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

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Chapter 2: Teachers and their schools

Figures

• Figure 2.1. Gender and age distribution of teachers
• Figure 2.2. Teachers' feelings of preparedness for teaching
• Figure 2.3. Work experience of teachers
• Figure 2.4. Distribution of experienced teachers in more and less challenging schools
• Figure 2.5. Teacher training mismatch and teacher resource allocation
• Figure 2.6. Lack of resources hindering the school's capacity for quality instruction

Tables

• Table 2.1. Gender and age distribution of teachers
• Table 2.1.a. Gender and age distribution of primary teachers    
• Table 2.1.b. Gender and age distribution of upper secondary teachers   
• Table 2.1.c. Gender and age distribution of teachers, 2008 and 2013   
• Table 2.2. Teachers' educational attainment   
• Table 2.2.a. Primary teachers' educational attainment 
• Table 2.2.c. Teachers' educational attainment, 2008 and 2013  
• Table 2.3. Completion and content of teacher education or training programme  
• Table 2.4. Teachers' feelings of preparedness for teaching  
• Table 2.5. Analysis of teachers' feelings of preparedness for teaching   
• Table 2.6. Work experience of teachers   
• Table 2.6.a. Work experience of primary teachers  
• Table 2.6.b. Work experience of upper secondary teachers  
• Table 2.7. Employment status of teachers, full time or part time  
• Table 2.7.c. Employment status of teachers, full time or part time, 2008 and 2013
• Table 2.8. Employment contract status of teachers   
• Table 2.8.c. Employment contract status of teachers, 2008 and 2013  
• Table 2.9. Teachers working in schools with high or low percentage of students with different first language 
• Table 2.10. Teachers working in schools with high or low percentage of students with special needs 
• Table 2.11. Teachers working in schools with high or low percentage of students from disadvantaged homes   
• Table 2.12. Analysis of the distribution of teachers in more challenging schools 
• Table 2.13. Distribution of teachers in urban and rural schools based on teachers' experience and education
• Table 2.14. Analysis of the distribution of teachers in urban and rural schools 
• Table 2.15. Education and training completed in selected subjects taught
• Table 2.16. Education and training completed in selected subjects not currently taught
• Table 2.17. School type and school competition
• Table 2.17.a. Primary school type and school competition  
• Table 2.17.b. Upper secondary school type and school competition  
• Table 2.18. School and class size   
• Table 2.18.a. Primary school and class size   
• Table 2.18.b. Upper secondary school and class size   
• Table 2.19. School resources   
• Table 2.20. School climate - Student-related factors   
• Table 2.21. School climate - Teacher-related factors   
• Table 2.22. Professional climate - Communication, shared beliefs and respect amongst colleagues   
• Table 2.23. School climate - Teacher-student relations   
• Table 2.23.c. School climate - Teacher-student relations, 2008 and 2013  
• Table 2.24. School autonomy   

Web tables

• Table 2.4.Web Teachers’ feelings of preparedness for teaching, detailed results 
• Table 2.5.Web Analysis of teachers’ feelings of preparedness for teaching, detailed results 
• Table 2.6.Web Work experience of teachers, detailed results 
• Table 2.12.Web.1 Analysis of the distribution of teachers in more challenging schools, detailed results 
• Table 2.12.Web.2 Schools composition by first language, special needs and disadvantaged homes 
• Table 2.14.Web.1 Analysis of the distribution of teachers in urban and rural schools, detailed results 
• Table 2.14.Web.2 Teachers in schools by size of local community 
• Table 2.15.Web Education and training completed in all subjects taught 
• Table 2.16.Web Education and training completed in all subjects not currently taught 
• Table 2.19.Web Teaching quality hindrance due to school resources
• Table 2.20.Web School climate – Frequency of student-related factors 
• Table 2.21.Web School climate – Frequency of teacher-related factors 
• Table 2.22.Web Professional climate – Communication, shared beliefs and respect amongst colleagues, detailed results
• Table 2.23.Web School climate – Teacher-student relations, detailed results 
• Table 2.24.Web School autonomy by level of decision making 

Chapter 3: The importance of school leadership

Figures

• Figure 3.1. Principals' working time
• Figure 3.2. Principals' leadership   
• Figure 3.3. Principals' participation in a school development plan   
• Figure 3.4. School decisions and collaborative school culture   
• Figure 3.5. Gender and age distribution of principals   
• Figure 3.6. Elements not included in principals' formal education   
• Figure 3.7. Principals' formal education, including leadership training   
• Figure 3.8. Work experience of principals   
• Figure 3.9. Principals' recent professional development   
• Figure 3.11. Principal job satisfaction   

 Tables

• Table 3.1. Principals' working time
• Table 3.1.a. Principals' working time in primary education   
• Table 3.1.b. Principals' working time in upper secondary education  
• Table 3.2. Principals' leadership   
• Table 3.2.a. Principals' leadership in primary education   
• Table 3.2.b. Principals' leadership in upper secondary education  
• Table 3.3. Principals' participation in a school development plan  
• Table 3.3.a. Primary principals' participation in a school development plan  
• Table 3.3.b. Upper secondary principals' participation in a school development plan   
• Table 3.4. Responsibility for leadership activities
• Table 3.5. Relationship between distributed leadership and principals' characteristics   
• Table 3.6. Relationship between principals' distributed leadership and school characteristics   
• Table 3.7. Relationship between principals' distributed leadership and school climate   
• Table 3.8. Gender and age of principals   
• Table 3.8.a. Gender and age of primary principals    
• Table 3.8.b. Gender and age of upper secondary principals   
• Table 3.8.c. Gender and age of principals, 2008 and 2013   
• Table 3.9. Principals' educational attainment   
• Table 3.9.a. Primary education principals' educational attainment   
• Table 3.9.b. Upper secondary education principals' educational attainment   
• Table 3.9.c. Principals' educational attainment, 2008 and 2013  
• Table 3.10. Principals' formal education   
• Table 3.10.a. Primary education principals' formal education
• Table 3.10.b. Upper secondary education principals' formal education  
• Table 3.11. Principals' formal education including leadership training
• Table 3.12. Work experience of principals   
• Table 3.12.a. Work experience of primary education principals   
• Table 3.12.b. Work experience of upper secondary education principals
• Table 3.13. Employment status of principals   
• Table 3.14. Principals' recent professional development   
• Table 3.15. Barriers to principals' participation in professional development   
• Table 3.16. Impact of instructional leadership on teacher appraisal and school planning   
• Table 3.17. Impact of instructional leadership on school climate, job satisfaction and principals' use of time   
• Table 3.18. Relationship between principals' instructional leadership and school climate   
• Table 3.19. Relationship between principals' leadership style and job satisfaction   
• Table 3.20. Relationship between principals' job satisfaction and principals' characteristics  
• Table 3.21. Relationship between principals' job satisfaction and school characteristics   
• Table 3.22. Relationship between principals' job satisfaction and school climate   
• Table 3.23. Relationship between principals' job satisfaction and barriers for principals' effectiveness   

 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

• Figure 4.2. Access to formal and informal induction programmes or activities   
• Figure 4.3. New teachers' access to and participation in formal induction programmes   
• Figure 4.4. Availability of and participation in mentoring activities   
• Figure 4.5. Predicted effect of formal induction programme participation on acting as a mentor  
• Figure 4.6. Teachers' recent participation in professional development by their personal financial cost   
• Figure 4.7. Level of personal payment for teachers' professional development participation   
• Figure 4.8. Professional development recently undertaken by teachers by type and intensity   
• Figure 4.9. Professional development recently undertaken by teachers by intensity of participation in courses and workshops   
• Figure 4.10. Professional development recently undertaken by teachers in days   
• Figure 4.11. Predicted effect of formal induction programme participation on professional development participation   
• Figure 4.12. Content and positive impact of professional development activities   
• Figure 4.13. Professional development participation by level of personal cost and support   
• Figure 4.14. Teachers' needs for professional development   
• Figure 4.15. Barriers to professional development participation    

 Tables

• Table 4.1. Access to and participation in induction programmes in lower secondary education
• Table 4.1.a. Access to and participation in induction programmes in primary education   
• Table 4.1.b. Access to and participation in induction programmes in upper secondary education   
• Table 4.2. Teachers' participation in formal induction programmes, by work status and gender
• Table 4.3. Mentoring programmes in lower secondary education
• Table 4.3.a. Mentoring programmes in primary education
• Table 4.3.b. Mentoring programmes in upper secondary education   
• Table 4.4. Teachers having a mentor, by work status, experience and gender   
• Table 4.5. Teachers serving as mentor, by work status, experience and gender  
• Table 4.6. Teachers' recent professional development and personal cost involved   
• Table 4.6.a. Primary teachers' recent professional development and personal cost involved   
• Table 4.6.b. Upper secondary teachers' recent professional development and personal cost involved  
• Table 4.6.c. Teachers' recent professional development and personal cost involved, 2008 and 2013  
• Table 4.7. Teachers' recent professional development, by work status, experience and gender   
• Table 4.8. Teachers' recent professional development by school type and location   
• Table 4.9. Type of professional development recently undertaken by teachers    
• Table 4.10. Content and positive impact of professional development activities   
• Table 4.11. Support received by teachers for professional development   
• Table 4.12. Teachers' needs for professional development  
• Table 4.12.a. Teachers' needs for professional development in primary education  
• Table 4.12.b. Teachers' needs for professional development in upper secondary education  
• Table 4.12.c. Teachers' needs for professional development, 2008 and 2013   
• Table 4.13. Professional development participation resulting from needs for pedagogy and teaching diversity   
• Table 4.14. Barriers to teachers' participation in professional development  

Web tables

• Table 4.9.Web Type of professional development recently undertaken by teachers, detailed results
• Table 4.10.Web Content and positive impact of professional development activities, detailed results
• Table 4.12.Web Teachers’ needs for professional development, detailed results
• Table 4.13.Web Professional development participation resulting from needs for pedagogy and teaching diversity, detailed results
• Table 4.14.Web Barriers to teachers’ participation in professional development, detailed results
• Table 4.15.Web Components of induction programmes
• Table 4.16.Web Importance of mentoring for teachers and schools
• Table 4.17.Web Importance of mentoring for teachers and schools, detailed results
• Table 4.18.Web Format of recent professional development by type
• Table 4.19.Web Format of recent professional development by type, detailed results
• Table 4.20.Web Professional development participation by teacher characteristics
• Table 4.21.Web Barriers to professional development participation due to lack of pre-requisites
• Table 4.22.Web Barriers to professional development participation due to cost
• Table 4.23.Web Barriers to professional development participation due to lack of professional support
• Table 4.24.Web Barriers to professional development participation due to work schedule conflict
• Table 4.25.Web Barriers to professional development participation due to family responsibilities
• Table 4.26.Web Barriers to professional development participation due to lack of suitable offer
• Table 4.27.Web Barriers to professional development participation due to lack of incentive
• Table 4.28.Web Formal induction programmes for new teachers
• Table 4.29.Web Predicted effect of formal induction programme participation on acting as a mentor
• Table 4.30.Web Predicted effect of formal induction programme participation on professional development participation

Chapter 5:  Improving teaching using appraisal and feedback

Figures

• Figure 5.2. Teachers who never received formal appraisal   
• Figure 5.3. Methods of formally appraising teachers   
• Figure 5.4. Outcomes of formal teacher appraisal   
• Figure 5.5. Outcomes of formal teacher appraisal - development plan and mentoring   
• Figure 5.6. Teachers' feedback by source of feedback   
• Figure 5.7. Teachers' feedback from principals and school management team   
• Figure 5.8. Sources for teachers' feedback   
• Figure 5.9. Teachers' feedback by source and type   
• Figure 5.10. Methods for teachers' feedback  
• Figure 5.11. Emphasis of teacher feedback   
• Figure 5.12. Outcomes of teacher feedback   
• Figure 5.13. Impact of teacher appraisal and feedback systems in schools   

Tables

• Table 5.1. Teachers who never received formal appraisal   
• Table 5.2. Methods of formally appraising teachers   
• Table 5.3. Outcomes of formal teacher appraisal   
• Table 5.4. Teachers' feedback by source of feedback   
• Table 5.4.a. Teachers' feedback by source of feedback in primary education   
• Table 5.4.b. Teachers' feedback by source of feedback in upper secondary education   
• Table 5.5. Methods for providing feedback to teachers   
• Table 5.5.a. Methods for providing feedback to teachers in primary education   
• Table 5.5.b. Methods for providing feedback to teachers in upper secondary education   
• Table 5.6. Emphasis of teacher feedback  
• Table 5.6.a. Emphasis of teacher feedback in primary education 
• Table 5.6.b. Emphasis of teacher feedback in upper secondary education   
• Table 5.6.c. Emphasis of teacher feedback, 2008 and 2013   
• Table 5.7. Outcomes of teacher feedback   
• Table 5.7.a. Outcomes of teacher feedback in primary education   
• Table 5.7.b. Outcomes of teacher feedback in upper secondary education   
• Table 5.7.c. Outcomes of teacher feedback, 2008 and 2013   
• Table 5.8. Impact of teacher appraisal and feedback systems in schools   
• Table 5.8.c. Impact of teacher appraisal and feedback systems in schools, 2008 and 2013   
• Table 5.9. Impact of teacher appraisal and feedback in schools by salary control   

Web tables

• Table 5.1.Web Frequency of formal teacher appraisal
• Table 5.2.Web.1 Methods of formally appraising teachers – External individuals or bodies
• Table 5.2.Web.2 Methods of formally appraising teachers – School principals
• Table 5.2.Web.3 Methods of formally appraising teachers – School management team
• Table 5.2.Web.4 Methods of formally appraising teachers – Assigned mentors
• Table 5.2.Web.5 Methods of formally appraising teachers – Other teachers
• Table 5.2.Web.6 Teachers not being formally appraised – by method
• Table 5.3.Web Outcomes of formal teacher appraisal, detailed results
• Table 5.5.Web.1 Methods for providing feedback to teachers – External individuals or bodies
• Table 5.5.Web.2 Methods for providing feedback to teachers – School principals
• Table 5.5.Web.3 Methods for providing feedback to teachers – School management team
• Table 5.5.Web.4 Methods for providing feedback to teachers – Assigned mentors
• Table 5.5.Web.5 Methods for providing feedback to teachers – Other teachers
• Table 5.5.Web.6 Teachers not receiving feedback – by method
• Table 5.7.Web Outcomes of teacher feedback, detailed results
• Table 5.8.Web Impact of teacher appraisal and feedback systems in schools, detailed results
• Table 5.10.Web Sources for teachers’ feedback
• Table 5.11.Web Methods for teachers’ feedback

Chapter 6:  Examining teacher practices and classroom environment

Figures

• Figure 6.2. Teaching practices   
• Figure 6.3. Teaching practices by country   
• Figure 6.4. Distribution of variance - small groups, projects, ICT   
• Figure 6.5. Relationships between teaching practices and professional development activities   
• Figure 6.6. Teachers' use of student assessment practices  
• Figure 6.7. Teachers' working hours   
• Figure 6.8. Teachers' beliefs about teaching and learning   
• Figure 6.9. Distribution of variance - constructivist beliefs   
• Figure 6.10. Teacher co-operation    
• Figure 6.11. Distribution of variance - teacher co-operation indices: professional collaboration and exchange and co-ordination    
• Figure 6.12. Distribution of time spent in the classroom during an average lesson
• Figure 6.13. Percentiles of time spent on teaching and learning   
• Figure 6.14. Percentiles of time spent on keeping order in the classroom   
• Figure 6.15. Distribution of variance - classroom discipline   

Tables

• Table 6.1. Teaching practices  
• Table 6.1.a. Teaching practices in primary education   
• Table 6.1.b. Teaching practices in upper secondary education   
• Table 6.2. Relationships between teachers' characteristics and small group practice   
• Table 6.3. Relationships between teachers' characteristics and use of projects   
• Table 6.4. Relationships between teachers' characteristics and use of ICT   
• Table 6.5. Relationships between professional development and small group practice   
• Table 6.6. Relationships between professional development and use of projects   
• Table 6.7. Relationships between professional development and use of ICT   
• Table 6.8. Relationships between classroom context and small groups practice   
• Table 6.9. Relationships between classroom context and the reported use of projects   
• Table 6.10. Relationships between classroom context and use of ICT   
• Table 6.11. Teachers' use of student assessment practices   
• Table 6.12. Teachers' working hours   
• Table 6.12.a. Teachers' working hours in primary education   
• Table 6.12.b. Teachers' working hours in upper secondary education  
• Table 6.13. Teachers' beliefs about teaching and learning   
• Table 6.13.a. Teachers' beliefs about teaching and learning in primary education   
• Table 6.13.b. Teachers' beliefs about teaching and learning in upper secondary education   
• Table 6.14. Relationship between teaching beliefs and practices   
• Table 6.15. Teacher co-operation    
• Table 6.15.a. Teacher co-operation in primary education   
• Table 6.15.b. Teacher co-operation in upper secondary education   
• Table 6.16. Relationships between teachers' professional development activities and collaboration   
• Table 6.17. Relationships between teachers' professional development activities and co-operation  
• Table 6.18. Correlation between participation among stakeholders in the school and teaching co-ordination   
• Table 6.19. Correlation between participation among stakeholders in the school and teacher professional collaboration   
• Table 6.20. Distribution of class time during an average lesson   
• Table 6.20.a. Distribution of class time during an average lesson in primary education   
• Table 6.20.b. Distribution of class time during an average lesson in upper secondary education  
• Table 6.20.c. Distribution of class time during an average lesson, 2008 and 2013  
• Table 6.21. Classroom discipline   
• Table 6.22. Correlation between actual teaching and learning and classroom discipline   

 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

• Figure 7.2. Teachers' job satisfaction  
• Figure 7.3. Teachers' view of the way society value the teaching profession   
• Figure 7.4. Teachers' self-efficacy and experience    
• Figure 7.5. Teachers' job satisfaction and experience    
• Figure 7.6. Teachers' job satisfaction and class composition   
• Figure 7.9. Teachers' self-efficacy and professional collaboration  
• Figure 7.10. Teachers' job satisfaction and professional collaboration   

Tables

• Table 7.1. Teachers' self-efficacy   
• Table 7.2. Teachers' job satisfaction   
• Table 7.3. Relationship between teacher and school characteristics and societal value of teaching  
• Table 7.4. Relationship between teachers' characteristics and their self-efficacy   
• Table 7.5. Relationship between teachers' characteristics and job satisfaction   
• Table 7.6. Relationship between classroom characteristics and teachers' self-efficacy   
• Table 7.7. Relationship between classroom characteristics and teachers' job satisfaction   
• Table 7.8. Relationship between school environment and teachers' self-efficacy   
• Table 7.9. Relationship between school environment and teachers' job satisfaction   
• Table 7.10. Relationship between teacher professional development and teachers' self-efficacy   
• Table 7.11. Relationship between teacher professional development and teachers' job satisfaction  
• Table 7.12. Relationship between teacher feedback and self-efficacy  
• Table 7.13. Relationship between teacher feedback and job satisfaction   
• Table 7.14. Relationship between teachers' working hours, beliefs and practices and self-efficacy   
• Table 7.15. Relationship between teachers' working hours, beliefs and practices and job satisfaction   
• Table 7.16. Relationship between teachers' collaboration and self-efficacy   
• Table 7.17. Relationship between teachers' collaboration and job satisfaction   

 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

• Table A.1. Participation and estimated size of teacher population - ISCED 1   
• Table A.2. Participation and estimated size of teacher population - ISCED 2   
• Table A.3. Participation and estimated size of teacher population - ISCED 3   
• Table A.4. Participation and estimated size of teacher population - TALIS – PISA link   

Annex B: Technical notes on indices and analysis used in TALIS 2013

• Table B.1. List of variables in the Chapter 2 regression analyses  
• Table B.2. The percentage of missing cases for each country for each variable included in the Chapter 2 regression analyses  
• Table B.3. List of variables in the Chapter 3 regression analyses   
• Table B.4. The percentage of missing cases for each country for each variable included in the Chapter 3 regression analyses  
• Table B.5. List of variables in the Chapter 4 regression analyses   
• Table B.6. The percentage of missing cases for each country for each variable included in the Chapter 4 regression analyses  
• Table B.7. List of variables in the Chapter 6 regression analyses   
• Table B.8. The percentage of missing cases for each country for each variable included in the Chapter 6 regression analyses  
• Table B.9. List of independent variables in the Chapter 7 regression analyses   
• Table B.10. The percentage of missing cases for each country for each variable included in the Chapter 7 regression analyses