The Value of School Principals in TALIS 2024

Annex C. List of tables available online

The following tables are available in electronic form only.

Table A C.1. Chapter 1 Why valued leadership matters

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Table 1.1	Correlation between instructional and relational leadership
Table 1.2	Principals' instructional leadership
Table 1.3	Principals' relational leadership
Table 1.4	Variation in principals' instructional leadership between education systems, schools and teachers
Table 1.5	Variation in principals' relational leadership between education systems, schools and teachers
Table 1.6	Variation in teacher self-efficacy between education systems, schools and teachers
Table 1.7	Variation in school climate regarding bullying between education systems, schools and teachers
Table 1.8	Variation in principals' instructional leadership between and within schools
Table 1.9	Variation in principals' relational leadership between and within schools
Table 1.10	Relationship between principals' instructional and relational leadership, and teachers' gender
Table 1.11	Relationship between principals' instructional and relational leadership, and teachers' age
Table 1.12	Relationship between principals' instructional and relational leadership, and teachers' years of experience
Table 1.13	Relationship between principals' instructional and relational leadership, and teachers' satisfaction with their profession
Table 1.14	Relationship between principals' instructional and relational leadership, and teachers' perceptions of value and policy influence
Table 1.15	Variation in principals' instructional leadership
Table 1.16	Variation in principals' relational leadership
Table 1.17	Relationship between collaborative school culture, and principals' instructional and relational leadership
Table 1.18	Relationship between students' motivation to do their school work, and principals' instructional and relational leadership
Table 1.19	Relationship between students' motivation to do their homework, and principals' instructional and relational leadership
Table 1.20	Relationship between classroom disruption, and principals' instructional and relational leadership
Table 1.21	Relationship between teachers' change fatigue, and principals' instructional and relational leadership
Table 1.22	Relationship between teacher self-efficacy, and principals' instructional and relational leadership
Table 1.23	Relationship between teachers' fulfilment of their lesson aims, and principals' instructional and relational leadership
Table 1.24	Relationship between teacher well-being, and principals' instructional and relational leadership
Table 1.25	Relationship between teacher job satisfaction, and principals' instructional and relational leadership
Table 1.26	Relationship between teachers' satisfaction with their current work environment, and principals' instructional and relational leadership
Table 1.27	Relationship between teachers' satisfaction with their profession, and principals' instructional and relational leadership
Table 1.28	Relationship between teachers' intention to leave teaching, and principals' instructional and relational leadership
Table 1.29	Relationship between shortage of qualified teachers, and principals' instructional and relational leadership

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Table A C.2. Chapter 2 Who valued principals are and where they work

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Table 2.1	Principals' average age, by school characteristics
Table 2.2	Change in principals' average age (2013, 2018 and 2024)
Table 2.3	Change in principals' age by age groups (2008, 2013, 2018 and 2024)
Table 2.4	Relationship between principals' instructional and relational leadership, and age
Table 2.5	Relationship between principals' instructional and relational leadership, and experience as a principal
Table 2.6	Relationship between principals' instructional and relational leadership, and teaching experience
Table 2.7	Proportion of female principals and teachers
Table 2.8	Change in the share of female principals (2008, 2013, 2018 and 2024)
Table 2.9	Principals' gender, by school characteristics
Table 2.10	Relationship between principals' instructional and relational leadership, and gender
Table 2.11	Relationship between principals' instructional and relational leadership, and teachers' and principals' gender (female)
Table 2.12	Relationship between principals' instructional and relational leadership, and teachers' and principals' gender (male)
Table 2.13	Relationship between principals' instructional and relational leadership, and school size
Table 2.14	Relationship between principals' instructional and relational leadership, and school location
Table 2.15	Relationship between principals' instructional and relational leadership, and school governance type
Table 2.16	Relationship between principals' instructional and relational leadership, and students' socio-economic background
Table 2.17	Relationship between principals' instructional and relational leadership, and students' language background
Table 2.18	Relationship between principals' instructional and relational leadership, and students' special education needs
Table 2.19	School size, by school characteristics
Table 2.20	Relationship between school safety and behavioural problems, and school size
Table 2.21	Relationship between teacher-student relations and school size
Table 2.22	Principals' satisfaction with their jobs, by principal characteristics
Table 2.23	Change in principals' satisfaction with their profession (2013, 2018 and 2024)
Table 2.24	Change in principals' satisfaction with their current work environment (2013, 2018 and 2024)
Table 2.25	Relationship between principals' instructional leadership and their job satisfaction
Table 2.26	Variation in principals' job satisfaction
Table 2.27	Principals' satisfaction with their jobs, by school characteristics
Table 2.28	Principals' stress, by principal characteristics
Table 2.29	Variation in principals' stress and health issues
Table 2.30	Principals' stress, by school characteristics
Table 2.31	Relationship between principals' instructional leadership and their sources of stress
Table 2.32	Relationship between principals' relational leadership and their sources of stress
Table 2.33	Change in principals' sources of stress, from 2018 to 2024
Table 2.34	Principals' sources of stress, by gender
Table 2.35	Principals' sources of stress, by age
Table 2.36	Too much administrative work as a source of stress for principals, by school characteristics
Table 2.37	Extra duties due to staff absences as a source of stress for principals, by school characteristics
Table 2.38	Maintaining school discipline as a source of stress for principals, by school characteristics

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Table A C.3. Chapter 3 What valued principals do

Statlink Chapter 3
Table 3.1	Relationship between principals' instructional leadership, and their curriculum- and teaching-related tasks
Table 3.2	Relationship between principals' relational leadership, and their curriculum- and teaching-related tasks
Table 3.3	Principals' curriculum- and teaching-related tasks and meetings, by principal characteristics
Table 3.4	Principals' curriculum- and teaching-related tasks and meetings, by school characteristics
Table 3.5	Relationship between principals' instructional leadership and their instructional leadership practices
Table 3.6	Relationship between principals' relational leadership and their instructional leadership practices
Table 3.7	Relationship between principals' instructional leadership and content of their formal education
Table 3.8	Principals' instructional leadership practices, by gender
Table 3.9	Principals' instructional leadership practices, by age
Table 3.10	Principals' instructional leadership practices, by years of experience as a principal
Table 3.11	Change in principals' instructional leadership practices, from 2018 to 2024
Table 3.12	Relationship between principals' instructional leadership and their teaching load
Table 3.13	Relationship between principals' relational leadership and their teaching load
Table 3.14	Relationship between principals' instructional and relational leadership, and teacher leadership
Table 3.15	Principals’ views on teacher leadership in their professional growth, by principal characteristics
Table 3.16	Teachers' and principals' views about teacher leadership
Table 3.17	Principals’ views on teacher leadership in their professional growth, by school characteristics
Table 3.18	Relationship between principals' instructional leadership and their formal appraisal of teachers
Table 3.19	Relationship between principals' relational leadership and their formal appraisal of teachers
Table 3.20	Teachers' formal appraisal by principals based on school- and classroom-based results, by principal characteristics
Table 3.21	Teachers' formal appraisal by principals based on school- and classroom-based results, by school characteristics
Table 3.22	Change in teachers' formal appraisal by principals based on school- and classroom-based results, from 2018 to 2024
Table 3.23	Relationship between principals' instructional leadership and the consequences of formal teacher appraisal
Table 3.24	Relationship between principals' relational leadership and the consequences of formal teacher appraisal
Table 3.25	Development/training plan as a consequence of formal teacher appraisal, by principal characteristics
Table 3.26	Development/training plan as a consequence of formal teacher appraisal, by school characteristics
Table 3.27	Change in consequences of formal teacher appraisal (2013, 2018 and 2024)
Table 3.28	Relationship between principals' instructional leadership, and their organisational and administrative tasks
Table 3.29	Relationship between principals' relational leadership, and their organisational and administrative tasks
Table 3.30	Relationship between principals' instructional leadership and student grouping across classrooms
Table 3.31	Relationship between principals' relational leadership and student grouping across classrooms
Table 3.32	Relationship between principals' instructional leadership and student grouping within classrooms
Table 3.33	Relationship between principals' relational leadership and student grouping within classrooms
Table 3.34	Relationship between principals' instructional leadership and planning
Table 3.35	Relationship between principals' relational leadership and planning
Table 3.36	Principals' views on staff's, parents' and students' opportunities to participate in school decisions, by gender
Table 3.37	Principals' views on staff's, parents' and students' opportunities to participate in school decisions, by age
Table 3.38	Principals' views on staff's, parents' and students' opportunities to participate in school decisions, by years of experience as a principal
Table 3.39	Principals' views on staff opportunities to participate in school decisions, by school characteristics
Table 3.40	Change in principals' views on staff opportunities to participate in school decisions (2013, 2018 and 2024)
Table 3.41	Relationship between principals' instructional and relational leadership, and their interactions with students
Table 3.42	Principals' interactions with students, by principal characteristics
Table 3.43	Principals' interactions with students, by school characteristics
Table 3.44	Relationship between principals' instructional leadership and their connections with parents
Table 3.45	Relationship between principals' relational leadership and their connections with parents
Table 3.46	Parents' involvement in school activities, by principal characteristics
Table 3.47	Parents' involvement in school activities, by school characteristics
Table 3.48	Change in parents' involvement in school activities, from 2018 to 2024
Table 3.49	Relationship between principals' instructional leadership and their connections with the community
Table 3.50	Relationship between principals' relational leadership and their connections with the community
Table 3.51	Schools' co-operation with the local community, by principal characteristics
Table 3.52	Schools' co-operation with the local community, by school characteristics
Table 3.53	Change in schools' co-operation with the local community, from 2018 to 2024

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Table A C.4. Chapter 4 How to support principals

Statlink Chapter 4
Table 4.1	Relationship between principals' instructional leadership and educational attainment
Table 4.2	Relationship between principals' relational leadership and educational attainment
Table 4.3	Relationship between principals' instructional leadership and the content of their formal education
Table 4.4	Relationship between principals' relational leadership and the content of their formal education
Table 4.5	Principals' participation in professional learning activities during the 12 months prior to the survey
Table 4.6	Relationship between principals' instructional leadership and participation in professional learning
Table 4.7	Relationship between principals' relational leadership and participation in professional learning
Table 4.8	Relationship between principals' instructional leadership and participation in training about subject matter, teaching methods or pedagogical topics
Table 4.9	Relationship between principals' instructional leadership and participation in training about leadership
Table 4.10	Relationship between principals' instructional leadership and participation in educational conferences
Table 4.11	Relationship between principals' instructional leadership and participation in formal qualification programmes
Table 4.12	Relationship between principals' instructional leadership and participation in peer and/or self-observation or coaching
Table 4.13	Relationship between principals' instructional leadership and participation in formal or informal principal networks
Table 4.14	Relationship between principals' instructional leadership and participation in self-initiated learning
Table 4.15	Relationship between principals' instructional leadership and participation in training on developing strategies for the use of digital resources and tools for teaching
Table 4.16	Principals' participation in training on the use of digital resources and tools for teaching, by school characteristics
Table 4.17	Principals' participation in in-person self-initiated learning, by principal characteristics
Table 4.18	Principals' participation in online/virtual training on the use of digital resources and tools for teaching, by principal characteristics
Table 4.19	Principals' participation in in-person self-initiated learning, by school characteristics
Table 4.20	Principals' participation in online/virtual training on the use of digital resources and tools for teaching, by school characteristics
Table 4.21	Principals' professional learning needs
Table 4.22	Principals' professional learning needs, from 2018 to 2024
Table 4.23	Relationship between principals' instructional leadership and their professional learning needs
Table 4.24	Relationship between principals' relational leadership and their professional learning needs
Table 4.25	Relationship between principals’ job satisfaction and perceived material resource shortages
Table 4.26	Material resource constraints
Table 4.27	Material resource constraints (instructional materials), by school characteristics
Table 4.28	Material resource constraints (digital resources and tools), by school characteristics
Table 4.29	Material resource constraints (Internet access), by school characteristics
Table 4.30	Material resource constraints (library materials), by school characteristics
Table 4.31	Material resource constraints (instructional space), by school characteristics
Table 4.32	Material resource constraints (physical infrastructure), by school characteristics
Table 4.33	Material resource constraints (vocational materials), by school characteristics
Table 4.34	Change in shortage or inadequacy of material resources, from 2018 to 2024
Table 4.35	Decision-making authority of publicly managed schools
Table 4.36	Decision-making authority of schools (salaries and budgets), by school characteristics
Table 4.37	Decision-making authority of schools (staffing), by school characteristics
Table 4.38	Decision-making authority of schools (curriculum), by school characteristics
Table 4.39	Decision-making authority of schools (student policies), by school characteristics
Table 4.40	Relationship between principals' instructional leadership and their involvement in decision-making
Table 4.41	Relationship between principals' relational leadership and their involvement in decision-making
Table 4.42	Principals' satisfaction with their salary, by principal characteristics
Table 4.43	Principals' satisfaction with their salary in publicly managed schools, by principal characteristics
Table 4.44	Principals' actual salaries
Table 4.45	Relationship between principals' job satisfaction and their satisfaction with the terms of their employment
Table 4.46	Principals' satisfaction with their salary, by school characteristics
Table 4.47	Principals' satisfaction with the terms of their employment, from 2018 to 2024
Table 4.48	Principals' satisfaction with their employment terms (excluding salaries), by principal characteristics
Table 4.49	Principals' satisfaction with their employment terms (excluding salaries), by school characteristics

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