TALIS 2018 RESULTS (VOLUME II).

Foreword
Acknowledgements
Table of contents
Executive summary
Reader’s guide
What is TALIS?
Chapter 1 - What TALIS 2018 implies for policy
	Professionalism of teachers and school leaders
		Teacher professionalism as an overarching framework for TALIS 2018
		TALIS 2018 results and policy pointers
	Attracting and selecting high-calibre candidates into teacher education and leadership preparation
		Goal: Monitor workforce dynamics to develop a diverse and motivated workforce
		Goal: Enhance the prestige of teaching careers as a key element of their attractiveness
	Developing teaching professionals through high-quality pre-service preparation and in-service professional development
		Goal: Provide high-quality initial education or pre-service training to future teachers and school leaders and link it with continuous professional development
		Goal: Provide high-quality continuous professional development, with a focus on high-need areas
		Goal: Lift barriers to participation in professional development
	Supporting teaching professionals’ growth through induction, mentoring and collaboration
		Goal: Provide novice teachers and newly appointed school leaders with tailor-made support
		Goal: Make the most of teachers’ time to support quality teaching and the use of effective teaching practices
		Goal: Foster a school and classroom climate conducive to student learning and well-being
		Goal: Develop a collaborative culture within schools
		Goal: Foster mentoring and peer feedback as key attributes of professional work
	Empowering teaching professionals through autonomy, leadership and opportunities for career progression
		Goal: Foster leadership at all levels of the system
		Goal: Make the most of school leaders’ time to foster instructional leadership
	Goal: Link appraisal with teachers’ career progression
	Retaining teaching professionals through fulfilling and rewarding work conditions, well-being and satisfactory jobs
		Goal: Build a motivated and efficient teacher and principal workforce through fulfilling working conditions
		Goal: Reduce stress and enhance well-being
		Goal: Foster the intellectual fulfilment of the profession to boost job satisfaction
		Goal: Boost teachers’ sense of fulfilment through enhanced self-efficacy
Chapter 2 - Boosting the prestige and standing of the profession
	Introduction
	Prestige and status of the profession as elements of its attractiveness
		Teachers’ perceptions of the value of the teaching profession
		The perspectives of principals and society on the value of the teaching profession
	Job satisfaction with the current working environment and the profession
		Job satisfaction among teachers
		What drives teachers’ job satisfaction?
		Job satisfaction among principals
	Sources and levels of stress among teachers and school leaders
		Teachers’ stress levels
		Sources of stress for teachers and principals
		Work hours and stress
		What drives teachers’ levels of stress?
	Teachers’ risk of attrition
Chapter 3 - Providing teachers and school leaders with secure, flexible and rewarding jobs
	Introduction
	Job security and flexible time arrangements in schools
		Teachers working on a fixed-term contract
		Teachers and principals working part-time
		Teachers working in multiple schools
		How job security and flexible time arrangements are related to teacher self-efficacy and workplace well-being
	Formal teacher appraisal
		Frequency and sources of teacher appraisal
		Methods of teacher appraisal
		Consequences of teacher appraisal
	Teachers’ and principals’ satisfaction with their salary and other terms of employment
		Satisfaction with salary among teachers and principals
		Satisfaction with the other terms of employment among teachers and principals
		How teachers’ satisfaction with salary and terms of employment are related to teacher retention
Chapter 4 - Fostering collaboration to improve professionalism
	Introduction
	How do teachers collaborate?
		Teachers’ collaborative activities
		Teachers’ international mobility
		Teachers’ collegial relationships
		The role of school leaders in fostering collaboration
	How do teachers make use of feedback?
		Prevalence of feedback
		Sources of feedback
		Methods of feedback
		Teachers’ perceptions on the impact of feedback
		Forms of impactful feedback for teachers
Chapter 5 - Empowering teachers and school leaders
	Enhancing school decision making
		Distribution of responsibilities between schools and out-of-school authorities
		Distribution of responsibility within schools
	Supporting principals’ leadership
		Principals’ school responsibilities
		Types of leadership for principals
		Exploring system leadership: parents and communities
		Principals’ perceptions of support from authorities and of their own policy influence
	Teacher leadership
		Teachers’ school responsibilities
		Teachers’ sense of control over their work
		Teachers’ actions towards achieving academic success
		Teachers’ relations with policy makers and the media
Annex A - Technical notes on sampling procedures, response ratesand adjudication for TALIS 2018
Annex B - Technical notes on analyses in this volume
Annex C - List of tables available on line
Annex D - List of TALIS 2018 contributors