ability in instruction, classroom management and student engagement.Originality/valueThis study is the first of its kind to evidence teacher self-efficacy mediates leadership for learning practice impact on teacher behaviors.

Factors associated with teacher job satisfaction: An investigation using TALIS 2018 Data

We used data from the OECD’s 2018 Teaching and Learning International Survey (TALIS) to investigate the factors associated with teacher job satisfaction. The database covers more than 250,000 teachers in 15,000 schools across 48 countries. Correlation and regression analyses adjusted for the TALIS sampling design were applied. We found that the most important predictor of teacher job satisfaction is distributed leadership, followed by positive relations between teachers and students. Teacher salary and teacher collaboration are also positively and significantly associated with job satisfaction. By contrast, workload stress is the most important factor associated with teacher dissatisfaction, followed by professional development barriers and disciplinary climate.