TALIS publications by cycle
The series of reports available on each cycle of TALIS's periodic survey on teachers and school leaders.
Share
Facebook
Twitter
LinkedIn
Featured – TALIS 2024
Previous TALIS cycles
Full reports
- TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals
- Version française: Résultats de TALIS (Volume II): Des enseignants et chefs d'établissement comme professionnels valorisés
- A Teachers' Guide to TALIS 2018 (Volume II)
- TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners
- Version française: Résultats de TALIS 2018 (Volume I): Des enseignants et chefs d’établissement
- A Teachers' Guide to TALIS 2018 (Volume I)
- TALIS 2018 Analysis Plan
- TALIS 2018 Conceptual Framework
- TALIS 2018 Technical Report
- TALIS 2018 and TALIS Starting Strong 2018 User Guide
Thematic reports and related publications
- Mending the Education Divide: Getting Strong Teachers to the Schools That Need Them Most
Also available in French
Teachers can shape their students' educational careers. Research shows that children taught by different teachers often experience very different educational outcomes. This begs the questions: how are teachers assigned to schools in different countries? And to what extent do students from different backgrounds have access to good teachers? - Teachers Getting the Best out of Their Students: From Primary to Upper Secondary Education
Also available in French
Developing, promoting and maintaining a good professional teaching workforce from primary to upper secondary education is a policy imperative for education systems around the world. The data drawn from the OECD Teaching and Learning International Survey (TALIS) can help policy makers and education practitioners design policies and practices that enhance teaching across education levels. - Positive, High-achieving Students?: What Schools and Teachers Can Do
By linking 2018 data from the Teaching and Learning International Survey (TALIS) with evidence from the Programme for International Student Assessment (PISA) – known as the TALIS-PISA link – this report aims to identify the teacher and school factors that matter most for student achievement and social-emotional development.
Working papers
- Translation and adaptation processes in TALIS 2018 – OECD Education Working Papers, No. 290
- The analytical value of non-probability samples in the context of TALIS: A review of current practices in the use of non-probability samples in comparative, cross-national research – OECD Education Working Paper No. 272
- Teaching and Learning International Survey (TALIS) 2018 analysis plan – OECD Education Working Paper No. 220
- Examining a congruency-typology model of leadership for learning using two-level latent class analysis with TALIS 2018 – OECD Education Working Paper No. 219
- Teachers' well-being: A framework for data collection and analysis – OECD Education Working Paper No. 213
- Invariance analyses in large-scale studies – OECD Education Working Paper No. 201
- Teaching and Learning International Survey (TALIS) 2018 Conceptual Framework – OECD Education Working Paper No. 187
- Version française: Enquête internationale sur l’enseignement et l’apprentissage (TALIS) : Cadre conceptuel
- En español: TALIS 2018: Marco conceptual
- Related Teaching in Focus brief: TIF 24 - Changing interests and sustained knowledge in the TALIS 2018 framework
- Read the blog: Why we’re asking teachers about their work
Full reports
- TALIS 2013 Results: An International Perspective on Teaching and Learning
- Version française
- A Teachers’ Guide to TALIS 2013
- TALIS 2013 Conceptual Framework
- TALIS 2013 Technical Report
- TALIS 2013 User Guide for the International Database
Thematic reports and related publications
- Valuing our Teachers and Raising their Status: How Communities Can Help
This publication is based on data and comparative analysis from several OECD publications, including TALIS publications and was the background report for the 2018 International Summit on the Teaching Profession.
- Empowering and Enabling Teachers to Improve Equity and Outcomes for All
This publication is based on data and comparative analysis from several OECD publications, including TALIS publications and was the background report for the 2017 International Summit on the Teaching Profession. - Teaching Strategies for Instructional Quality: Insights from the TALIS-PISA Link Data – OECD Education Working Paper No. 148
- Download the accompanying brochure: Teaching Strategies for Instructional Quality: Insights from the TALIS-PISA link data
- School Leadership for Learning: Insights from TALIS 2013
- Teaching Excellence through Professional Learning and Policy Reform: Lessons from around the World
This publication is based on data and comparative analysis from several OECD publications, including TALIS 2008 and 2013 publications and was the background report for the 2017 International Summit on the Teaching Profession. - Supporting Teacher Professionalism: Insights from TALIS 2013
- New Insights from TALIS 2013 - Teaching and Learning in Primary and Upper Secondary Education
Working papers
- Who Needs Special Education Professional Development? International Trends from TALIS 2013 – OECD Education Working Paper No. 181
- Teaching Strategies for Instructional Quality: Insights from the TALIS-PISA Link Data – OECD Education Working Paper No. 148
- Download the accompanying brochure: Teaching Strategies for Instructional Quality: Insights from the TALIS-PISA link data
- Read the blog: Supporting good teaching practices: What the link between PISA and TALIS data tells us
- High-Quality Teacher Professional Development and Classroom Teaching Practices: Evidence from TALIS 2013 – OECD Education Working Paper No. 141
- Conditions and Practices Associated with Teacher Professional Development and Its Impact on Instruction in TALIS 2013 – OECD Education Working Paper No. 138
- Data comparability in the teaching and learning international survey (TALIS) 2008 and 2013 – OECD Education Working Paper No. 124
- Supporting teachers and schools to promote positive student behaviour in England and Ontario (Canada) - Lessons for Latin America – OECD Education Working Paper No. 116
- Examining school context and its influence on teachers - linking Talis 2013 with PISA 2012 student data – OECD Education Working Paper No. 115
- Student Behaviour and Use of Class Time in Brazil, Chile and Mexico - Evidence from TALIS 2013 – OECD Education Working Paper No. 112
- Report on Social Desirability, Midpoint and Extreme Responding in TALIS 2013 – OECD Education Working Paper No. 107
- Evaluating Measurement Invariance of TALIS 2013 Complex Scales - Comparison between Continuous and Categorical Multiple-Group Confirmatory Factor Analyses – OECD Education Working Paper No. 103
Full reports
- Creating Effective Teaching and Learning Environments: First results from TALIS
- Teaching Practices and Pedagogical Innovation: Evidence from TALIS
- The Experience of New Teachers: Results from TALIS 2008
Working papers
- Statistical Matching of PISA 2009 and TALIS 2008 Data in Iceland – OECD Education Working Paper No. 78
Teaching in Focus briefs - all cycles
-
4 PagesNearly half of teachers believe that teacher appraisal and feedback are carried out mainly to fulfill administrative requirements and about 75% say that they would not receive any recognition for improving their teaching or for being more innovative.Although teachers view the appraisal of their work in positive terms, many of them do not get regular appraisals of their work. More than one in five teachers say they have never received appraisal and feedback from their school principal. Teachers who receive appraisals report implementing positive changes into their teaching.Learn more
-
4 PagesSchools are providing support for new teachers in the form of mentoring and induction programmes, but nearly one third of new teachers report a high level of need for professional development around student discipline and behaviour problems. Contrary to what is often reported, the schools in which new teachers teach are no different than those of their more experienced colleagues. According to the countries surveyed in the Teaching and Learning International Survey (TALIS), new teachers1 spend less time on teaching and learning and more time on classroom management and report lower levels of self-efficacy than experienced teachers.Learn more
-
4 PagesTeachers – especially new ones – report that one of their greatest areas of need relates to improving classroom disciplinary climate. Many teachers are not provided feedback on their classroom disciplinary climate through formal or informal appraisals. Feedback on classroom disciplinary climate can help to improve both teacher self-efficacy and the overall quality of the classroom learning environment.Learn more
-
4 PagesAccording to the Teaching and Learning International Survey (TALIS), teachers across countries overwhelmingly desire more professional development. In all TALIS countries, there are low rates of co-operative professional development and collaborative teaching practice. Countries could use professional development to effectively and efficiently build and improve professional learning communities in schools.Learn more
-
4 PagesLess than one in three teachers across countries participating in the Teaching and Learning International Survey (TALIS) 2013 believes that the teaching profession is valued by society. Nevertheless, the great majority of teachers in all surveyed countries are happy with their jobs. Challenging classrooms with large proportions of students with behavioural problems and the perception that appraisals and feedback are done simply as administrative tasks are among factors that tend to lower job satisfaction. Collaboration between teachers and positive teacher-student relationships, on the other hand, are among factors that can boost teacher job satisfaction.Learn more
-
4 PagesAcross countries and economies participating in the OECD Teaching and Learning International Survey (TALIS), a majority of teachers report receiving feedback on different aspects of their work in their schools. Teacher feedback has a developmental focus, with many teachers reporting that it leads to improvements in their teaching practices, and other aspects of their work. However, not all feedback is seen as meaningful: nearly half of the teachers across TALIS countries report that teacher appraisal and feedback systems in their school are largely undertaken simply to fulfil administrative requirements. Teachers who consider that they receive meaningful feedback on their work also tend to have more confidence in their own abilities and to have higher job satisfaction.Learn more