Results from TALIS Starting Strong 2024

Annex D. List of tables available online

The following tables are available in electronic form only.

Table A D.1. Chapter 1: Strengthening early childhood education and care: Overview of results from TALIS Starting Strong 2024

Table D.1.
Table D.1.1	Staff beliefs about preparing children for life in the future
Table D.1.2	Staff spending priorities for the early childhood education and care sector
Table D.1.2	Barriers to quality provision in early childhood education and care settings

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Table A D.2. Chapter 2: Building a strong early childhood education and care workforce

Table D.2.
Table D.2.1	Staff roles in early childhood education and care settings
Table D.2.2	Female staff in early childhood education and care settings, by staff role
Table D.2.3	Leader gender and age
Table D.2.4	Staff age, by staff role
Table D.2.5	Education and training programs that prepared staff to work with children, by staff role
Table D.2.6	Staff educational attainment, by staff role
Table D.2.7	Leader educational attainment
Table D.2.8	Staff work experience, by staff role
Table D.2.9	Staff total work experience in early childhood education and care settings, by staff age
Table D.2.10	Staff total work experience in early childhood education and care settings, by staff role
Table D.2.11	Staff total work experience in early childhood education and care settings, by staff educational attainment
Table D.2.12	Leader work experience
Table D.2.13	Staff employment status in early childhood education and care settings, by staff role
Table D.2.14	Staff working hours in early childhood education and care settings, by staff role
Table D.2.15	Staff employment status in early childhood education and care settings, by staff working hours
Table D.2.16	Staff who work in more than one early childhood education and care setting, by staff role
Table D.2.17	Leaders who work in more than one early childhood education and care setting
Table D.2.18	Leader working hours in early childhood education and care settings

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Table A D.3. Chapter 3: Structural features of high-quality early childhood education and care

Table D.3.
Table D.3.1	Type of setting and questionnaire type in TALIS Starting Strong 2024
Table D.3.2	Type of management, profit and chain status of early childhood education and care settings
Table D.3.3	Link between type of management and profit status of early childhood education and care settings
Table D.3.4	Sources of funding in early childhood education and care settings, by type of management and profit status
Table D.3.5	Neighbourhood around early childhood education and care settings
Table D.3.6	Characteristics of early childhood education and care settings, by type of management and profit status
Table D.3.7	Physical space of early childhood education and care settings
Table D.3.8	Number of staff per child in early childhood education and care settings
Table D.3.9	Organisation of the work with children in early childhood education and care settings, by type of management and profit status
Table D.3.10	Characteristics of children in early childhood education and care settings
Table D.3.11	Children under age 3 in early childhood education and care settings, by type of management and profit status
Table D.3.12	Children with different home language(s) in early childhood education and care settings, by type of management
Table D.3.13	Children with special education needs in early childhood education and care settings, by type of management
Table D.3.14	Children from socio-economically disadvantaged homes in early childhood education and care settings, by type of management
Table D.3.15	Children who are immigrants or with migrant backgrounds in early childhood education and care settings, by type of management
Table D.3.16	Children who are refugees in early childhood education and care settings, by type of management
Table D.3.17	Children belonging to ethnic/national minorities or indigenous communities in early childhood education and care settings, by type of management
Table D.3.18	Children with diverse characteristics in early childhood education and care settings, by type of management and profit status
Table D.3.19	Staff turnover and absences in early childhood education and care settings
Table D.3.20	Unmet demand for early childhood education and care, by type of management and profit status

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Table A D.4. Chapter 4: Staff practices with children and time use in early childhood education and care settings

Table D.4.
Table D.4.1	Hours worked for staff working full-time
Table D.4.2	Time spent in direct contact and without contact with children
Table D.4.3	Time spent on various tasks
Table D.4.4	Hours spent on various tasks, by national tertile of total time spent on work-related tasks
Table D.4.5	Staff practices to facilitate pro-social behaviour in early childhood education and care settings
Table D.4.6	Staff practices to facilitate emotional development in early childhood education and care settings
Table D.4.7	Staff practices to facilitate play and child-centred planning in early childhood education and care settings
Table D.4.8	Staff practices to facilitate literacy development in early childhood education and care settings
Table D.4.9	Staff practices to facilitate numeracy development in early childhood education and care settings
Table D.4.10	Staff practices to facilitate language development in the target group
Table D.4.11	Staff use of adaptive pedagogical practices in the target group
Table D.4.12	Behavioural support strategies in the classroom/playroom in the target group
Table D.4.13	Relationship between facilitating prosocial behaviour and percentage of time at this setting spent on different tasks
Table D.4.14	Relationship between facilitating emotional development and percentage of time at this setting spent on different tasks
Table D.4.15	Relationship between facilitating play and percentage of time at this setting spent on different tasks
Table D.4.16	Relationship between child-centred planning and percentage of time at this setting spent on different tasks
Table D.4.17	Relationship between staff practices to facilitate literacy development and percentage of time at this setting spent on different tasks
Table D.4.18	Relationship between facilitating numeracy development and percentage of time at this setting spent on different tasks
Table D.4.19	Relationship between facilitating language development and percentage of time at this setting spent on different tasks
Table D.4.20	Relationship between daily adaptive pedagogical practices and percentage of time at this setting spent on different tasks
Table D.4.21	Relationship between behavioural support in the classroom/playroom and percentage of time at this setting spent on different tasks

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Table A D.5. Chapter 5: Building awareness and acceptance of diversity in early childhood education and care settings through staff practices and engagement with families

Table D.5.
Table D.5.1	Staff practices to promote awareness and acceptance of diversity in early childhood education and care settings
Table D.5.2	Relationship between staff practices to promote awareness and acceptance of diversity and children's characteristics in early childhood education and care settings
Table D.5.3	Relationship between child-centred planning and characteristics of early childhood education and care staff, settings and target groups
Table D.5.4	Relationship between daily adaptive pedagogical practices and characteristics of early childhood education and care staff, settings and target groups
Table D.5.5	Staff languages for communication with parents or guardians, by language background of children in early childhood education and care settings
Table D.5.6	Staff languages, by language background of children in early childhood education and care settings
Table D.5.7	Early childhood education and care settings' policies and practices in relation to diversity
Table D.5.8	Staff languages in early childhood education and care settings, by staff role
Table D.5.9	Staff spending priorities to support dual/second language learners, by language background of children in early childhood education and care settings
Table D.5.10	Staff spending priorities to support children with special education needs, by special education needs of children in early childhood education and care settings
Table D.5.11	Staff spending priorities to support children from disadvantaged backgrounds, by socio-economic background of children in early childhood education and care settings
Table D.5.12	Staff activities to raise awareness about different languages, by language background of children in early childhood education and care settings
Table D.5.13	Staff practices to facilitate parent/guardian engagement in early childhood education and care settings
Table D.5.14	Collaboration and communication with external actors in early childhood education and care settings
Table D.5.15	Early childhood education and care settings' practices to facilitate parent/guardian engagement
Table D.5.16	Relationship between staff practices to facilitate parent/guardian engagement and children's characteristics in early childhood education and care settings

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Table A D.6. Chapter 6: Developing early childhood education and care staff expertise

Table D.6.
Table D.6.1	Breadth of content of staff initial education or training programmes, by staff characteristics
Table D.6.2	Staff professional development activities, by staff total work experience in early childhood education and care settings
Table D.6.3	Staff professional development activities, by staff educational attainment and training to work with children
Table D.6.4	Breadth and alignment of staff education and training, by staff work experience
Table D.6.5	Number of professional development activities in which staff participated
Table D.6.6	Delivery mode of staff participation in professional development activities
Table D.6.7	Perceived impact of professional development activities, by participation mode
Table D.6.8	Staff professional development activities, by staff role
Table D.6.9	Relationship between insufficient staff to fill-in staff absence being a barrier to professional development and staff and setting characteristics
Table D.6.10	Support for staff participation in professional development activities, by staff role
Table D.6.11	Relationship between staff participation in job-embedded training and collaborative learning and various factors and staff and setting characteristics
Table D.6.12	Relationship between staff participation in planned visits to other classrooms or groups and various factors and staff and setting characteristics
Table D.6.13	Relationship between staff participation in induction or orientation programmes and various factors and staff and setting characteristics
Table D.6.14	Novice staff induction or orientation activities at early childhood education and care settings
Table D.6.15	Relationship between staff participation in coaching programmes and various factors and staff and setting characteristics
Table D.6.16	Relationship between cost being a barrier to professional development and staff and setting characteristics
Table D.6.17	Relationship between lack of time for professional development activities and staff and setting characteristics
Table D.6.18	Relationship between professional development conflicts with work schedule and staff and setting characteristics
Table D.6.19	Relationship between lack of incentives as a barrier to professional development and staff and setting characteristics
Table D.6.20	Support for staff participation in professional development activities, by staff total work experience in early childhood education and care settings
Table D.6.21	Relationship between staff scale of self-efficacy and staff and setting characteristics
Table D.6.22	Relationship between staff scale of self-efficacy and professional development activities and staff and setting characteristics
Table D.6.23	Relationship between staff scale of self-efficacy and both staff initial education or training programmes and staff professional development activities and staff and setting characteristics
Table D.6.24	Relationship between need for professional development on working with children whose home language(s) is/are different from the one used at the ECEC setting and staff and setting characteristics
Table D.6.25	Relationship between need for professional development on working with children with special education needs and staff and setting characteristics

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Table A D.7. Chapter 7: Developing leadership in early childhood education and care settings

Table D.7.
Table D.7.1	Leader professional development activities
Table D.7.2	Leader professional development activities, by leader work experience
Table D.7.3	Leader professional development needs
Table D.7.4	Leader professional development needs, by leader work experience
Table D.7.5	Responsibilities for tasks in early childhood education and care settings
Table D.7.6	Responsibilities for tasks in early childhood education and care settings, by type of management
Table D.7.7	Responsibilities for tasks in early childhood education and care settings, by setting funding status
Table D.7.8	Responsibilities for tasks in early childhood education and care settings, by setting chain/franchise/network status
Table D.7.9	Leader need for support from government authorities, by level of leader responsibilities for tasks in early childhood education and care settings
Table D.7.10	Leader decision making, by level of leader responsibilities for tasks in early childhood education and care settings
Table D.7.11	Relationship between distributed leadership and characteristics of early childhood education and care leader and settings
Table D.7.12	Relationship between staff satisfaction with the setting leadership and characteristics of early childhood education and care leaders, staff and settings
Table D.7.13	Relationship between leader support for staff pedagogical learning and characteristics of early childhood education and care leaders and settings
Table D.7.14	Relationship between leader innovations in the setting and characteristics of early childhood education and care leaders and settings

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Table A D.8. Chapter 8: Retaining early childhood education and care staff

Table D.8.
Table D.8.1	Barriers to quality provision in early childhood education and care settings, by type of management and profit status
Table D.8.2	Staff job satisfaction, by staff role
Table D.8.3	Staff job satisfaction, by staff total work experience in early childhood education and care settings
Table D.8.4	Staff job satisfaction, by staff educational attainment
Table D.8.5	Staff job satisfaction, by setting type of management and profit status
Table D.8.6	Staff job satisfaction, by staff working hours
Table D.8.7	Relationship between feeling valued by society and staff job satisfaction and staff and setting characteristics
Table D.8.8	Relationship between barriers to structural quality: adequacy of staffing and staff and setting characteristics
Table D.8.9	Staff level of stress and impact on their well-being, by staff working hours
Table D.8.10	Staff level of stress and impact on their well-being, by staff role
Table D.8.11	Staff level of stress and impact on their well-being, by staff total work experience in early childhood education and care settings
Table D.8.12	Staff sources of stress in early childhood education and care settings, by staff role
Table D.8.13	Relationship between level of stress and its impact on staff well‐being and staff and setting characteristics
Table D.8.14	Reasons to leave the early childhood education and care staff role, by staff role
Table D.8.15	Reasons to leave the early childhood education and care staff role, by staff age
Table D.8.16	Relationship between leaving the job to work in another sector and staff job satisfaction and staff and setting characteristics
Table D.8.17	Relationship between leaving the job due to physical health-related issues and staff job satisfaction and staff and setting characteristics
Table D.8.18	Relationship between leaving the job due to mental health-related issues and staff job satisfaction and staff and setting characteristics
Table D.8.19	Staff level of stress and impact on their well-being, by staff educational attainment
Table D.8.20	Relationship between level of stress and its impact on staff well‐being and staff and setting characteristics
Table D.8.21	Staff level of stress and impact on their well-being, by type of management and profit status

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Table A D.9. Chapter 9: Looking forward: Preparedness for change in early childhood education and care

Table D.9.
Table D.9.1	Collaboration and communication with external actors, by type of management and profit status
Table D.9.2	Leader professional development activities and training contents with a focus on collaboration
Table D.9.3	Staff professional development activities with a focus on collaboration
Table D.9.4	Staff engagement in collaborative practices in early childhood education and care settings, by staff role
Table D.9.5	Relationship between staff engagement in collaborative practices and setting leadership practices
Table D.9.6	External inspection and monitoring in early childhood education and care settings
Table D.9.7	External inspection and monitoring in early childhood education and care settings, by type of management and profit status
Table D.9.8	Policy and practice changes in early childhood education and care settings, by frequency and type of external monitoring
Table D.9.9	Staff education or training programmes for using digital resources to facilitate working with children
Table D.9.10	Staff sense of preparedness for using digital resources and tools to facilitate working with children
Table D.9.11	Relationship between staff self-efficacy and staff training on using digital resources to facilitate working with children
Table D.9.12	Relationship between staff professional development needs and staff training on using digital resources to facilitate working with children
Table D.9.13	Lack of digital resources in early childhood education and care settings, by type of management and profit status
Table D.9.14	Lack of digital resources in early childhood education and care settings, by setting geographical location
Table D.9.15	Lack of digital resources in early childhood education and care settings, by setting size
Table D.9.16	Staff views on spending priorities for digital resources, by staff professional development needs and self-efficacy in using digital resources
Table D.9.17	Staff and leader stress due to unexpected disruptions in early childhood education and care settings
Table D.9.18	Relationship between staff stress due to unexpected disruptions and characteristics of early childhood education and care staff and settings

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Table A D.10. Leader responses: Statistical compendium from TALIS Starting Strong 2024

Table Leader.
LEADER BACKGROUND INFORMATION
Table Leader.1	Leader gender
Table Leader.2	Leader age
Table Leader.3	Leader highest educational attainment
Table Leader.4	Topics included in leader highest educational attainment
Table Leader.5	Leader work experience
Table Leader.6	Leader working hours in early childhood education and care settings
Table Leader.7-8	Leaders who work in more than one early childhood education and care setting
Table Leader.9	Leader professional development activities
Table Leader.10	Content of leader professional development activities
Table Leader.11	Leader professional development needs
Table Leader.12	Barriers to leader participation in professional development
ECEC SETTING BACKGROUND INFORMATION
Table Leader.13	Geographic location of early childhood education and care settings
Table Leader.14	Neighbourhood around early childhood education and care settings
Table Leader.15	Physical location of early childhood education and care settings
Table Leader.16	Staff languages for communication with parents or guardians in early childhood education and care settings
Table Leader.17	Organisation of the work with children in early childhood education and care settings
Table Leader.18	Sources of funding in early childhood education and care settings
Table Leader.19	Type of early childhood education and care settings
Table Leader.20	Chain status of early childhood education and care settings
Table Leader.21	Profit status of early childhood education and care settings
Table Leader.22	Number of staff in early childhood education and care settings
Table Leader.23	Staff turnover in early childhood education and care settings
Table Leader.24	Staff absence in early childhood education and care settings
Table Leader.25	Children enrolled in early childhood education and care settings
Table Leader.26	Unmet demand in early childhood education and care settings
Table Leader.27	Characteristics of children in early childhood education and care settings
Table Leader.28	Physical space of early childhood education and care settings
Table Leader.29	Induction or orientation activities at early childhood education and care settings
ECEC SETTING PEDAGOGICAL AND ADMINISTRATIVE LEADERSHIP
Table Leader.30	Responsibilities for tasks in early childhood education and care settings
Table Leader.31	Leader time spent on various tasks in early childhood education and care settings
Table Leader.32	Leader innovations and support for staff pedagogical learning in early childhood education and care settings
Table Leader.33	External engagement practices in early childhood education and care settings
Table Leader.34	External inspection and monitoring in early childhood education and care settings
Table Leader.35	Early childhood education and care setting's activities to facilitate children's transitions
Table Leader.36	Opportunities for parent engagement in early childhood education and care settings
Table Leader.37	Excursions and activities at early childhood education and care settings
Table Leader.38	Assessment frequency at early childhood education and care settings
Table Leader.39	Early childhood education and care settings' policies and practices in relation to diversity
Table Leader.40	Leader beliefs about preparing children for life in the future
SETTING WORK CLIMATE AND LEADER JOB SATISFACTION
Table Leader.41	Distributed leadership in early childhood education and care settings
Table Leader.42	Barriers to quality provision in early childhood education and care settings
Table Leader.43	Leader job satisfaction
Table Leader.44	Leader level of stress and impact on their well-being
Table Leader.45	Leader sources of work stress in early childhood education and care settings

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Table A D.11. Staff responses: Statistical compendium from TALIS Starting Strong 2024

Table Staff.
STAFF BACKGROUND INFORMATION
Table Staff.1	Staff gender
Table Staff.2	Staff age
Table Staff.3	Staff roles in early childhood education and care settings
Table Staff.4	Staff languages in early childhood education and care settings
Table Staff.5	Staff employment status in early childhood education and care settings
Table Staff.6	Staff working hours in early childhood education and care settings
Table Staff.7	Reasons for staff working part-time in early childhood education and care settings
Table Staff.8	Staff work experience
Table Staff.9-10	Staff who work in more than one early childhood education and care setting
Table Staff.11	Staff highest educational attainment
Table Staff.12-13	Education and training programmes that prepared staff to work with children
Table Staff.14	Content of staff initial education or training programmes
STAFF PROFESSIONAL DEVELOPMENT
Table Staff.15	Staff professional development activities
Table Staff.16	Content of staff professional development activities
Table Staff.17	Staff perceived positive impact of professional development
Table Staff.18	Support for staff participation in professional development activities
Table Staff.19	Staff professional development needs
Table Staff.20	Barriers to staff participation in professional development
STAFF PROFESSIONAL PRACTICES & BELIEFS
Table Staff.21	Concrete scenarios for staff practices in a small group activity
Table Staff.22	Concrete scenarios for staff practices with an individual child
Table Staff.23	Staff practices to promote awareness and acceptance of diversity in early childhood education and care settings
Table Staff.24	Staff self-efficacy
Table Staff.25	Staff beliefs about preparing children for life in the future
Table Staff.26	Staff spending priorities for the early childhood education and care sector
STAFF WORK WEEK
Table Staff.27	Staff working hours in early childhood education and care settings
Table Staff.28	Hours spent on various work-related tasks in early childhood education and care settings
Table Staff.29	Staff practices to facilitate literacy development in early childhood education and care settings
Table Staff.30	Staff practices to facilitate numeracy development in early childhood education and care settings
Table Staff.31	Staff practices to facilitate pro-social behaviour in early childhood education and care settings
Table Staff.32	Staff practices to support play and exploration in early childhood education and care centers
Table Staff.33	Staff practices to facilitate emotional development in early childhood education and care settings
STAFF WORK WITH TARGET GROUP
Table Staff.34	Number of staff in the target group
Table Staff.35	Number of children in the target group
Table Staff.36	Characteristics of children in the target group
Table Staff.37	Ages of children in the target group
Table Staff.38	Staff engagement in other tasks in the target group
Table Staff.39	Staff practices to support language development in the target group
Table Staff.40	Staff use of adaptive practices in the target group
Table Staff.41	Staff strategies to support classroom/playroom management in the target group
PRACTICES WITH OTHER ECEC STAFF AND PARENTS OR GUARDIANS
Table Staff.42	Staff collaborative practices
Table Staff.43	Staff practices to facilitate parent/guardian engagement in early childhood education and care settings
WORK CLIMATE AND JOB SATISFACTION
Table Staff.44	Staff satisfaction with early childhood education and care leadership
Table Staff.45	Staff job satisfaction
Table Staff.46	Staff level of stress and impact on their well-being
Table Staff.47	Staff sources of stress in early childhood education and care settings
Table Staff.48	Reasons to leave the early childhood education and care staff role

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