Table of contents
Chapter 2: Teachers and their schools
Chapter 3: The importance of school leadership
Chapter 4: Developing and supporting teachers
Chapter 5: Improving teaching using appraisal and feedback
Chapter 6: Examining teacher practices and classroom environment
Chapter 7: Teacher self-efficacy and job satisfaction: Why they matter
Annex A: Technical notes on sampling procedures and response rates for TALIS 2013
Annex B: Technical notes on indices and analysis used in TALIS 2013
Chapter 2: Teachers and their schools
Figures
Tables
Web tables
Chapter 3: The importance of school leadership
Figures
Tables
Web tables
- Table 3.2.Web Principals’ leadership, detailed results
- Table 3.2.a.Web Principals’ leadership in primary education, detailed results
- Table 3.2.b.Web Principals’ leadership in upper secondary education, detailed results
- Table 3.4.Web Responsibility for leadership activities, detailed results
- Table 3.5.Web Relationship between distributed leadership and principals’ characteristics, detailed results
- Table 3.6.Web Relationship between principals’ distributed leadership and school characteristics, detailed results
- Table 3.7.Web Relationship between principals’ distributed leadership and school climate, detailed results
- Table 3.15.Web Barriers to principals’ participation in professional development, detailed results
- Table 3.16.Web Impact of instructional leadership on teacher appraisal and school planning, detailed results
- Table 3.17.Web Impact of instructional leadership on school climate, job satisfaction and principals’ use of time, detailed results
- Table 3.18.Web Relationship between principals’ instructional leadership and school climate, detailed results
- Table 3.19.Web Relationship between principals’ leadership style and job satisfaction, detailed results
- Table 3.20.Web Relationship between principals’ job satisfaction and principals’ characteristics, detailed results
- Table 3.21.Web Relationship between principals’ job satisfaction and school characteristics, detailed results
- Table 3.22.Web Relationship between principals’ job satisfaction and school climate, detailed results
- Table 3.23.Web Relationship between principals’ job satisfaction and barriers for principals, detailed results
- Table 3.24.Web Principals’ perceived barriers to their effectiveness
- Table 3.24.a.Web Primary education principals’ perceived barriers to their effectiveness
- Table 3.24.b.Web Upper secondary education principals’ perceived barriers to their effectiveness
- Table 3.25.Web Principals’ perceived barriers to their effectiveness, detailed results
- Table 3.26.Web Principals’ job satisfaction, detailed results
- Table 3.27.Web Principals working in schools with high or low percentage of students with different first language
- Table 3.28.Web Principals working in schools with high or low percentage of students with special needs
- Table 3.29.Web Principals working in schools with high or low percentage of students from disadvantaged homes
- Table 3.30.Web Distribution of principals in urban and rural schools based experience and education
- Table 3.31.Web School location
- Table 3.32.Web School governing board
- Table 3.33.Web Parental involvement opportunities
- Table 3.34.Web School decisions and collaborative school culture, teacher responses
- Table 3.35.Web School decisions and collaborative school culture, principal responses
- Table 3.36.Web Correlation between instructional and distributed leadership of principals
- Table 3.37.Web Correlation between principals’ job satisfaction in profession and work environment
- Table 3.38.Web Standard deviation for tables related to school leadership
Chapter 4: Developing and supporting teachers
Figures
Tables
Web tables
Chapter 5: Improving teaching using appraisal and feedback
Figures
Tables
Web tables
Chapter 6: Examining teacher practices and classroom environment
Figures
Tables
Web tables
- Table 6.1.Web Teaching practices, detailed results
- Table 6.1.a.Web Teaching practices in primary education, detailed results
- Table 6.1.b.Web Teaching practices in upper secondary education, detailed results
- Table 6.2.Web Relationships between teachers’ characteristics and small group practice, detailed results
- Table 6.3.Web Relationships between teachers’ characteristics and use of projects, detailed results
- Table 6.4.Web Relationships between teachers’ characteristics and use of ICT, detailed results
- Table 6.5.Web Relationships between professional development and small group practice, detailed results
- Table 6.6.Web Relationships between professional development and use of projects, detailed results
- Table 6.7.Web Relationships between professional development and use of ICT, detailed results
- Table 6.8.Web Relationships between classroom context and small groups practice, detailed results
- Table 6.9.Web Relationships between classroom context and the reported use of projects, detailed results
- Table 6.10.Web Relationships between classroom context and use of ICT, detailed results
- Table 6.11.Web Teachers’ use of student assessment practices, detailed results
- Table 6.13.Web Teachers’ beliefs about teaching and learning, detailed results
- Table 6.13.a.Web Teachers’ beliefs about teaching and learning in primary education, detailed results
- Table 6.13.b.Web Teachers’ beliefs about teaching and learning in upper secondary education, detailed results
- Table 6.14.Web Relationship between teaching beliefs and practices, detailed results
- Table 6.15.Web Teacher co-operation, detailed results
- Table 6.15.a.Web Teacher co-operation in primary education, detailed results
- Table 6.15.b.Web Teacher co-operation in upper secondary education, detailed results
- Table 6.16.Web Relationships between teachers’ professional development activities and collaboration, detailed results
- Table 6.17.Web Relationships between teachers’ professional development activities and co-operation, detailed results
- Table 6.18.Web Correlation between participation among stakeholders in the school and teaching co-ordination, detailed results
- Table 6.19.Web Correlation between participation among stakeholders in the school and teacher professional collaboration, detailed results
- Table 6.21.Web Classroom discipline, detailed results
- Table 6.22.Web Correlation between actual teaching and learning and classroom discipline, detailed results
- Table 6.23.Web Estimates of covariance parameters – intra-class correlation
- Table 6.24.Web Standard deviation related to teachers’ beliefs and practices
Chapter 7: Teacher self-efficacy and job satisfaction: Why they matter
Figures
Tables
Web tables
- Table 7.1.Web Teachers’ self-efficacy, detailed results
- Table 7.2.Web Teachers’ job satisfaction, detailed results
- Table 7.3.Web Relationship between teacher and school characteristics and societal value of teaching, detailed results
- Table 7.4.Web Relationship between teachers’ characteristics and their self-efficacy, detailed results
- Table 7.5.Web Relationship between teachers’ characteristics and job satisfaction, detailed results
- Table 7.6.Web Relationship between classroom characteristics and teachers’ self-efficacy, detailed results
- Table 7.7.Web Relationship between classroom characteristics and teachers’ job satisfaction, detailed results
- Table 7.8.Web.1 Relationship between school environment and teachers’ self-efficacy, detailed results
- Table 7.8.Web.2 Relationship between school environment and teachers’ self-efficacy, detailed results on school leadership
- Table 7.9.Web.1 Relationship between school environment and teachers’ job satisfaction, detailed results
- Table 7.9.Web.2 Relationship between school environment and teachers’ job satisfaction, detailed results on school leadership
- Table 7.10.Web Relationship between teacher professional development and teachers’ self-efficacy, detailed results
- Table 7.11.Web Relationship between teacher professional development and teachers’ job satisfaction, detailed results
- Table 7.12.Web Relationship between teacher feedback and self-efficacy, detailed results
- Table 7.13.Web Relationship between teacher feedback and job satisfaction, detailed results
- Table 7.14.Web.1 Relationship between teaching beliefs and teachers’ self-efficacy, detailed results
- Table 7.14.Web.2 Relationship between teachers’ working hours and self-efficacy, detailed results
- Table 7.14.Web.3 Relationship between time spent on keeping order and teachers’ self-efficacy, detailed results
- Table 7.14.Web.4 Relationship between time spent on administrative tasks and teachers’ self-efficacy, detailed results
- Table 7.15.Web.1 Relationship between teaching beliefs and teachers’ job satisfaction, detailed results
- Table 7.15.Web.2 Relationship between teachers’ working hours and job satisfaction, detailed results
- Table 7.15.Web.3 Relationship between time spent on keeping order and teachers’ job satisfaction, detailed results
Annex A: Technical notes on sampling procedures and response rates for TALIS 2013
Annex B: Technical notes on indices and analysis used in TALIS 2013