Teaching And Learning International Survey Research Articles

The School’s Appreciation and its Impacts Toward Teachers’ Competency

Teachers’ appreciation is one of the most important components that may impact the teachers’ competency. This article aims at finding out the correlation between the two variables, which are school’s appreciation for teachers and its impact to their competency. This research was conducted in Pidie District, Aceh with the total sample of 92 English teachers (SMA and SMK), both civil servants and non-civil servants. The research design applied in this study was qualitative descriptive research. In order to obtain the data, the questionnaire that was adapted from TALIS (Teaching and Learning International Survey) by OECD (The Organisation for Economic Co-operation and Development) was used as the instrument. In analyzing the data, the statistical calculation of Pearson’s Correlation was used to find out the correlation between school’s appreciation for teachers and its impact to their competency. Based on the results of the study, it is found that the teachers’ appreciation and teachers’ competency have a positive and significant correlation (r=.64).

A Multilevel Person-Centered Examination of Teachers' Workplace Demands and Resources: Links With Work-Related Well-Being.

Teachers’ healthy and effective functioning at work is impacted by the demands they face and the resources they can access. In this study, person-centered analysis was adopted to identify distinct teacher profiles of demands and resources. We investigated teachers’ experiences of two job demands (barriers to professional development and disruptive student behavior), two job resources (teacher collaboration and input in decision-making), and one personal resource (self-efficacy for teaching). Using data from the Teaching and Learning International Survey (TALIS) 2013, the study involved 6,411 teachers from 369 schools in Australia and 2,400 teachers from 154 schools in England. In phase one, latent profile analysis revealed five teacher profiles that were similar across the two countries: the Low-Demand-Flourisher (12%), Mixed-Demand-Flourisher (17%), Job-Resourced-Average (34%), Balanced-Average (15%), and Struggler (21%). The profiles were differently associated with two background characteristics (teacher gender and teaching experience) and two work-related well-being outcomes (job satisfaction and occupational commitment). In phase two, we extended our analysis to the school-level to identify school profiles based on the relative prevalence of the five teacher profiles within a school. Indeed, a yield of large scale datasets such as TALIS is that there are sufficient units at the school-level to enable institutional insights, beyond insights garnered at the individual teacher-level. Two school profiles that were similar in both countries were revealed: the Unsupportive school profile (58%) and the Supportive school profile (42%). The Supportive school profile was associated with higher school-average teacher job satisfaction and occupational commitment than the Unsupportive school profile. Taken together, the findings yield knowledge about salient teacher and school profiles, and provide guidance for possible interventions at the teacher- and school level.

Investigating Some Construct Validity Threats to TALIS 2018 Teacher Job Satisfaction Scale: Implications for Social Science Researchers and Practitioners

The credibility of findings ensuing from cross-sectional survey research depends largely on the validity and reliability of the research instruments. Critical attention to the quality of such instruments will ensure logical and valid results. The purpose of this article is to provide evidence for two methodological issues observed that are potential threats to construct validity of widely used Teaching and Learning International Survey (TALIS) 2018 data on teacher job satisfaction scale (TJSS). The first issue concerns reverse recoding of some items necessary to obtain a coherence covariance between these items and other items on the same subscale. The second issue concerns the addition of item cross-loading necessary to improve the fit of the TJSS. Both conceptual and empirical arguments are provided in the current article to substantiate these observations. A series of structural equation modeling tests are evaluated to assess the measurement model of the TJSS across 27 randomly selected countries/economies that participated in the survey. The results reveal gross misspecifications in the measurement model if these issues are not addressed. An alternative two-factor structure with an item cross-loading is proposed and evaluated for TJSS and found acceptable across the countries/economies. Some implications of findings for methodologists and practitioners are presented.

Exploration of Predictors for Korean Teacher Job Satisfaction via a Machine Learning Technique, Group Mnet.

Despite the high academic achievements of Korean students in international comparison studies, their teachers’ job satisfaction remains below the Organization for Economic Co-operation and Development (OECD) average. As job satisfaction is one of the major factors affecting student achievement as well as student and teacher retention, the identification of the most important satisfaction predictors is crucial. The current study analyzed data from the OECD 2013 Teaching and Learning International Survey (TALIS) via machine learning. In particular, group Mnet (a penalized regression method) was employed in order to consider hundreds of TALIS predictors in one statistical model. Specifically, this study repeated 100 times of variable selection after random data-splitting as well as cross-validation, and presented predictors selected 50% of the time or more. As a result, 18 predictors were identified out of 558, including variables relating to collaborative school climates and teacher self-efficacy, which was consistent with previous research. Newly found variables to teacher job satisfaction included items about teacher feedback, participatory school climates, and perceived barriers to professional development. Suggestions and future research topics are discussed.

Effects of school climate and teacher self-efficacy on job satisfaction of mostly STEM teachers: a structural multigroup invariance approach

BackgroundIdentification and retention of effective teachers in STEM education play cardinal roles in teacher recruitment exercises worldwide. Studies on factors that characterize effective teachers have therefore gained popularity in recent times. Teacher self-efficacy, job satisfaction and school climate are among other factors that have attracted global attention. Thus, proper understanding of the relations between these factors is equally important. The purpose of this study is to validate and cross-validate a model of direct/indirect effects of school climate and teacher self-efficacy on job satisfaction.ResultsThe data used for the current study are extracted from a publicly available data of Teaching and Learning International Survey (TALIS) 2018 survey. Structural equation modeling approach was used in the analyses coupled with robust maximum likelihood to ensure accurate estimations in the models. The results of the validated models show a strong direct impact of school climate on job satisfaction, a direct impact of teacher self-efficacy on job satisfaction and a mediating effect of teacher self-efficacy between school climate and job satisfaction. This model exhibits structural invariance in factor loadings, intercepts and regression weights across two independent samples from a population of 3951 lower secondary school teachers in Norway.ConclusionThe findings of this study do provide empirical evidence for the relations between teacher self-efficacy, job satisfaction and school climate among Norwegian lower secondary school teachers. The cross-validation of these relations was also established using an independent sample to enhance generalization of the findings. Two methodological observations concerning recoding of some items as well as an addition of item cross-loading in the measurement model of the job satisfaction scales are raised and addressed. It is therefore recommended that researchers who will be using TALIS 2018 data should take note of these observations.

The space for challenge in transnational education governance: the case of Education International and the OECD TALIS programme

ABSTRACT The article provides an explanatory critique of the engagement of Education International in the Teaching and Learning International Survey (TALIS), a programme coordinated by the Organisation for Economic Co-operation and Development. Drawing on research interviews, I adopt the framework advocated by Isabela and Norman Fairclough for analysing political discourse as practical argumentation, and the concept of institutional power resources. I show that the engagement of Education International in TALIS represents a strategy of getting involved in the politics of knowledge as a lever for teacher voice in transnational governance. On this basis, I discuss the space for challenge in transnational education governance, with a focus on the power capacity of Education International and the implications of enhancing institutional power resources within the context of an unfolding education policy field that is transnational in scope, thickening in its trajectory, and pluri-scalar in its nature.

Teacher Job Satisfaction in High-Performing Systems: A Multi-Level Study of Teacher, Classroom, and School Factors Using TALIS 2013 Surveys

Teacher job satisfaction plays a key role in influencing a quality teaching workforce and student success. This article presented an analytical framework comprising teacher, classroom and school factors, and tested it by applying a three-level modeling technique with data drawn from 11 high-performing systems that participated in Teaching and Learning International Survey (TALIS) 2013. The quantitative results show that: (1) at the teacher level, higher self-efficacy is associated with higher job satisfaction; more effective professional development and collaboration are associated with higher job satisfaction; mid-career teachers tend to be the least satisfied group compared with young and old teachers. (2) at the classroom level, teaching larger classes is associated with lower satisfaction, while teaching classes with higher percentage of low achievers or low socioeconomic students is associated with lower satisfaction; (3) at the school level, student-teacher relationship is significantly positively associated with job satisfaction. The article concludes with implications for policy makers and educators across countries.

Examining the Willingness of Turkish Teachers for Vocational Development in Educational Assessment in Terms of Different Variables

The aim of this study is to reveal how many different groups Turkish teachers constitute according to their vocational development needs in educational assessment, willingness for development in this area, gender, age, experiences, and subject areas. In addition, it is aimed to examine how teachers’ willingness for vocational development vary for different teacher profiles that were defined based on their gender, age, experience, and subject areas. The subject pool included 1407 teachers teaching different subjects. The data was obtained from the answers given by the teachers to the Teacher Questionnaire of Teaching and Learning International Survey (TALIS). The latent class analysis was performed with the Mplus 7.4 program to reveal how many groups teachers constitute according to their professional development need, willingness for the development, gender, age, experience, and subject areas. Results of the latent class analysis showed that teachers constitute two different classes. The probability of belonging to the first latent class is high for the male teachers older than 40 years old, having experience more than 20 years, not needing professional development, and not willing to attend in-service training in this area. Female teachers, younger than 40 years old, having experience less than 11 years need professional development in assessment, and they are also willing to attend more training in this area. Based on the results of the study, it was recommended to increase the number of in-service trainings especially for this teacher profile. The study revealed that Turkish teachers are not motivated and willing to develop their assessment skills. Researcher suggested examining possible reasons of low motivations among teachers to develop their assessment skills.

An Analysis of School-Level Factors Affecting Teachers’ Professional Development Activities: Focusing on Korea and Japan

[연구목적] 본 연구는 한국과 일본을 중심으로 교사의 전문성 개발 활동에 미치는 학교수준 요인을 밝히고자 하였다. [연구방법] 이러한 목적을 달성하기 위하여 교사 전문성 개발 활동으로 참여 활동의 다양성(참여한 활동종류의 수)과 참여시간을 설정하였으며, 교사집단, 교장, 시스템이 라는 세 가지 측면에서 영향요인을 분석하였다. 분석대상은 OECD가 주관하는 TALIS (Teaching and learning International Survey) 2018 데이터 중 한국 중학교 150개교 및 2,542명의 교사와 일본 중학교 191개교 및 3,175명의 교사이다. 분석은 교사-학교의 2수준 다층모형을 적용하였으며 분석결과는 다음과 같다. [연구결과] 주요 연구결과는 첫째, 기술통계 분석결과 교사전문성 개발 활동의 다양 성과 참여시간 모두 한국이 일본보다 더 높은 것으로 나타났다. 둘째, 교사전문성 개발에 있어 다양성에 영향을 미치는 요인은 한국과 일본 모두 교사집단의 혁신성이 긍정적인 것으로 나타났다. 셋째, 교사전문성 개발에 참여한 시간의 경우 한국은 교사의 혁신 성이, 일본은 시스템상의 자율성이 정적 영향을 미치고 있었다. [결론] 본 연구 결과에 따른 한국과 일본의 교사 전문성 개발의 차이를 기반으로 각국의 특수성을 반영한 정책적 시사점을 제안하였다.Purpose: This study analyzed the factors within schools in South Korea and Japan, including teacher groups, principals, and systems, which affect teachers’ professional development activities. Methods: This study employed a two-level HLM approach to analyze data from the 2018 Teaching and Learning International Survey 2018. The sample was comprised of 150 South Korean middle school principals, 2,542 South Korean middle school teachers, 191 Japanese middle school principals, and 3,175 Japanese middle school teachers. Results: First, Korean teachers were found to participate in more diverse professional development activities and spend longer on them than their Japanese counterparts. Second, the innovation level of the teacher group seemed to affect the number of professional development activities the teachers completed positively in both Korea and Japan. And third, in terms of hours spent on professional development activities, the innovation level of the Korean teacher group and the autonomy level in the Japanese group had positive impacts. Conclusion: Based on the differences in the professional development of teachers in Korea and Japan in this study, education policy implications were discussed based on the specific educational characteristics of each country.

A Comparative Study on Korea and Singapore's Professional Development Activities for teachers - Focused on the TALIS 2013 Results

본 연구는 국제 비교의 관점에서 우리나라의 교사 전문성 개발 실태를 객관적으로 진단하여 교원 정책에 반영할 정책적 방안을 얻고자 하였다. 이를 위하여 OECD 2013 교수-학습 국제조사(TALIS) 결과 가운데 교사 전문성 개발 영역을 중심으로 우리나라와 싱가포르의 교사 전문성 개발 실태를 비교․분석하였다. 주요 분석 결과는 다음과 같다. 우리나라 교사들은 첫째, 입직 프로그램을 비롯하여 다양한 유형의 전문성 개발에 대한 참여 수준이 싱가포르에 비해 저조하였다. 둘째, 전문성 개발을 위해 제공받는 비금전적 지원에서도 싱가포르에 비해 크게 열악하였다. 셋째, 고용주의 지원 부족을 전문성 개발 참여를 저해하는 요인이라고 인식하는 비율이 싱가포르보다 압도적으로 높았다. 이러한 연구 결과를 토대로, 단위학교 중심의 자발적 교사학습공동체를 활성화해야 한다는 것, 교사들의 요구를 반영하여 전문성 개발 기회를 확보하는 제도적 지원 체제를 구축해야 한다는 것, 교사로 하여금 전문성 향상에 매진할 수 있도록 학교장이 격려하고 배려하는 리더십을 발휘해야 한다는 것을 제언하였다.The purpose of this study is to take political measures of reflection on the teacher policy by objectively diagnosing the status of teacher s professional development in Korea in the perspective of international comparison. For this, the status of teacher s professional development in Korea and Singapore have been compared and analyzed focused on the thematic area of teacher professional development among the OECD(2013) TALIS(Teaching and Learning International Survey) report. The results of main analysis are as follows. First of all, Korean teachers had low participation level for professional development of various types including induction programs compared to Singapore. Second, the non-monetary support provided for professional development was very bad compared to Singapore. Third, the rate of recognizing lack of employer support as a factor that inhibits professional development participation was much higher than Singapore. Based on these research results, the suggestions were made to activate the voluntary professional learning community focusing on unit schools, and to construct the institutional support system that secures the opportunity of professional development by reflecting the demands of teacher, and to display of leadership that encourage and consider have to be made by the head principal so that the teacher could focus on professional improvement.

MODELING TEACHER SELF-EFFICACY AS A FUNCTION OF PEER OBSERVATION, ADMINISTRATIVE FEEDBACK, JOB SATISFACTION, AND WORK ENJOYMENT

This study used a large-scale, international data set – the OECD Teaching and Learning International Survey (TALIS) 2013, consisting of 14,583 teachers from 34 countries (OECD, 2014) – to examine the manner in which feedback from administrators, time spent observing colleagues’ classes, job satisfaction, and work enjoyment predicted teachers’ instructional self-efficacy. It was found that feedback from administrators was not a significant predictor of teacher self-efficacy for instruction, whilst peer observation, job satisfaction, and work enjoyment were estimated as being significant predictors. The results of this study have implications for practice – specifically, how teachers and school leaders cultivate teachers’ self-efficacy for instruction – and future research.

Do Teachers Spend Less Time Teaching in Classrooms With Students With Special Needs? Trends From International Data

Debates about the inclusion of students with disabilities in general education classrooms often overlook its impact on teachers. In this study, I analyze the concern that teachers may spend less time teaching in classrooms with children with special needs using survey data on 121,173 teachers from 38 participating countries and partners of the Teaching and Learning International Survey (TALIS) 2013. I further examine teacher, classroom, and school factors that may explain disparities in time spent teaching in classrooms with and without students with special needs. The findings indicate teachers, on average, spend marginally less class time on teaching in classrooms that include more students with special needs. The disparity in teaching time is mostly removed when accounting for students with behavioral problems in classrooms.

Professional development and teacher efficacy: evidence from the 2013 TALIS

ABSTRACTUsing the 2013 Teaching and Learning International Survey (TALIS) data, this study explored the relationship between professional development (PD) and teacher efficacy. In particular, the analysis focused on how 4 aspects of PD (format, content, duration, and quality) are statistically related to the overall as well as the 3 subscales of teacher efficacy in classroom management, instruction, and student engagement. This study found PD programs (a) in the formats that promoted job-embedded, inquiry-oriented, and collaborative learning and (b) that offered contents for curriculum, instructional skills, school management, and technology were statistically correlated with the overall as well as the subscales of teacher efficacy in a positive way. As for PD duration and quality, this study found the length of PD and teacher-perceived quality of PD were positively associated with some of the 4 teacher efficacy variables.

Professional development needs, support, and barriers: TALIS US new and veteran teachers’ perspectives

ABSTRACT Drawing on 1508 US secondary teachers’ data from Teaching and Learning International Survey (TALIS) 2013, this study examines new and veteran US teachers’ needs, support, and barriers for professional development (PD). The results indicated that both veteran and new teachers reported needing PD that addresses implementation of national/state curriculum standards or Common Core standards and technology, teaching students with special needs, and approaches to individualized learning. A larger proportion of each group also reported that they received neither a salary supplement nor non-monetary support for PD activities. However, more new teachers than veteran teachers reported receiving a salary supplement for PD activities outside working hours; veteran teachers reported more barriers for PD participation due to financial cost and lack of incentives and time outside the school contract. This study provided implications for PD design and implementation in the US context.

Teaching students with special needs: International trends in school capacity and the need for teacher professional development

Although educational opportunities have improved worldwide for children with disabilities, there are concerns about the preparation of teachers working with this student population. Using secondary data on 121,173 teachers from the Teaching and Learning International Survey (TALIS) 2013, this independent study examined the professional development needs of teachers in special education. Results show teachers in classrooms with a high percentage of students with special needs are likely to have the least qualifications and greatest professional development need. The shortage of teachers with special education competency and current professional development needs of teachers have policy implications for educating children with disabilities.

Selected Factors Contributing to Teacher Job Satisfaction: A Quantitative Investigation Using 2013 TALIS Data

ABSTRACT This study aims to analyze how selected student and school factors may affect teacher job satisfaction, in addition to teacher factors, through multilevel regression and commonality analysis of U.S. data from the Teaching and Learning International Survey (TALIS) 2013. In the overall model of teacher job satisfaction, the factors of low achievers, behavioral problems, SES, classroom discipline climate, school location, principal job satisfaction, school autonomy for instruction, participation among stakeholders, experience, teacher self-efficacy, teacher-student relationship, teacher cooperation, and effective professional development are important predictors for teacher job satisfaction based on the values of beta weights and structure coefficients. Furthermore, the commonality analysis reveals that student, school, and teacher factors uniquely contribute 4.19%, 7.07%, and 6.41% of variance, respectively. Findings provide significant implications for educational policies on teacher job satisfaction and retention.

Collaborative teacher professional development in schools in England (UK) and Shanghai (China): cultures, contexts and tensions

ABSTRACTThis mixed method research explores the contexts, purposes, forms, practices, and effects of school provided collaborative professional development (PD) as experienced by teachers working in primary and secondary schools in England and Shanghai. The research is part of a larger partnership pilot study by the University of Nottingham and Shanghai Normal University, which focused on opportunities for and experiences of participation in formally organized professional development, using as a point of departure the findings of the Teaching and Learning International Survey (TALIS) 2013 report of teachers’ perceptions of their professional development. Given the differences between the two jurisdictions in their PISA (Program for International Student Assessment) rankings, and between national cultures, teacher expectations and conditions of work, professional development purposes, forms and practices in schools might be expected to differ. The research found that there was a similar emphasis in both jurisdictions upon ‘functional’ rather than ‘attitudinal’ oriented professional development, but that teachers in Shanghai schools experienced more of the latter than those in the English schools studied. Such differences in the relative emphasis between the two jurisdictions upon the ‘attitudinal’, challenge the benefits of focusing collaborative professional development primarily upon the ‘functional’ in English schools.

Secondary teacher’s dissatisfaction with the teaching profession in Latin America: the case of Brazil, Chile, and Mexico

ABSTRACTIn this study, descriptive and comparative in nature, I analyze teachers’ dissatisfaction with their profession in Chile, Brazil, and Mexico (N = 10,846). Using data from the 2013 Teaching and Learning International Survey (TALIS), I question whether extrinsic and intrinsic elements of school organizations, in addition to teachers’ personal attributes, are associated with their dissatisfaction. Using multiple logistic regression, I found that Mexico is the country where teachers have the least likelihood of being dissatisfied compared with both Chile and Brazil. In agreement with the literature, I also found that collaboration among teachers and a culture of participation in the school are key characteristics associated with less dissatisfied teachers.

Sustainability of Cooperative Professional Development: Focused on Teachers’ Efficacy

In this study, we aim to gain critical insights into how cooperative professional development affects teachers’ efficacy. To this end, the purpose of this study is to identify cooperative professional development types (CPD-type) and to reveal the relationship between CPD-type and teachers’ efficacy in Korean middle schools, controlling for gender, age, years of experience and school climate. The data of this study are derived from the 2013 Teaching and Learning International Survey (TALIS) conducted by the OECD. The K-mean cluster analysis was used to identify distinct clusters of middle school teachers based on CPD. This process identified four specific groups: the disengaged group (36.8%), the collaborative group (11.3%), the activity-focused group (24.8%), and the coordinative group (27.1%). Hierarchical regression analysis revealed that all dummy variables of CPD-type were statistically significant, controlling for gender, age, years of experience, and school climate. Comparing the relative importance of each variable on teachers’ efficacy, the CPD1 (1 = the collaborative group) variable was most important. The results of this study provide a rationale for teachers to participate in collaborative professional development actively.

Singapore’s School Excellence Model and student learning: evidence from PISA 2012 and TALIS 2013

ABSTRACTThis study examines the relationship between key elements of the School Excellence Model (SEM) and student achievement in reading, mathematics and science as measured by the Programme for International Student Assessment (PISA) 2012 and the Teaching and Learning International Survey (TALIS) 2013, using a sample of 166 schools in Singapore. Strategies, quality and resources are identified as school-level dimensions commonly involved in the SEM to select variables in PISA 2012 and TALIS 2013. A multilevel data analysis was conducted using hierarchical linear modelling. The results indicate that a triangulated school strategy focused on strengthening teacher participation, principal commitment and school responsibility has significant relationships with student performance. In particular, teachers’ instructional improvement contributed to student achievement, while teacher ratio to support teaching staff accounts for the largest variance in student achievement. Finally, school extra-curricular activities promote well-rounded student development that enhances learning achievement. Findings highlight the importance of school-based accountability that empowers teachers, in building school capacity for student achievement.