Results from TALIS 2024

Annex C. List of tables available online

The following tables are available in electronic form only.

Table A C.1. Chapter 1 Teaching for today’s world

Statlink Chapter 1
Table 1.1	Teachers' gender
Table 1.2	Change in the gender composition of the teaching body (2008, 2013, 2018 and 2024)
Table 1.3	Teachers' age
Table 1.4	Change in teachers' age (2013, 2018 and 2024)
Table 1.5	Change in teachers' age by age groups (2008, 2013, 2018 and 2024)
Table 1.6	Teachers age 50 and above, by school characteristics
Table 1.7	Teachers' highest educational attainment
Table 1.8	Change in teachers' educational attainment (2008, 2013, 2018 and 2024)
Table 1.9	Teachers' teaching experience
Table 1.10	Change in teachers' teaching experience (2008, 2013, 2018 and 2024)
Table 1.11	Novice teachers, by school characteristics
Table 1.12	Teachers' non-teaching work experience
Table 1.13	Change in the share of teachers with non-teaching work experience (2013, 2018 and 2024)
Table 1.14	Second-career teachers, by school characteristics
Table 1.15	Second-career teachers, by teacher characteristics
Table 1.16	Change in the share of second-career teachers, from 2018 to 2024
Table 1.17	Staff and resource obstacles
Table 1.18	Change in shortage of personnel, from 2018 to 2024
Table 1.19	Shortage of personnel, by school characteristics
Table 1.20	Structural obstacles
Table 1.21	Teacher self-efficacy
Table 1.22	Teachers with high degree of self-efficacy, by gender, age, years of teaching experience and education level
Table 1.23	Relationship between teacher self-efficacy and school characteristics
Table 1.24	Teachers with high degree of self-efficacy, by school characteristics
Table 1.25	School composition
Table 1.26	Change in school composition, from 2018 to 2024
Table 1.27	Teacher self-efficacy in multicultural environments
Table 1.28	Teacher self-efficacy in multicultural environments, by school intake of minority students
Table 1.29	Teacher self-efficacy in inclusive practices for special education needs
Table 1.30	Teacher self-efficacy in inclusive teaching practices for special education needs, by school intake of students with special education needs
Table 1.31	Teaching practices
Table 1.32	Change in teaching practices regarding the clarity of instruction, from 2018 to 2024
Table 1.33	Teacher approaches to student practice
Table 1.34	Change in teacher approaches to student practice (2013, 2018 and 2024)
Table 1.35	Change in teaching practices regarding classroom management, from 2018 to 2024
Table 1.36	Change in teaching practices regarding cognitive activation, from 2018 to 2024
Table 1.37	Teachers' use of adaptive practices
Table 1.38	Relationship between teachers' use of adaptive practices and school, class and teacher characteristics
Table 1.39	Teacher self-efficacy in supporting all students' learning, by school characteristics
Table 1.40	Teachers' assessment practices
Table 1.41	Change in teachers' assessment practices (2013, 2018 and 2024)
Table 1.42	Teachers' practices regarding social and emotional skill development
Table 1.43	Relationship between teachers' practices regarding social and emotional skill development and school, class and teacher characteristics
Table 1.44	Teachers' empathy with students, by gender
Table 1.45	Teachers' ease with instruction on social and emotional skills
Table 1.46	Teacher self-efficacy in supporting students' social and emotional learning, by school characteristics
Table 1.47	Teachers' beliefs regarding the benefits of using digital resources and tools
Table 1.48	Teachers' beliefs regarding the challenges of using digital resources and tools
Table 1.49	Teachers' practices regarding digital resources and tools, by gender
Table 1.50	Teachers' practices regarding digital resources and tools, by age
Table 1.51	Relationship between teachers' use of digital resources for whole class instruction and beliefs in the benefits of digital resources
Table 1.52	Relationship between teachers' use of digital resources for individualised instruction and assessment and beliefs in the benefits of digital resources
Table 1.53	Mode of student participation in lessons
Table 1.54	Relationship between teachers' use of digital resources for whole class instruction and school, class and teacher characteristics
Table 1.55	Relationship between teachers' use of digital resources for individualised instruction and assessment and school, class and teacher characteristics
Table 1.56	Shortage or inadequacy of digital resources and tools, by school characteristics
Table 1.57	Teacher self-efficacy in using digital resources and tools, by school characteristics
Table 1.58	Teacher self-efficacy in using digital tools and resources
Table 1.59	Teachers' use of AI
Table 1.60	Teachers' practices regarding AI
Table 1.61	Teachers' views of the benefits regarding AI use in education
Table 1.62	Teachers' views of the challenges regarding AI use in education
Table 1.63	Barriers to using AI in teaching

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Table A C.2. Chapter 2 Thriving in teaching

Statlink Chapter 2
Table 2.1	Teachers' fulfilment of their lesson aims
Table 2.2	Between- and within-country variation in teachers' fulfilment of their lesson aims
Table 2.3	Teacher well-being
Table 2.4	Change in teacher well-being, from 2018 to 2024
Table 2.5	Between- and within-country variation in teacher well-being
Table 2.6	Teachers' satisfaction with the teaching profession
Table 2.7	Change in teachers' satisfaction with the teaching profession (2013, 2018 and 2024)
Table 2.8	Teachers' satisfaction with their current work environment
Table 2.9	Change in teachers' satisfaction with their current work environment (2013, 2018 and 2024)
Table 2.10	Between- and within-country variation in teacher job satisfaction
Table 2.11	Job satisfaction, by occupation
Table 2.12	Teachers' fulfilment of their lesson aims, by gender
Table 2.13	Teacher stress, by teacher characteristics
Table 2.14	Teacher job satisfaction, by teacher characteristics
Table 2.15	Teachers' fulfilment of their lesson aims, by years of teaching experience
Table 2.16	Teachers' fulfilment of their lesson aims, by career path
Table 2.17	Relationship between teachers' fulfilment of their lesson aims and being a second-career teacher
Table 2.18	Teacher stress, by career pathway
Table 2.19	Relationship between teacher well-being and being a second-career teacher
Table 2.20	Teacher job satisfaction, by career pathway
Table 2.21	Relationship between teacher job satisfaction and being a second-career teacher
Table 2.22	Teachers' fulfilment of their lesson aims, by school characteristics
Table 2.23	Teacher stress, by school characteristics
Table 2.24	Differences in teacher stress, by school location: Change from 2018 to 2024
Table 2.25	Differences in teacher stress, by school type: Change from 2018 to 2024
Table 2.26	Differences in teacher stress, by school intake of students from socio-economically disadvantaged homes: Change from 2018 to 2024
Table 2.27	Teacher job satisfaction, by school characteristics
Table 2.28	Differences in teacher job satisfaction, by school location: Change from 2018 to 2024
Table 2.29	Differences in teacher job satisfaction, by school type: Change from 2018 to 2024
Table 2.30	Differences in teacher job satisfaction, by school intake of students from socio-economically disadvantaged homes: Change from 2018 to 2024
Table 2.31	Relationship between teachers' fulfilment of their lesson aims and self-efficacy
Table 2.32	Relationship between teachers' fulfilment of their lesson aims regarding adaptive teaching and self-efficacy
Table 2.33	Relationship between teachers' fulfilment of their lesson aims regarding students' social and emotional skills and self-efficacy
Table 2.34	Relationship between teacher well-being and self-efficacy
Table 2.35	Relationship between teacher job satisfaction and self-efficacy
Table 2.36	Teachers' beliefs about growth mindset
Table 2.37	Teachers' beliefs about growth mindset, by teacher characteristics
Table 2.38	Relationship between teachers' fulfilment of their lesson aims and their beliefs about growth mindset
Table 2.39	Relationship between teacher well-being and teachers' beliefs about growth mindset
Table 2.40	Relationship between teacher job satisfaction and teachers' beliefs about growth mindset
Table 2.41	Relationship between teachers' self‐efficacy in student engagement and their beliefs about growth mindset
Table 2.42	Relationship between teachers' self‐efficacy in instruction and their beliefs about growth mindset
Table 2.43	Relationship between teachers' self‐efficacy in classroom management and their beliefs about growth mindset
Table 2.44	Relationship between teachers' self‐efficacy and their beliefs about growth mindset
Table 2.45	Relationship between teachers' fulfilment of their lesson aims and sources of stress
Table 2.46	Relationship between teacher well-being and sources of stress
Table 2.47	Relationship between teacher well-being and task intensity
Table 2.48	Relationship between teacher job satisfaction and sources of stress

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Table A C.3. Chapter 3 The demands of teaching

Statlink Chapter 3
Table 3.1	Sources of teacher stress, by self-efficacy in instruction
Table 3.2	Sources of teacher stress, by self-efficacy in classroom management
Table 3.3	Sources of teacher stress, by self‐efficacy
Table 3.4	Relationship between the stressor of maintaining classroom discipline and teacher self-efficacy in classroom management
Table 3.5	Classroom discipline, by self-efficacy in classroom management
Table 3.6	Use of class time during a typical lesson, by self-efficacy in classroom management
Table 3.7	Use of class time during a typical lesson, by self-efficacy in instruction
Table 3.8	Change in teachers' working hours (full time) (2013, 2018 and 2024)
Table 3.9	Change in teachers' working hours (part time) (2013, 2018 and 2024)
Table 3.10	Teachers' working hours (full time)
Table 3.11	Teachers' working hours (part time)
Table 3.12	Teachers' working hours (full time), by years of teaching experience
Table 3.13	Number of hours worked per week
Table 3.14	Number of hours worked per week (full time)
Table 3.15	Working under pressure
Table 3.16	Sources of teacher stress, by years of teaching experience
Table 3.17	Change in sources of teacher stress, from 2018 to 2024
Table 3.18	Administrative work as a source of stress, by school characteristics
Table 3.19	Diverse learning needs in the classroom
Table 3.20	Diverse learning needs in the classroom, by years of teaching experience
Table 3.21	Diverse learning needs in the classroom, by self-efficacy in classroom management
Table 3.22	Diverse learning needs in the classroom, by self-efficacy in instruction
Table 3.23	Class composition
Table 3.24	Relationship between classroom disruption and class characteristics
Table 3.25	Share of students who have difficulties understanding the language(s) of instruction in class, by teacher characteristics
Table 3.26	Share of students with special education needs in class, by teacher characteristics
Table 3.27	Share of students with behavioural problems in class, by teacher characteristics
Table 3.28	Share of students with academic difficulties in class, by teacher characteristics
Table 3.29	Share of students that are academically gifted in class, by teacher characteristics
Table 3.30	Relationship between modifying lessons for students with special education needs as a source of stress and teachers' professional learning needs
Table 3.31	Relationship between having too much work on diversity and equity issues as a source of stress and teachers' professional learning needs
Table 3.32	Relationship between teachers' fulfilment of their lesson aims and class composition
Table 3.33	Relationship between teachers' fulfilment of their lesson aims and diverse learning needs in the classroom
Table 3.34	Classroom discipline
Table 3.35	Classroom discipline, by years of teaching experience
Table 3.36	Use of class time during a typical lesson
Table 3.37	Change in the use of class time during a typical lesson (2008, 2013, 2018 and 2024)
Table 3.38	School safety
Table 3.39	Online intimidation or bullying among students (or other forms of verbal abuse), by school characteristics
Table 3.40	Change in school safety (2013, 2018 and 2024)
Table 3.41	Relationship between principals' reports on intimidation or bullying among students and the share of students with behavioural problems in class
Table 3.42	Relationship between principals' reports on intimidation or bullying among students and teachers' perceived classroom disruption
Table 3.43	Relationship between principals' reports on intimidation or bullying among students and time spent in keeping order in the classroom
Table 3.44	Change in the use of class time during a typical lesson, by years of teaching experience
Table 3.45	Relationship between class time spent on actual teaching and learning and years of teaching experience
Table 3.46	Relationship between the stressor of maintaining classroom discipline and diverse learning needs in the classroom
Table 3.47	Formal teacher appraisal, by source
Table 3.48	Methods for providing formal teacher appraisal
Table 3.49	Change in methods for providing formal teacher appraisal, from 2018 to 2024
Table 3.50	Consequences of formal teacher appraisal
Table 3.51	Change in consequences of formal teacher appraisal (2013, 2018 and 2024)
Table 3.52	Methods of feedback received by teachers, by years of teaching experience
Table 3.53	Addressing parent or guardian concerns as a source of stress, by teacher characteristics
Table 3.54	Change management
Table 3.55	Change management, by teacher characteristics
Table 3.56	Change management, by school characteristics
Table 3.57	Relationship between the stressor of having too much marking and change fatigue
Table 3.58	Relationship between the stressor of having too much administrative work to do and change fatigue
Table 3.59	Relationship between the stressor of being held responsible for students’ achievement and change fatigue
Table 3.60	Relationship between the stressor of maintaining classroom discipline and change fatigue
Table 3.61	Relationship between the stressor of keeping up with changing requirements from authorities and change fatigue
Table 3.62	Relationship between the stressor of addressing parent or guardian concerns and change fatigue
Table 3.63	Relationship between the stressor of being held responsible for students’ social and emotional well-being and change fatigue
Table 3.64	Relationship between the stressor of having too much marking and lack of human resources
Table 3.65	Relationship between the stressor of having too much administrative work to do and lack of human resources
Table 3.66	Relationship between the stressor of being held responsible for students’ achievement and lack of human resources
Table 3.67	Relationship between the stressor of maintaining classroom discipline and lack of human resources
Table 3.68	Relationship between the stressor of keeping up with changing requirements from authorities and lack of human resources
Table 3.69	Relationship between the stressor of addressing parent or guardian concerns and lack of human resources
Table 3.70	Relationship between the stressor of being held responsible for students’ social and emotional well-being and lack of human resources
Table 3.71	Change management, by self-efficacy

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Table A C.4. Chapter 4 Developing teacher expertise

Statlink Chapter 4
Table 4.1	Type of first teaching qualification, by year of completion of first teaching qualification
Table 4.2	Type of first teaching qualification, by career pathway
Table 4.3	Quality of first teaching qualification, by year of completion of first teaching qualification
Table 4.4	Quality of first teaching qualification of recent graduates, by type
Table 4.5	Teachers' sense of preparedness for teaching, by year of completion of first teaching qualification
Table 4.6	Change in recent graduates' sense of preparedness for teaching, from 2018 to 2024
Table 4.7	Teacher participation in induction activities, by years of teaching experience in the school
Table 4.8	Relationship between teacher participation in induction activities and teacher and school characteristics, among teachers new to the school
Table 4.9	Change in teacher participation in induction activities for teachers recently arrived at the school, from 2018 to 2024
Table 4.10	Teacher access to mentoring, by years of teaching experience
Table 4.11	Change in novice teachers' access to mentoring (2013, 2018 and 2024)
Table 4.12	Modes of professional learning activities for teachers, by occupation
Table 4.13	Participation in adult training activities, by occupation
Table 4.14	Number of training activities, by occupation
Table 4.15	Usefulness of last training activity, by occupation
Table 4.16	Number of hours in the last training activity, by occupation
Table 4.17	Training wanted but not taken, by occupation
Table 4.18	Modes of professional learning activities for teachers, by years of teaching experience
Table 4.19	Participation in professional learning activities, by years of teaching experience
Table 4.20	Differences in in-person participation in professional learning activities, by school location
Table 4.21	Differences in in-person participation in professional learning activities, by gender
Table 4.22	Content of professional learning activities for teachers, by years of teaching experience
Table 4.23	Change in the content of professional learning activities for teachers, from 2018 to 2024
Table 4.24	Self-reported impact of professional learning activities for teachers, by teacher characteristics
Table 4.25	Relationship between impactful professional learning and participation in professional learning
Table 4.26	Relationship between teachers' fulfilment of their lesson aims and impactful professional learning
Table 4.27	Teachers' professional learning needs, by years of teaching experience
Table 4.28	Teachers' professional learning needs, by career pathway
Table 4.29	Relationship between teachers' professional learning needs regarding the use of artificial intelligence for teaching and learning and inclusion of the same area in professional learning
Table 4.30	Professional learning needs and participation: Skills for using artificial intelligence for teaching and learning, by years of teaching experience
Table 4.31	Change in teachers' professional learning needs (2013, 2018 and 2024)
Table 4.32	Professional learning needs and participation: Teaching students with special education needs, by years of teaching experience
Table 4.33	Change in novice teachers' professional learning needs (2013, 2018 and 2024)
Table 4.34	Relationship between teachers' fulfilment of their lesson aims and professional learning needs
Table 4.35	Relationship between teachers' professional learning needs regarding classroom management for student behaviour and inclusion of the same area in professional learning
Table 4.36	Relationship between novice teachers' professional learning needs regarding classroom management for student behaviour and inclusion of the same area in professional learning
Table 4.37	Impact of feedback received by teachers, by years of teaching experience
Table 4.38	Professional learning needs and participation: Classroom management for student behaviour, by years of teaching experience
Table 4.39	Barriers to teacher participation in professional learning
Table 4.40	Change in barriers to teacher participation in professional learning (2013, 2018 and 2024)
Table 4.41	Barriers to teacher participation in professional learning, by years of teaching experience
Table 4.42	Relationship between teachers reporting that lack of time due to other commitments is a barrier to participation in professional learning and teacher and school characteristics
Table 4.43	Relationship between teachers reporting that professional learning is not accessible due to lack of digital resources and teacher and school characteristics
Table 4.44	Relationship between teachers reporting that there is no offer of relevant professional learning and teacher and school characteristics
Table 4.45	Relationship between teachers reporting that professional learning is not accessible due to distance and teacher and school characteristics
Table 4.46	Barriers to teacher participation in professional learning, by school characteristics
Table 4.47	Relationship between teacher well-being and initial teacher education
Table 4.48	Relationship between teacher well-being and initial teacher education for recent graduates
Table 4.49	Relationship between teacher job satisfaction and initial teacher education
Table 4.50	Relationship between teacher job satisfaction and initial teacher education for recent graduates
Table 4.51	Relationship between teacher job satisfaction and participation in induction activities for teachers recently arrived at the school
Table 4.52	Relationship between teacher well-being and participation in induction activities for teachers recently arrived at the school
Table 4.53	Relationship between teacher job satisfaction and mentoring for novice teachers
Table 4.54	Relationship between teacher well-being and mentoring for novice teachers
Table 4.55	Relationship between teacher job satisfaction and mentoring
Table 4.56	Relationship between teachers' fulfilment of their lesson aims and initial teacher education
Table 4.57	Relationship between teachers' fulfilment of their lesson aims and initial teacher education for recent graduates
Table 4.58	Relationship between teachers' fulfilment of their lesson aims and participation in induction activities for teachers recently arrived at the school
Table 4.59	Relationship between teachers' fulfilment of their lesson aims and the quality of first teaching qualification
Table 4.60	Relationship between teachers' fulfilment of their lesson aims and mentoring for novice teachers
Table 4.61	Relationship between teachers' fulfilment of their lesson aims and participation in professional learning
Table 4.62	Relationship between teachers' fulfilment of their lesson aims and content of professional learning activities
Table 4.63	Relationship between teacher support for students' social and emotional learning and professional learning
Table 4.64	Relationship between classroom management and professional learning

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Table A C.5. Chapter 5 Teacher leadership and autonomy

Statlink Chapter 5
Table 5.1	Teacher involvement in school decision making on curriculum and teaching resources
Table 5.2	Teacher involvement in school decision making on school policies
Table 5.3	Teacher involvement in school decision making on budget and general school resources
Table 5.4	Teacher involvement in determining course content, including national/regional curricula, by school characteristics
Table 5.5	Teacher involvement in deciding which courses are offered, by school characteristics
Table 5.6	Change in teacher involvement in school decision making on school resources, budget and policies (2013, 2018 and 2024)
Table 5.7	Change in teacher involvement in school decision making on curriculum and teaching resources (2013, 2018 and 2024)
Table 5.8	Teacher involvement in establishing student assessment policies, including national/regional assessments, by school characteristics
Table 5.9	Teacher involvement in establishing student disciplinary policies and procedures, by school characteristics
Table 5.10	Views of opportunities for teacher leadership, by gender
Table 5.11	Views of opportunities for teacher leadership, by age
Table 5.12	Views of opportunities for staff participation in school decision making, by school characteristics
Table 5.13	Views of opportunities for teacher leadership, by years of teaching experience
Table 5.14	Share of teachers represented on the school management team
Table 5.15	Change in the share of teachers represented on the school management team, from 2018 to 2024
Table 5.16	Change in teachers' working hours spent on participating in school management (2013, 2018 and 2024)
Table 5.17	Teachers' working hours spent on participating in school management, by teacher characteristics
Table 5.18	Views of opportunities for teacher leadership, by teacher self-efficacy
Table 5.19	Support for staff to lead new initiatives, by school characteristics
Table 5.20	Teachers taking leadership roles in promoting a professional learning community, by school characteristics
Table 5.21	Teachers initiating and leading collaborative activities, by school characteristics
Table 5.22	Teachers leading their professional growth and development activities, by school characteristics
Table 5.23	Relationship between opportunities for staff participation in school decision making and teacher self-efficacy
Table 5.24	Relationship between opportunities for staff to lead new initiatives and teacher self-efficacy
Table 5.25	Relationship between opportunities for teachers to take leadership roles in promoting a professional learning community and teacher self-efficacy
Table 5.26	Relationship between opportunities for teachers to initiate and lead collaborative activities and teacher self-efficacy
Table 5.27	Relationship between opportunities for teachers to lead their professional growth and development activities and teacher self-efficacy
Table 5.28	Teacher perceptions of policy influence
Table 5.29	Teacher perceptions of policy influence, by teacher characteristics
Table 5.30	Change in teacher perceptions of policy influence, from 2018 to 2024
Table 5.31	Teacher autonomy in planning and teaching
Table 5.32	Teacher autonomy in implementing the curriculum in a flexible way, by school characteristics
Table 5.33	Teacher autonomy in selecting teaching methods and strategies, by school characteristics
Table 5.34	Teacher autonomy in choosing assessment activities, by school characteristics
Table 5.35	Teacher autonomy in selecting learning objectives, by school characteristics
Table 5.36	Teacher autonomy in designing and preparing lessons, by school characteristics
Table 5.37	Teacher autonomy in planning and teaching, by years of teaching experience
Table 5.38	Relationship between teacher autonomy and teacher characteristics
Table 5.39	Relationship between teacher autonomy and school characteristics
Table 5.40	Teacher autonomy in implementing the curriculum in a flexible way, by frequency of formal appraisal
Table 5.41	Teacher autonomy in selecting teaching methods and strategies, by frequency of formal appraisal
Table 5.42	Teacher autonomy in choosing assessment activities, by frequency of formal appraisal
Table 5.43	Teacher autonomy in selecting learning objectives, by frequency of formal appraisal
Table 5.44	Teacher autonomy in designing and preparing lessons, by frequency of formal appraisal
Table 5.45	Relationship between teacher job satisfaction and teacher participation in school management
Table 5.46	Relationship between teacher job satisfaction and teacher involvement in school decision making on school policies
Table 5.47	Relationship between teacher job satisfaction and teacher involvement in school decision making on budget and school resources
Table 5.48	Relationship between teacher job satisfaction and teacher involvement in school decision making on curriculum and teaching resources
Table 5.49	Relationship between teacher job satisfaction and opportunities for teacher leadership
Table 5.50	Relationship between teacher well-being and opportunities for teacher leadership
Table 5.51	Relationship between teacher autonomy and opportunities for teacher leadership
Table 5.52	Relationship between teacher job satisfaction and teacher perceptions of policy influence
Table 5.53	Relationship between teachers' fulfilment of their lesson aims and their autonomy
Table 5.54	Relationship between teachers considering students’ prior knowledge and needs when planning a lesson and teacher autonomy
Table 5.55	Relationship between teachers pointing students to different materials for learning depending on their needs and teacher autonomy
Table 5.56	Relationship between teachers changing their way of explaining when a student has difficulties understanding a topic or task and teacher autonomy
Table 5.57	Relationship between teachers adapting teaching methods to students’ needs and teacher autonomy
Table 5.58	Relationship between teachers asking questions at various difficulty levels to check students’ understanding of the subject matter and teacher autonomy
Table 5.59	Teacher self-efficacy in areas of classroom management and instruction, by teacher autonomy
Table 5.60	Teacher self-efficacy in areas of classroom management and instruction, by years of teaching experience
Table 5.61	Relationship between teacher job satisfaction and autonomy
Table 5.62	Relationship between teacher well‐being and autonomy
Table 5.63	Relationship between teacher well‐being, autonomy and self-efficacy
Table 5.64	Relationship between teacher autonomy and self‐efficacy in instruction
Table 5.65	Relationship between teacher autonomy and self‐efficacy in classroom management
Table 5.66	Relationship between teacher autonomy and self‐efficacy in student engagement
Table 5.67	Teacher autonomy in planning and teaching, by teacher self-efficacy
Table 5.68	Relationship between teacher self-efficacy and autonomy among novice teachers
Table 5.69	Relationship between teacher self-efficacy and autonomy among experienced teachers

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Table A C.6. Chapter 6 Professional relationships in school communities

Statlink Chapter 6
Table 6.1	Teachers' working hours spent on collaborative activities
Table 6.2	Change in teachers' working hours spent on collaborative activities (2013, 2018 and 2024)
Table 6.3	Teacher collaboration, by gender
Table 6.4	Teacher collaboration, by frequency
Table 6.5	Teacher collaboration, by years of teaching experience
Table 6.6	Teacher collaboration for high and low teacher self-efficacy
Table 6.7	Change in teacher collaboration (2013, 2018 and 2024)
Table 6.8	Views of teacher collegiality, by school characteristics
Table 6.9	Change in teacher collegiality, from 2018 to 2024
Table 6.10	Relationship between teacher collegiality and teacher collaboration
Table 6.11	Relationship between teachers' fulfilment of their lesson aims and collaborative practices
Table 6.12	Relationship between teachers' well-being and collaborative practices
Table 6.13	Relationship between teachers' job satisfaction and collaborative practices
Table 6.14	Relationship between teacher collegiality and hours spent on teacher collaboration
Table 6.15	Relationship between teachers' well-being and their views of relationships with school stakeholders
Table 6.16	Relationship between teachers' job satisfaction and their views of relationships with school stakeholders
Table 6.17	Teachers' views of their principals
Table 6.18	Teachers' views of their principals' confidence in teachers' expertise, by teacher characteristics
Table 6.19	Views of principal-teacher relationships, by school characteristics
Table 6.20	Views of principal feedback to teachers, by teacher characteristics
Table 6.21	Teachers' views of their principals' confidence in teachers' expertise, by principal characteristics
Table 6.22	Teachers' views of their principals, by principals' self-reported instructional leadership
Table 6.23	Teachers' views of their principals, by distributed leadership
Table 6.24	Relationship between teachers' fulfilment of their lesson aims and relationship with principal
Table 6.25	Relationship between teachers' well-being and relationship with principal
Table 6.26	Relationship between teachers' job satisfaction and relationship with principal
Table 6.27	Teacher-student relations
Table 6.28	Change in teacher-student relations (2008, 2013, 2018 and 2024)
Table 6.29	Perceptions of the value of teachers for students, by teacher characteristics
Table 6.30	Perceptions of the value of teachers for students, by school characteristics
Table 6.31	Relationship between teacher-student relations and teacher self-efficacy in classroom management
Table 6.32	Relationship between perceptions of teacher-student relations and time spent on student counselling
Table 6.33	Relationship between teachers' job satisfaction and belief that students' well-being is important
Table 6.34	Relationship between teachers' well-being and belief that students' well-being is important
Table 6.35	Relationship between teachers' fulfilment of their lesson aims and belief that students' well-being is important
Table 6.36	Teacher collaboration with parents and guardians, by teacher characteristics
Table 6.37	Teacher collaboration with parents and guardians, by school characteristics
Table 6.38	Teachers' views on whether they are valued by parents and guardians in the school, by school characteristics
Table 6.39	Teachers' views on whether they are valued by parents and guardians in the school, by teacher characteristics
Table 6.40	Relationship between perceptions of teachers' value for parents and guardians and collaboration with parents and guardians
Table 6.41	Relationship between perceptions of parents and guardians valuing teachers and hours spent on communicating with parents and guardians
Table 6.42	Relationship between perceptions of teachers' value for parents and guardians and parental/guardian involvement in the school
Table 6.43	Teacher self-efficacy in communicating with parents and guardians using digital resources and tools, by teacher characteristics
Table 6.44	Relationship between teachers' fulfilment of their lesson aims and collaboration with parents and guardians
Table 6.45	Relationship between teachers' job satisfaction and collaboration with parents and guardians
Table 6.46	Relationship between teachers' well-being and collaboration with parents and guardians
Table 6.47	Involvement of parents and guardians in school decision making, by school characteristics
Table 6.48	Differences in teacher collegiality, by school intake of students from socio-economically disadvantaged homes: Change from 2018 to 2024

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Table A C.7. Chapter 7 Sustaining the profession

Statlink Chapter 7
Table 7.1	Intention to leave teaching within the next five years, by age group
Table 7.2	Change in share of teachers intending to leave teaching within the next five years among teachers under age 30, from 2018 to 2024
Table 7.3	Change in share of teachers intending to leave teaching within the next five years among teachers between age 30 and 49, from 2018 to 2024
Table 7.4	Change in share of teachers intending to leave teaching within the next five years among teachers under age 50, from 2018 to 2024
Table 7.5	Attrition factors likely to cause teachers to leave teaching within the next five years, by age group
Table 7.6	Intention to leave teaching within the next five years among teachers who are not about to retire, by teacher characteristics
Table 7.7	Intention to leave teaching within the next five years among teachers who are not about to retire, by school characteristics
Table 7.8	Relationship between teachers' career intentions and their job satisfaction
Table 7.9	Relationship between teachers' career intentions and their stress levels and job satisfaction
Table 7.10	Intention to leave teaching within the next five years among teachers who are not about to retire, by self-efficacy
Table 7.11	Intention to leave teaching within the next five years among teachers who are not about to retire, by fulfilment of lesson aims
Table 7.12	Relationship between teachers' career intentions and sources of stress
Table 7.13	Motivations to teach, by gender
Table 7.14	Motivations to teach, by age
Table 7.15	Motivations to teach, by career pathway
Table 7.16	Working against social disadvantage as a motivation to teach, by school characteristics
Table 7.17	Relationship between teachers' career intentions and social utility motivations to teach
Table 7.18	Intention to leave teaching within the next five years among teachers who are not about to retire, by personal utility motivations to teach
Table 7.19	Intention to leave teaching within the next five years among teachers who are not about to retire, by social utility motivations to teach
Table 7.20	Enjoyment of teaching, by gender
Table 7.21	Enjoyment of teaching, by age
Table 7.22	Relationship between teachers' career intentions and enjoyment of teaching
Table 7.23	Intention to leave teaching within the next five years among teachers who are not about to retire, by enjoyment of teaching
Table 7.24	Perceptions of the value of the teaching profession and teachers by policymakers, the media and society in general
Table 7.25	Relationship between teachers' perceived value of the teaching profession in the eyes of policymakers and salary satisfaction
Table 7.26	Change in perceptions of the value of the teaching profession and teachers by policymakers and the media, from 2018 to 2024
Table 7.27	Relationship between teachers' career intentions and the perceived value of the teaching profession in the eyes of policymakers
Table 7.28	Relationship between teachers' career intentions and the perceived value of the teaching profession in the media
Table 7.29	Change in teachers' perceptions of the value of the teaching profession by society (2013, 2018 and 2024)
Table 7.30	Relationship between teachers' career intentions and the perceived value of the teaching profession in society
Table 7.31	Teaching as a first career choice among novice teachers, by gender
Table 7.32	Change in teaching as a first career choice among novice teachers, from 2018 to 2024
Table 7.33	Teaching as a first career choice, by teacher characteristics
Table 7.34	Relationship between novice teachers' career intentions and career choice
Table 7.35	Teacher employment on permanent and fixed-term contracts
Table 7.36	Change in teacher employment on permanent and fixed-term contracts (2008, 2013, 2018 and 2024)
Table 7.37	Teacher employment on fixed-term contracts, by teacher characteristics
Table 7.38	Differences in the share of teachers employed on fixed-term contracts, by age: Change from 2018 to 2024
Table 7.39	Differences in the share of teachers employed on fixed-term contracts, by years of teaching experience: Change from 2018 to 2024
Table 7.40	Teacher employment on fixed-term contracts, by school characteristics
Table 7.41	Teachers' involuntary employment on fixed-term contracts
Table 7.42	Relationship between teachers' career intentions and being employed on a fixed-term contract involuntarily
Table 7.43	Teachers working part time
Table 7.44	Teachers working part time, by number of schools working at
Table 7.45	Change in teachers' employment status in terms of working hours, from 2018 to 2024
Table 7.46	Change in teachers working part time, from 2018 to 2024
Table 7.47	Teachers working part time, by teacher characteristics
Table 7.48	Differences in the share of teachers working part time, by gender: Change from 2018 to 2024
Table 7.49	Differences in the share of teachers working part time, by age: Change from 2018 to 2024
Table 7.50	Teachers working part time involuntarily
Table 7.51	Relationship between teachers' career intentions and working part time involuntarily
Table 7.52	Teachers' satisfaction with their terms of employment (barring salaries), by teacher characteristics
Table 7.53	Full-time teachers' satisfaction with their terms of employment (barring salaries), by teacher characteristics
Table 7.54	Change in teachers' satisfaction with their terms of employment (barring salaries), from 2018 to 2024
Table 7.55	Satisfaction with employment terms (barring salaries) among teachers who highly value stability, by contract modality
Table 7.56	Satisfaction with employment terms (barring salaries) among teachers who do not value flexibility highly, by contract modality
Table 7.57	Relationship between teacher satisfaction with terms of employment (barring salaries) and gender
Table 7.58	Relationship between teacher satisfaction with terms of employment (barring salaries) and being employed on a fixed-term contract involuntarily
Table 7.59	Relationship between teacher satisfaction with terms of employment (barring salaries) and working part time involuntarily
Table 7.60	Relationship between teacher job satisfaction and satisfaction with terms of employment (barring salaries)
Table 7.61	Relationship between teachers' career intentions and satisfaction with the terms of employment (barring salaries)
Table 7.62	Teachers' actual salaries
Table 7.63	Teachers' salary satisfaction, by teacher characteristics
Table 7.64	Full-time teachers' salary satisfaction, by teacher characteristics
Table 7.65	Salary satisfaction of full-time teachers who work in publicly managed schools, by teacher characteristics
Table 7.66	Relationship between teachers' salary satisfaction and gender
Table 7.67	Change in teachers' salary satisfaction, from 2018 to 2024
Table 7.68	Relationship between teacher job satisfaction and satisfaction with salary
Table 7.69	Between- and within-country variation in job satisfaction of teachers working in publicly managed schools
Table 7.70	Relationship between teachers' career intentions and satisfaction with salary
Table 7.71	Teachers' satisfaction with their terms of employment (barring salaries), by school characteristics
Table 7.72	Differences in teachers' satisfaction with their terms of employment (barring salaries), by school location: Change from 2018 to 2024
Table 7.73	Differences in teachers' satisfaction with their terms of employment (barring salaries), by school type: Change from 2018 to 2024
Table 7.74	Differences in teachers' satisfaction with their terms of employment (barring salaries), by school intake of students from socio-economically disadvantaged homes: Change from 2018 to 2024
Table 7.75	Teachers' satisfaction with their salaries, by school characteristics
Table 7.76	Differences in teachers' satisfaction with their salaries, by school location: Change from 2018 to 2024
Table 7.77	Differences in teachers' satisfaction with their salaries, by school type: Change from 2018 to 2024
Table 7.78	Differences in teachers' satisfaction with their salaries, by school intake of students from socio-economically disadvantaged homes: Change from 2018 to 2024

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