Creating Effective Teaching and Learning Environments pdf

Creating Effective Teaching and Learning Environments FIRST RESULTS FROM TALIS T eaching A nd L earning I nternational S urvey Creating Effective Teaching and Learning Environments FIRST RESULTS FROM TALIS Teaching And Learning International Survey ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT The OECD is a unique forum where the governments of 30 democracies work together to address the economic, social and environmental challenges of globalisation. The OECD is also at the forefront of efforts to understand and to help governments respond to new developments and concerns, such as corporate governance, the information economy and the challenges of an ageing population. The Organisation provides a setting where governments can compare policy experiences, seek answers to common problems, identify good practice and work to co-ordinate domestic and international policies. The OECD member countries are: Australia, Austria, Belgium, Canada, the Czech Republic, Denmark, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Japan, Korea, Luxembourg, Mexico, the Netherlands, New Zealand, Norway, Poland, Portugal, the Slovak Republic, Spain, Sweden, Switzerland, Turkey, the United Kingdom and the United States. The Commission of the European Communities takes part in the work of the OECD. OECD Publishing disseminates widely the results of the Organisation’s statistics gathering and research on economic, social and environmental issues, as well as the conventions, guidelines and standards agreed by its members. Cover illustration: © Mike Kemp/Rubberball Productions/Getty Images © Laurence Mouton/PhotoAlto Agency RF Collections/Inmagine ltb. 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The opinions expressed and arguments employed herein do not necessarily reflect the official views of the Organisation or of the governments of its member countries. 3 Creating Effective Teaching and Learning Environments: First Results from TALIS – ISBN 978-92-64-05605-3 © OECD 2009 Foreword The challenges facing education systems and teachers continue to intensify. In modern knowledge-based economies, where the demand for high-level skills will continue to grow substantially, the task in many countries is to transform traditional models of schooling, which have been effective at distinguishing those who are more academically talented from those who are less so, into customised learning systems that identify and develop the talents of all students. This will require the creation of “knowledge-rich”, evidence-based education systems, in which school leaders and teachers act as a professional community with the authority to act, the necessary information to do so wisely, and the access to effective support systems to assist them in implementing change. The OECD’s Teaching and Learning International Survey (TALIS) provides insights into how education systems are responding by providing the first internationally comparative perspective on the conditions of teaching and learning. TALIS draws on the OECD’s 2005 review of teacher policy, which identified important gaps in international data, and aims to help countries review and develop policies to make the teaching profession more attractive and more effective. TALIS is conceptualised as a programme of surveys, with successive rounds designed to address policy-relevant issues chosen by countries. With a focus in this initial round on lower secondary education in both the public and private sectors, TALIS examines important aspects of teachers’ professional development; teacher beliefs, attitudes and practices; teacher appraisal and feedback; and school leadership in the 23 participating countries. The results from TALIS suggest that, in many countries, education is still far from being a knowledge industry in the sense that its own practices are not yet being transformed by knowledge about the efficacy of those practices. The 23 countries that have taken part in TALIS illustrate the growing interest in the lessons that might be learned from teacher policies and practices employed elsewhere. TALIS provides a first, groundbreaking instrument to allow countries to see their own teaching profession in the light of what other countries show can be achieved. Naturally, policy solutions should not simply be copies of other educational systems or experiences, but comparative analysis can provide an understanding of the policy drivers that contribute to successful teacher policies and help to situate and configure these policy drivers in the respective national contexts. TALIS is a collaborative effort by member countries of the OECD and partner countries within the TALIS organisational framework. In addition, collaboration and support from the European Commission has helped TALIS address important information needs of the Commission in its monitoring of progress towards the Lisbon 2010 goals. The report was produced by the Indicators and Analysis Division of the OECD Directorate for Education. The project has been led by Michael Davidson, who with Ben Jensen, co-ordinated the drafting and analysis for the report. The principal authors of the analytical chapters were: Michael Davidson (Chapter 3), Ben Jensen (Chapters 2, 5 and 7), Eckhard Klieme and Svenja Vieluf (Chapter 4), and David Baker (Chapter 6). Additional advice as well as analytical and editorial support was provided by Etienne Albiser, Tracey Burns, Ralph Carstens, Eric Charbonnier, Pedro Lenin García de León, Corinne Heckmann, Donald Hirsch, Miyako Ikeda, Maciej Jakubowski, David Kaplan, Juan Leon, Plamen Mirazchiyski, Soojin Park, Leslie Rutkowski, Andreas Schleicher, Diana Toledo Figueroa, Fons van de Vijver, Elisabeth Villoutreix and Jean Yip. Administrative support was provided by Isabelle Moulherat. FOrEwOrD Creating Effective Teaching and Learning Environments: First Results from TALIS – ISBN 978-92-64-05605-3 4 © OECD 2009 The TALIS questionnaires were developed by an Instrument Development Expert Group (IDEG), led by the OECD Secretariat and comprising David Baker, Aletta Grisay, Eckhard Klieme and Jaap Scheerens. The administration of the survey and the preparation of the data underlying the report were managed by the Data Processing and Research Centre of the International Association for the Evaluation of Educational Achievement (IEA), the appointed international contractor, together with its consortium members Statistics Canada and the IEA Secretariat. Dirk Hastedt and Steffen Knoll acted as co-directors of the consortium. The development of the report was steered by the TALIS Board of Participating Countries, which is chaired by Anne-Berit Kavli (Norway). Annex A3 of the report lists the members of the various TALIS bodies as well as the individual experts and consultants who have contributed to this report and to TALIS in general. Barbara Ischinger Director for Education, OECD 5 Creating Effective Teaching and Learning Environments: First Results from TALIS – ISBN 978-92-64-05605-3 © OECD 2009 Table of Contents Foreword 3 reader’s Guide 15 Chapter 1 IntroductIon 17 Overview of TALIS 18 Origins and aims of TALIS 19 Design of the TALIS survey 19 Population surveyed and sampling options 20 Choosing the policy focus of the first round of TALIS 20 Developing TALIS 21 Interpretation of the results 22 Organisation of the report 22 Chapter 2  A ProfIle of the teAcher PoPulAtIon And the SchoolS In whIch they work 25  Introduction 26 A profile of lower secondary education teachers 26 Demographic profile of teachers 26 Teachers’ educational attainment 28 Teachers’ job experience and contractual status 29 A profile of the schools in which teachers work 31 School sector 31 School size 31 School resources 32 School admission policies 34 School autonomy 36 School climate 39 Chapter 3 the ProfeSSIonAl develoPment of teAcherS 47 Highlights 48 Introduction 49 Chapter outline 51 Level and intensity of participation in professional development 52 Participation rates 52 Intensity of participation 53 Are there trade-offs between participation and intensity? 53 How much variation is there in the intensity of participation? 54 How does participation vary by teacher and school characteristics? 55 Types of professional development 57 Unsatisfied demand and development needs 59 What are the areas of greatest development need? 60 Overall index of professional development need 62 TablE Of COnTEnTs Creating Effective Teaching and Learning Environments: First Results from TALIS – ISBN 978-92-64-05605-3 6 © OECD 2009 Support received by teachers for professional development 64 Compulsory professional development 64 Financial support 65 Salary supplements 66 Scheduled time 66 What is the relation between support received and levels of participation? 66 Induction and mentoring 70 Barriers that prevent meeting demand 72 No suitable development 72 Conflict with work schedule 73 Too expensive 73 Other barriers 73 Impact of professional development 74 How does perceived impact relate to participation? 75 Conclusions and implications for policy and practice 76 How much does the amount and profile of teachers’ professional development vary within and among countries? 76 How well are teachers’ professional development needs being met? 77 How best should unsatisfied demand for professional development be addressed? 78 Further analysis of teachers’ professional development 79 Additional material 79 Chapter 4 teAchIng PrActIceS, teAcherS’ BelIefS And AttItudeS 87 Highlights 88 Introduction 89 Theoretical background and analytical framework 89 Chapter outline 92 Beliefs about the nature of teaching and learning 92 Country differences in profiles of beliefs about instruction 94 Correlations between direct transmission and constructivist beliefs 95 Variance distribution across levels 96 Classroom teaching practice 97 Country differences in profiles of classroom teaching practices 97 Domain specificity of profiles of instructional practices 99 Variance distribution across levels 100 Teacher’s professional activities: co-operation among staff 101 Country differences in profiles of co-operation among staff 101 Variance distribution across levels 103 Classroom environment 103 Country differences in classroom environment 104 Variance distribution across levels 107 School-level environment: school climate 108 Country differences in teacher-student relations 108 Variance distribution across levels 110 Job-related attitudes: self-efficacy and job satisfaction 111 Country differences in self-efficacy and job satisfaction 111 Variance distribution across levels 111 7 TablE Of COnTEnTs Creating Effective Teaching and Learning Environments: First Results from TALIS – ISBN 978-92-64-05605-3 © OECD 2009 Understanding teachers’ professionalism: first steps in linking the school context and teachers’ beliefs and practices to teachers’ perceived efficacy and the quality of the learning environment 113 Significance of context and background variables 113 Effects of professional development activities 116 Effects of beliefs on instructional practices 118 Effects of instructional practices on classroom disciplinary climate 118 Effects of teachers’ co-operation on teacher-student relations 119 Determinants of teacher job satisfaction 119 Conclusions and implications for policy and practice 120 Teachers generally support modern constructivist beliefs about instruction, but there is scope for strengthening this support 120 Teachers need to use a wider range of instructional strategies and techniques 121 There is scope to improve teacher effectiveness by extending teacher co-operation and linking this to an impro ved school climate 122 Support of teachers’ classroom management techniques and a positive attitude towards the job 122 Additional material 123 Chapter 5 School evAluAtIon, teAcher APPrAISAl And feedBAck And the ImPAct   on SchoolS And teAcherS 137 Highlights 138 Introduction 139 Framework for evaluating education in schools: data collected in TALIS 139 Data collected in TALIS 140 Nature and impact of school evaluations 142 Frequency of school evaluations 142 Focus of school evaluations 144 Influence of school evaluations 147 Publication of information on school evaluations 148 Form of teacher appraisal and feedback 149 Frequency of appraisal and feedback 149 Focus of appraisal and feedback 151 Teaching in a multicultural setting and teaching students with special learning needs 153 Outcomes of feedback and appraisal of teachers 154 Impact of teacher appraisal and feedback 158 Teachers’ perceptions of the fairness of appraisal and feedback 158 Impact of appraisal and feedback on teaching and teachers’ work 159 Teacher appraisal and feedback and school development 161 Links across the framework for evaluating education in schools 163 Conclusions and implications for policy and practice 169 Teacher appraisal and feedback has a positive impact on teachers 169 School evaluation and teacher appraisal and feedback are relatively rare in a number of education systems, and do not always have consequences for teachers 169 Teachers reported that they would receive little, if any, recognition for improving their teaching, as teac her effectiveness is not linked to the recognition and rewards they receive 170 School evaluations can be structured so that they and teacher appraisal and feedback lead to dev elopments in particular aspects of school education 171 Additional material 172 TablE Of COnTEnTs Creating Effective Teaching and Learning Environments: First Results from TALIS – ISBN 978-92-64-05605-3 8 © OECD 2009 Chapter 6 leAdIng to leArn: School leAderShIP And mAnAgement StyleS  189 Highlights 190 Introduction 191 From bureaucratic administrator to leader for learning 191 Goals of the TALIS survey of principals 192 Chapter outline 193 Salient dimensions of secondary school management behaviour of school principals 193 Management behaviour 193 Management styles and school leadership 195 Management styles and decision making 196 Management styles and characteristics of principals and schools 197 Management styles and characteristics of evaluations of school performance 198 Aspects of teachers’ work and school management 198 Beliefs about the nature of teaching and learning 199 Classroom practices of teachers 200 Teachers’ professional activities 200 Teachers’ classroom environment and school climate for learning 200 Teachers’ attitudes towards their job 200 Teacher appraisal and feedback and school management 201 Learning outcomes, teachers’ practices and professional development as appraisal criteria 201 Objectives of the appraisal 202 Feedback and consequences of the appraisal 202 Teachers’ professional development 202 Conclusions and implications for policy and practice 203 New trends in school leadership are evident to varying degrees in countries’ educational systems 203 While neither leadership style is consistently associated with teachers’ beliefs and practices, there is evidence to suggest that instructional leadership is related to important aspects of the management of effecti ve instruction in schools 204 Additional material 205 Chapter 7 key fActorS In develoPIng effectIve leArnIng envIronmentS: clASSroom  dIScIPlInAry clImAte And teAcherS’ Self-effIcAcy 219 Highlights 220 Introduction and conceptual framework 221 Analytical model 221 A focus on self-efficacy and classroom disciplinary climate 222 Estimations of classroom disciplinary climate and teachers’ reported self-efficacy 223 Modelling strategy: country-by-country analysis 224 Descriptive statistics for teachers’ reported self-efficacy 225 Descriptive statistics for classroom environment 226 Teachers’ characteristics and classroom disciplinary climate and teachers’ self-efficacy 227 Teachers’ professional development and classroom disciplinary climate and teachers’ self-efficacy 229 Teaching practices, beliefs and attitudes and classroom disciplinary climate and teachers’ self-efficacy 231 Teaching practices, beliefs and attitudes and classroom disciplinary climate 231 Teaching practices, beliefs and attitudes and teachers’ self-efficacy 233 Teacher appraisal and feedback and classroom disciplinary climate and teachers’ self-efficacy 234 [...]... Netherlands 300 Table A2.2 Teaching practices beliefs and attitudes: selected data for the Netherlands 300 Table A2.3 School evaluation, teacher appraisal and feedback, and the impact on schools and teachers: selected data for the Netherlands 301 Table A2.4 School leadership: selected data for the Netherlands 301 Creating Effective Teaching and Learning Environments: ... frequency and focus, its outcomes, and its impacts on and for teachers The link between school evaluations, teacher appraisal and feedback and how this impacts on teachers and their teaching is then examined © OECD 2009 Creating Effective Teaching and Learning Environments: First Results from TALIS – ISBN 978-92-64-05605-3 Introduction  chapter 1 23 • Chapter 6 turns to school leadership to present and compare... nature of teaching and learning, classroom teaching practices, teachers’ professional activities, the classroom and school environments, and teachers’ perceptions of their self-efficacy and job satisfaction • Chapter 5 is concerned with teacher appraisal and feedback It begins with an analysis of the nature and impact of school evaluations and then considers key aspects of teacher appraisal and feedback:... disciplinary climate and teachers’ reported self-efficacy 230 Disciplinary climate and teachers’ reported self-efficacy and teaching practices and beliefs 234 Classroom disciplinary climate and teachers’ reported self-efficacy and teachers’ appraisal and feedback 238 Classroom disciplinary climate and teachers’ reported self-efficacy and school leadership 239 Classroom disciplinary climate and teachers’... Creating Effective Teaching and Learning Environments: First Results from TALIS – ISBN 978-92-64-05605-3 Introduction  chapter 1 21 The original conceptual framework was adapted to the policy issues that had been studied in the OECD teacher policy review (OECD, 2005): attracting, developing and retaining effective teachers; school policies; and effectiveness and quality teachers and teaching (see the... teachers work Creating Effective Teaching and Learning Environments: First Results from TALIS – ISBN 978-92-64-05605-3 © OECD 2009 26 chapter 2  A Profile of the Teacher Population and the Schools in Which They Work Introduction TALIS examines key policy issues such as teachers’ professional development; teachers’ teaching practices, beliefs and attitudes; teacher appraisal and feedback; and school leadership... teaching profession and school education © OECD 2009 Creating Effective Teaching and Learning Environments: First Results from TALIS – ISBN 978-92-64-05605-3 A Profile of the Teacher Population and the Schools in Which They Work  chapter 2 31 A profile of the schools in which teachers work This section looks at the aspects of schools in which teachers work including the sector and size of schools and. .. disciplinary climate and teachers’ self-efficacy Chapters 2 to 7 all begin with a summary of the chapter’s key findings and conclude with a discussion of the implications of these findings for policy and practice Creating Effective Teaching and Learning Environments: First Results from TALIS – ISBN 978-92-64-05605-3 © OECD 2009 25 Chapter 2 A Profile of the Teacher Population and the Schools in Which... Network A (learning outcomes) and Network C (learning environment and school organisation) The taskforce was asked to develop a data strategy on teachers, teaching and learning in order to identify gaps in data at the international level and help make the coverage of the INES indicators more complete A major part of that strategy was a survey programme which developed into TALIS © OECD 2009 Creating Effective. .. TALIS countries, and particularly in Austria, Belgium (Fl.), Ireland, Italy, Korea, Lithuania, Portugal, and Turkey where the percentage of female school principals is over 30 percentage-points below the percentage of female teachers © OECD 2009 Creating Effective Teaching and Learning Environments: First Results from TALIS – ISBN 978-92-64-05605-3 27 A Profile of the Teacher Population and the Schools . Creating Effective Teaching and Learning Environments FIRST RESULTS FROM TALIS T eaching A nd L earning I nternational S urvey Creating Effective Teaching and Learning Environments . 1 IntroductIon Creating Effective Teaching and Learning Environments: First Results from TALIS – ISBN 978-92-64-05605-3 18 © OECD 2009 Overview Of TALiS The OECD’s Teaching and Learning International. beliefs and attitudes and teachers’ self-efficacy 233 Teacher appraisal and feedback and classroom disciplinary climate and teachers’ self-efficacy 234 9 TablE Of COnTEnTs Creating Effective Teaching