Key findings from the OCED Teaching and Learning International Survey [TALIS] is now available.
Across the OECD the average teacher is:
- 43 Years old
- Has 16 years teaching experience
- and has 24 pupils in a class
The country note for Australia highlights a number of inconsistencies in access [which is high] and quality/relevance of delivery [which is low ] of professional development for teachers: The country note states:
- Teachers and principals in Australia report strong access to and support for teacher development programmes and significantly fewer unmet professional development (PD) needs than the TALIS average in every category measured.
- In Australia, teachers report almost universal access to PD opportunities (97%). However……
- fewer teachers than the TALIS average report that their PD experiences had a meaningful impact on their capabilities. This is particularly evident in individualising learning, teaching students with special needs, and teaching cross-curricular skills such as problem solving and approaches to developing cross-occupational competencies for future work, where nearly twice as many teachers (between 37% and 42%) report little or no impact from their PD on their teaching, compared with the average for TALIS countries (20% to 23%).
- Nearly all teachers in Australia (97%) report being formally appraised, and many report that their schools appoint a mentor (54%), establish a development plan (50%) or discuss measures to remedy weaknesses and help them improve their teaching (63%).
- However, nearly half of all teachers in Australia (43%) report that the appraisal and feedback systems in their school have had little or no impact on the way teachers teach in the classroom. The majority (62%) believe that appraisal and feedback is primarily an administrative exercise, and this has a detrimental effect on their job satisfaction.
Country comparison data is also available:
TALIS Teacher Survey
What is TALIS?
The Teaching and Learning International Survey (TALIS) collects internationally comparable data on the learning environment and the working conditions of teachers in schools across the world with the aim to provide valid, timely and comparable information from the perspective of practitioners in schools to help countries review and define policies for developing a high-quality teaching profession. Cross-country analysis from TALIS enables countries to identify other countries facing similar challenges and to learn from other policy approaches.