TALIS 2013 Results - Nieizviestnyi

Foreword
Acknowledgements
Table of Contents
Executive Summary
Reader’s Guide
Chapter 1 - Overview of Talis
	What is TALIS ?
	TALIS 2013
	The aims of TALIS
		The population surveyed
		Who is a TALIS teacher?
		TALIS 2013 policy themes
		Administering TALIS
		Interpretation of the results
		Organisation of the report
	Note
	References
Chapter 2 - Teachers and their Schools
	Highlights
	Introduction
	Who is teaching in lower secondary schools?
		Teachers’ gender and age
		Teachers’ education and professional training
		Work experience of teachers
		Employment status
		Distribution of teachers
	A profile of schools where teachers work
		School type and school composition
		School resources
		School climate
		School autonomy
	Summary and main policy implications
	Notes
	References
Chapter 3 - The Importance of School Leadership
	Highlights
	Introduction
	The Principal’s Work
		Planning school goals, programmes and professional development
		Sharing responsibilities
	Who are today’s school leaders?
		Age and gender of principals
		Formal education of school principals
	Principals’ work experience
	Professional development for principals
	Principals’ leadership: Providing direction to the school and supporting teachers
		Instructional leadership and principals’ engagement in school and teacher development
		Instructional leadership and school climate
	Principals’ job satisfaction
	Summary and main policy implications
	Notes
	References
Chapter 4 - Developing and Supporting Teachers
	Highlights
	INTRODUCTION
	Induction and mentoring programmes
		Availability of induction programmes
		Participation rates in induction programmes
		Availability of mentoring programmes
		Participation rates in mentoring programmes
	Why teachers participate in professional development
		Participation rates
		How does participation vary by teacher and school characteristics?
	How much professional development do teachers get?
	Teachers\' perceptions about the effectiveness of their professional development
	How teachers’ professional development is supported
		Scheduled time
		Financial support: Salary supplements
		Non-monetary support
	Teachers\' professional development needs
		Professional development on using ICT
	Barriers to participation
		Conflict with work schedule
		Lack of incentives for participation
		Participation is too costly
		Other barriers
	Summary and main policy implications
	Notes
	References
chapter 5 - Improving Teaching Using Appraisal and Feedback
	Highlights
	Introduction
	Defining teacher appraisal and feedback
		Organisation of the Chapter
		Formal teacher appraisal
		Who provides feedback to teachers
		Methods for providing teacher feedback
		Multiple sources of feedback
		Focus of teacher feedback
	Outcomes of teacher appraisal and feedback
	Perceptions of teacher appraisal and feedback systems in schools
	Does school autonomy make a difference to teacher appraisal and feedback?
	Summary and main policy implications
	Note
	References
Chapter 6 - Examining Teacher Practices and Classroom Environment
	Highlights
	Introduction
		Theoretical background, review of literature and analytical framework
		Organisation of the chapter
		Classroom teaching practices
		What accounts for the variance in teaching practices?
		Teacher characteristics
		Professional development
		Classroom context
	Teachers’ use of student assessment
	Time spent on various tasks
	Beliefs about the nature of teaching and learning
		What accounts for the variance in teachers’ beliefs?
	Bringing beliefs and practices together
	Teacher professional practices: Co-operation among staff
		Creating a collaborative school climate
		What accounts for the variance in teacher co-operation?
	Classroom environment
		Country differences in classroom environment
		What accounts for the variance in classroom climate?
	Summary and implications for policy and practice
	Notes
	References
Chapter 7 - Teacher Self-Efficacy and Job Satisfaction: Why They Matter
	Highlights
	Introduction
		Analytical model
		Organisation of this chapter
	A profile of teachers’ self-efficacy and job satisfaction
		Individual self-efficacy and job satisfaction items across countries
	Teacher self-efficacy and job satisfaction in relation to teacher demographics
	Teachers’ self-efficacy and job satisfaction in relation to classroom environment
	Teachers’ self-efficacy and job satisfaction in relation to school leadership and in-school relations
		The role of in-school relationships in accounting for the impact of classroom composition
	Teachers’ self-efficacy and job satisfaction in relation to professional development of teachers
	Teachers’ self-efficacy and job satisfaction in relation to teacher appraisal and feedback
	Teachers’ self-efficacy and job satisfaction in relation to teachers’ beliefs and practices
		The role of beliefs and practices in accounting for the impact of classroom composition
	Teachers’ self-efficacy and job satisfaction in relation to teachers’ professional collaborative practices
	Summary and main policy implications
	Notes
	References
Annex A - Technical notes on sampling procedures and response rates for TALIS 2013
	Sampling procedures and response rates
	Sample size requirements
	Participation rates
	Definition of teachers
	Notes regarding the interpretation of the data
Annex B - Technical notes on indices and analysis used in TALIS 2013
	Construction of indices and other derived measures
	Technical notes on analyses
	References
Annex C - TALIS 2013 Tables of results
	List of tables only available on line
Annex D - List of contributors