TALIS 2018 results.

Foreword
Acknowledgements
Table of contents
Executive summary
Reader’s guide
What is TALIS?
	INTRODUCTION
	WHICH COUNTRIES AND ECONOMIES PARTICIPATE IN TALIS?
	WHAT IS THE TALIS SURVEY ABOUT?
	WHAT ARE THE KEY FEATURES OF TALIS DESIGN?
	WHAT KINDS OF RESULTS DOES TALIS PROVIDE?
	HOW IS THIS REPORT ORGANISED?
	Notes
	References
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
	PROMOTING QUALITY TEACHING FOR EVERY STUDENT
		Goal: Make the most of teachers’ time to support quality teaching
		Goal: Promote the use of effective teaching practices
		Goal: Foster openness towards innovation and effective use of ICT in teaching
		Goal: Build the capacity of teachers and school leaders to meet the needs of diverse classrooms and schools
		Goal: Foster a school and classroom climate conducive to student learning and well-being
		Goal: Make the most of school leaders’ time to foster instructional leadership
	SUPPORTING THE PROFESSIONAL GROWTH OF TEACHERS AND SCHOOL LEADERS THROUGHOUT THEIR CAREERS
		Goal: Provide high-quality initial education or training
		Goal: Provide novice teachers with fulfilling working conditions and tailor-made support
		Goal: Link initial teacher education with continuous professional development
		Goal: Provide high-quality continuous professional development
		Goal: Lift barriers to participation in professional development
	ATTRACTING QUALITY TEACHERS AND SCHOOL LEADERS AND MONITORING WORKFORCE DYNAMICS
		Goal: Build a motivated and efficient teacher and principal workforce through fulfilling working conditions
		Goal: Support a dynamic workforce
	Notes
	References
Chapter 2 - Teaching and learning for the future
	Highlights
	INTRODUCTION
	WHAT TEACHERS DO IN THEIR CLASSROOM AND HOW THEY FEEL ABOUT IT
		Effective teaching strategies
		Teachers’ assessment practices
		Teachers’ use of classroom time
		Teacher self-efficacy
		Relationship between teaching, classroom and teacher characteristics
	WHAT TEACHERS AND SCHOOL LEADERS DO OUTSIDE THE CLASSROOM TO GET READY FOR TEACHING
		Planning, preparing and marking
		Time spent by school leaders on curriculum and teaching-related tasks
	TO WHAT EXTENT CAN TEACHERS AND SCHOOLS INNOVATE?
	Notes
	References
Chapter 3 - The changing landscape of teaching
	Highlights
	INTRODUCTION
	CHANGING DEMOGRAPHICS OF THE PROFESSION
		Age and experience profile of teachers and school leaders
		Gender of teachers and school leaders
	CHANGING CONTEXTS FOR TEACHING AND LEARNING
		School and classroom composition
		Attitudes of school staff towards student diversity
		Teachers’ readiness to teach in multicultural environments
	ENHANCING SCHOOL CLIMATE AND LEARNING ENVIRONMENTS
		Safety of schools’ learning environments
		Teachers’ relationships with students
		Disciplinary climate in today’s landscape
		School climate, teaching practices and teachers’ self-efficacy
	CHALLENGES AND PRIORITIES, ACCORDING TO TEACHERS AND SCHOOL LEADERS
		School leaders’ views on school resources issues that hinder quality instruction
		Teachers’ views on priority areas for intervention and additional spending in education
	Notes
	References
Chapter 4 - Attracting and effectively preparing candidates
	Highlights
	INTRODUCTION
	WHAT MOTIVATES TEACHERS TO CHOOSE THE PROFESSION?
	HOW READY ARE TEACHERS FOR TEACHING?
		Initial teacher education
		Teachers’ sense of preparedness for teaching
		Teachers studying abroad
	HOW ARE SCHOOL LEADERS TRAINED FOR THEIR WORK AS PRINCIPALS?
	HOW ARE NOVICE TEACHERS SUPPORTED DURING THE FIRST YEARS OF THEIR CAREERS?
		Novice teachers’ self-efficacy and job satisfaction
		Novice teachers’ school assignments
		Induction programmes
		Reduced workload
		Mentoring
	Notes
	References
Chapter 5 - Providing opportunities for continuous development
	Highlights
	INTRODUCTION
	PROVIDING LEARNING OPPORTUNITIES FOR TEACHERS AND SCHOOL LEADERS
		Participation in continuous professional development
		Participation in continuous professional development, by teacher and school characteristics
		Types of continuous professional development activites
	EXPLORING IMPACTFUL FORMS OF PROFESSIONAL DEVELOPMENT
		Impact of continuous professional development activities
		Characteristics of impactful continuous professional development activities
	EXPLORING THE CONTENT OF PROFESSIONAL DEVELOPMENT AND THE NEED FOR IT
		Content of teachers’ continuous professional development and need for it
		Content of continuous professional development and need for it, by teacher characteristics
		Content of continuous professional development and need for it, in trends perspective
		Content of continuous professional development, self‑efficacy and effective classroom practices
	SUPPORTING CONTINUOUS PROFESSIONAL DEVELOPMENT FOR TEACHERS AND SCHOOL LEADERS
		Barriers to participation in continuous professional development
		Available support for teachers’ participation in continuous professional development
	Notes
	References
ANNEX A - Technical notes on sampling procedures, response rates and 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