The survey mainly includes four aspects: teachers' professional development, the influence of evaluation on teachers, teachers' beliefs, attitudes and practices in teaching, and the leadership and management style of the school.
1/3 Teachers have obtained a master's degree or above in continuing education.
The more experienced the teacher, the higher the salary level.
In the countries surveyed, only 3% of teachers have no higher education qualifications. The countries with the lowest proportion of teachers with higher education qualifications are Brazil, Iceland and Mexico.
On average,13 of the teachers have a master's degree or above, but only 1% of the teachers have obtained a master's degree before entering the job. This shows that many teachers have obtained higher education through on-the-job training. Among them, Bulgarian teachers with master's degree or above account for 64%, Italy for 77%, Poland for 94%, Slovakia for 96% and Spain for 79%.
In most education systems, the more experienced teachers are, the higher their salaries are. /kloc-the salary of junior high school teachers with more than 0/5 years of service is 35% higher than that of new teachers. In these countries, most teachers are between 30 and 50 years old, accounting for 15% under 30 years old and 25% over 50 years old. In Austria, Italy and Norway, at least 40% of teachers are over 50 years old, and 10% of teachers are over 60 years old.
Female teachers with stable jobs occupy "half the sky"
Some countries are considering reducing its stability.
The survey shows that 70% of the teachers are women. The proportion of female teachers in Eastern European countries is as high as 80% to 85%, but only 45% of principals are women, which shows that male teachers are more likely to be promoted than female teachers. This phenomenon is obvious in Asia, Europe, developing countries or developed countries.
85% of teachers have regular jobs, and in Denmark, Korea, Malaysia, Malta and other countries, almost all teachers have regular jobs. Stability and safety are the attractions of teachers' profession.
However, some countries are considering reducing the stability of teachers' profession and adopting contract system. Contract system is more common in Brazil, Poland, Iceland, Italy, Portugal, Spain and other countries, among which short-term contracts of less than one year account for a large proportion. In these countries, short-term contract system is an attempt to increase the flexibility of teachers' labor market, and it is also considered as a system to test young teachers.
Nearly 90% of teachers have participated in professional training.
Willing to pay their own money to understand the needs of students.
The international teaching and learning survey defines teachers' professional development as the following activities: courses, workshops, educational seminars, projects to improve teaching quality, visits to other schools, individual or cooperative research, teaching monitoring or observation, and consultation among colleagues. In addition, there are two kinds of informal professional development activities: reading for the purpose of improving personal literacy and informal conversation with other teachers.
Nearly 90% of teachers have participated in professional development activities, and the order of their needs for professional development is: how to meet students' learning needs, how to use computers to teach, and how to control students' discipline and behavior, so they are willing to pay for it themselves. A considerable proportion of teachers think that the current professional development activities do not meet their needs, mainly because of the conflict between training and working hours.
According to the survey, the number of teachers who pay for professional development activities is twice that of those who receive financial assistance or free opportunities, because they have more flexible time and higher initiative.
Teacher satisfaction in Norway is the lowest in Korea.
1/4 The teacher said that he "lost" 30% of the teaching time.
The survey found that teachers in all countries tend to regard classroom teaching as an activity that needs careful organization. Therefore, it is rare for teachers to adopt student-centered activity teaching and teach students in accordance with their aptitude. In most countries, half of teachers can spend 80% of their class time on teaching. However, the teachers of14 said that they "lost" 30% of their teaching time because of the need to maintain classroom discipline or deal with class affairs.
The survey asked teachers about their job satisfaction and teaching achievement. The results show that Norwegian teachers' job satisfaction and teacher-student relationship are the most harmonious. Korean teachers have the lowest satisfaction and sense of accomplishment. However, the report also points out that the individual differences of teachers are far greater than those between schools and countries, whether it is the allocation of classroom teaching time, the relationship between teachers and students or job satisfaction.
There are four main indicators to determine effective teaching.
3/4 teachers think that value is not recognized.
At present, the main means to identify effective teaching in various countries is the evaluation of teachers by schools, and the indicators mainly include: students' test scores, the satisfaction of teaching to students' needs, teaching innovation, teachers' participation in professional development, etc. Among these four indicators, students' test scores rank first.
Three quarters of teachers reported that their work of improving teaching quality and carrying out teaching innovation was not recognized by the school, and managers could not distinguish between rewards and punishments. One of its manifestations is that teachers who have been performing poorly have not been punished by dismissal or salary reduction; Teachers taught by schools are often not the most recognized, and they are not treated and rewarded as they deserve. In most countries, teacher evaluation is not directly related to material rewards and job promotion. Only 10% of teachers get high evaluation and bonuses.
Teaching-oriented principals pay more attention to innovation
Administrative leadership has little influence on teaching.
According to the international teaching and learning survey, there are obviously two different management styles of principals in different countries, one is teaching type and the other is administrative type. Teaching-oriented principals in more than half countries are more willing to add teaching innovation standards to teacher evaluation and provide support projects for teachers with teaching difficulties. In contrast, administrative leadership has little influence on teachers' evaluation, classroom teaching, teachers' attitudes and beliefs. The report believes that excellent school leaders need both.