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Alberta (Canada)
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Data profiles:



Alberta (Canada)
Teachers and teaching conditions, lower and upper secondary education (TALIS 2018)
  • Teaching was the first-choice career for 68% of teachers in Alberta (Canada) and for 67% in OECD countries and economies participating in TALIS. In terms of why they joined the profession, at least 95% of teachers in Alberta (Canada) cite the opportunity to influence children's development or contribute to society as a major motivation.
  • One out of five of teachers (20%) in Alberta (Canada) are aged 50 and above (OECD average 34%). This means that Alberta (Canada) will have to renew one out of five members of its teaching workforce over the next decade or so.
  • In terms of classroom environments, relations between students and teachers are positive overall, with 98% of teachers in Alberta (Canada) agreeing that students and teachers usually get on well with each other. However, 13% of principals report regular acts of intimidation or bullying among their students, which is not significantly different from the OECD average (14%).
  • In Alberta (Canada), 45% of teachers work in schools where at least 10% of the students have a migrant background (OECD average 17%). At the same time, 82% of school leaders report that their teachers believe that children and young people should learn that people of different cultures have a lot in common (OECD average 95%).
  • In Alberta (Canada), 63% of teachers "agree" or "strongly agree" with the statement that their profession is valued in society, which is higher than the average across OECD countries and economies participating in TALIS. (26%). In Alberta (Canada), between 2013 and 2018, the percentage of teachers reporting that the teaching profession is valued in society has increased by 16 percentage points.
  • In Alberta (Canada), 26% of teachers report experiencing stress in their work "a lot", which is higher than the OECD average (18%).
  • 29% of teachers report participating in collaborative professional learning at least once a month (OECD average 21%) and 22% engage in team teaching with the same frequency (OECD average 28%).
  • In Alberta (Canada), 4% of teachers report that they had never received feedback in their schools (OECD average 10%). The forms of feedback most commonly used in Alberta (Canada) are based on observation of the teacher's classroom teaching, external results of students the teacher teaches and school-based and classroom-based results.
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    The following list displays indicators for which your selected country shows the highest and lowest values among countries. The list can be sorted by level of education or by age group. All rankings are calculated including available data from OECD and partner countries. Find out more about the methodology here.

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    Who the teachers are

    Teachers' age in upper secondary education is relatively young in Alberta (Canada) compared to other OECD and partner countries with available data. (41.4 Years, rank 10/12 , 2018) Download Indicator

    In Alberta (Canada), the total number of years working as a teacher in upper secondary education is relatively short. (14.8 Years, rank 9/12 , 2018) Download Indicator

    In upper secondary education, the total number of years working in other non-educational roles in Alberta (Canada) is one of the longest among all OECD and partner countries with available data. (5 Years, rank 4/12 , 2018) Download Indicator

    In Alberta (Canada), the share of female teachers in upper secondary education is especially low. (54.7 %, rank 9/12 , 2018) Download Indicator

    The proportion of female teachers in upper secondary level who teaches STEM is one of the largest in Alberta (Canada) among all OECD and partner countries with available data. (31.9 %, rank 2/12 , 2018) Download Indicator

    The proportion of male teachers in upper secondary level who teaches STEM is one of the highest in Alberta (Canada) among all OECD and partner countries with available data. (37.6 %, rank 3/12 , 2018) Download Indicator

    In Alberta (Canada), the share of female teachers who teaches VET at upper secondary level is relatively important . (22.2 %, rank 2/12 , 2018) Download Indicator

    Who the principals are

    On average, principals in Alberta (Canada) have spent more years in their role than principal in most other TALIS countries. (13.3 Years, rank 4/49 , 2018) Download Indicator

    Initial and induction training of teachers

    The percentage of upper secondary teachers who were instructed on subject content, pedagogy and classroom practice is especially high in Alberta (Canada). (84.8 %, rank 2/12 , 2018) Download Indicator

    The share of teachers in Alberta (Canada) that have received instruction on subject content, pedagogy and classroom practice is more (in Alberta, Canada) or slightly less in upper secondary than in lower secondary education. (5.2 % points, rank 1/10 , 2018) Download Indicator

    The percentage of upper secondary teachers teaching mathematics with training in the subject is especially low in Alberta (Canada). (74.1 %, rank 9/12 , 2018) Download Indicator

    Principals' formal training

    A larger proportion of principals reported that school administration or principal training programme or course elements were never included in their initial formal education or training. (31.8 %, rank 4/48 , 2018) Download Indicator

    Professional development of teachers

    Relative to most TALIS countries, a larger proportion of teachers report having undertaken professional development in the 12 months prior to the survey. (98.7 %, rank 4/50 , 2018) Download Indicator

    A large percentage of teachers feel professional development activities in the 12 months prior to the survey had a positive impact on their teaching practices. (91.4 %, rank 4/49 , 2018) Download Indicator

    In Alberta (Canada), the percentage of upper secondary teachers who attended at least one professional development activity in the last year is especially important. (98.7 %, rank 1/12 , 2018) Download Indicator

    The share of principals in upper secondary education who attended at least one professional development activity in the last year is especially large in Alberta (Canada). (100 %, rank 1/12 , 2018) Download Indicator

    Teacher appraisal and feedback

    Alberta (Canada) has one of the highest proportion of teachers whose school principals report that they are never formally appraised. (17.4 %, rank 4/49 , 2018) Download Indicator

    Alberta (Canada) has a relative low proportion of teachers whose school principals report that their teachers' formal appraisal can result in an increase in a teacher's salary or payment of a financial bonus (school management having significant responsibility over the determination of teachers' salary increases). (16.8 %, rank 38/40 , 2018) Download Indicator

    Teachers' practices

    On average, teachers in Alberta (Canada) report spending more hours per week teaching. (27.2 Hours/week, rank 3/49 , 2018) Download Indicator

    A small proportion of teachers report to 'frequently' or 'always' tell students to listen to what they say. (50.4 %, rank 46/50 , 2018) Download Indicator

    A large proportion of teachers report to 'frequently' or 'always' administer their own assessment. (94.3 %, rank 3/50 , 2018) Download Indicator

    Principals' practices

    Principals report spending shorter time on leadership tasks and meetings. (16.8 %, rank 47/49 , 2018) Download Indicator

    Teachers' autonomy, collegiality and collaboration

    Alberta (Canada) has one of the lowest proportion of teachers who agree that they have control over determining course content. (65.4 %, rank 47/50 , 2018) Download Indicator

    A large share of upper secondary teachers report engaging in collaborative professional learning at least once a month in Alberta (Canada). (35.8 %, rank 2/12 , 2018) Download Indicator

    In Alberta (Canada), the percentage of upper secondary teachers who report engaging in discussion about the learning development of specific students at least once a month is relatively important. (73.1 %, rank 2/12 , 2018) Download Indicator

    The percentage of upper secondary teachers who report that they can rely on each other is one of the highest in Alberta (Canada) among all OECD and partner countries with available data. (94.9 %, rank 2/12 , 2018) Download Indicator

    ICT for teaching

    In Alberta (Canada), less teachers report a high level of need for professional development aimed at developing their ICT skills for teaching. (8.4 %, rank 47/49 , 2018) Download Indicator

    In Alberta (Canada), the share of upper secondary teachers who received formal training in using ICT for teaching is relatively high . (71 %, rank 3/12 , 2018) Download Indicator

    In Alberta (Canada), the share of upper secondary teachers who feel well prepared in using ICT for teaching is relatively low . (43.3 %, rank 10/12 , 2018) Download Indicator

    A large share of upper secondary teachers report that they frequently or always let students use ICT for projects or class work in Alberta (Canada). (69.4 %, rank 4/12 , 2018) Download Indicator

    In Alberta (Canada), the percentage of upper secondary teachers who report a high need for professional development in using ICT for teaching is relatively . (8 %, rank 10/12 , 2018) Download Indicator

    A small proportion of upper secondary principals report that the delivery of quality instruction is hindered by a shortage of teachers with competencies in teaching students with special needs in Alberta (Canada). (5.4 %, rank 11/12 , 2018) Download Indicator

    Teaching students with special needs

    A smaller proportion of teachers report a high level of need to develop their skills to teach students with special needs. (11.5 %, rank 47/50 , 2018) Download Indicator

    Less school leaders in Alberta (Canada) report a shortage of teachers with competence in teaching students with special needs. (13.6 %, rank 45/49 , 2018) Download Indicator

    Teaching in multicultural settings

    In Alberta (Canada), more teachers have at least 10% of students whose first language is different from the language of instruction in their class. (44.6 %, rank 4/50 , 2018) Download Indicator

    In Alberta (Canada), a small share of principals think that 'many' or 'all or almost all' teachers in their school would agree that children and young people should learn that people of different cultures have a lot in common (82.1 %, rank 48/49 , 2018) Download Indicator

    Teaching in vocational education and training

    The percentage of VET teachers in upper secondary education who report that they frequently or always ask students to decide on their own procedures for solving complex tasks is relatively low in Alberta (Canada). (48.6 %, rank 9/12 , 2018) Download Indicator

    Classroom management

    In Alberta (Canada), less teachers report a high level of need for professional development in student behaviour and classroom management. (4.1 %, rank 49/50 , 2018) Download Indicator

    Teachers' satisfaction with their jobs

    Compared to most other TALIS countries, Alberta (Canada) has a high proportion of teachers who are satisfied with the salary they receive for their work. (76.1 %, rank 1/50 , 2018) Download Indicator

    Compared to most other TALIS countries, Alberta (Canada) has a high proportion of teachers who, apart from their salary, are satisfied with the terms of their teaching contract/employment. (83 %, rank 2/50 , 2018) Download Indicator

    In Alberta (Canada), there is a large share of upper secondary teachers who think that the teaching profession is valued by society. (55.1 %, rank 4/12 , 2018) Download Indicator

    The percentage of upper secondary teachers who report being satisfied with their job is especially high in Alberta (Canada). (94.4 %, rank 2/12 , 2018) Download Indicator

    The share of upper secondary teachers who report that they are satisfied with their salary is one of the largest in Alberta (Canada) among all OECD and partner countries with available data. (72.2 %, rank 2/12 , 2018) Download Indicator

    In Alberta (Canada), the share of upper secondary teachers who report being satisfied with the terms of their teaching contract apart from salary is relatively large. (81.3 %, rank 1/12 , 2018) Download Indicator

    In upper secondary education, the share of teachers reporting there is a collaborative culture characterised by mutual support is larger in Alberta (Canada) compared to other OECD and partner countries with available data. (82 %, rank 4/12 , 2018) Download Indicator

    In Alberta (Canada), a large share of upper secondary teachers report that their school provides staff with opportunities to actively participate in school decisions. (75.5 %, rank 4/12 , 2018) Download Indicator

    In upper secondary education, a high percentage of teachers report that they experience a lot of stress in their work in Alberta (Canada). (25.8 %, rank 2/12 , 2018) Download Indicator

    Having too much administrative work is a source of stress for a small share of upper secondary teachers in Alberta (Canada). (36.3 %, rank 10/12 , 2018) Download Indicator

    Principals' satisfaction with their jobs

    A larger proportion of principals believe that the teaching profession is valued in society relative to other TALIS countries. (78.4 %, rank 5/49 , 2018) Download Indicator

    A larger proportion of principals are satisfied with their job relative to most other TALIS countries. (98.9 %, rank 5/49 , 2018) Download Indicator

    Teachers' engagement, motivation and drive

    When deciding to become a teacher, a large share of teachers report that influencing the development of children and young people was of 'moderate importance' or 'high importance'. (98.8 %, rank 1/50 , 2018) Download Indicator

    Teachers’ working conditions, mobility and risk of attrition

    For a small share of teachers, having too much administrative work is a source of stress. (29.3 %, rank 47/50 , 2018) Download Indicator

    In Alberta (Canada), there is a large share of full-time teachers in upper secondary level. (88.9 %, rank 3/12 , 2018) Download Indicator


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    General findings
    
                            
    • Across OECD countries and economies participating in TALIS, teachers are 44 years old and principals are 52 years old, on average. Furthermore, 20% of principals across the OECD are aged 60 and above.
    • In the OECD countries and economies participating in TALIS, 47% of principals are women, compared to 68% of teachers.
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    • In OECD countries and economies participating in TALIS, 65% of teachers report frequently calming students who are disruptive and 84% report frequently explaining how new and old topics are related.
    • During a typical lesson, teachers spend 78% of classroom time on actual teaching and learning, on average in the OECD countries and economies participating in TALIS.
    • In the past five to ten years, classroom time spent on actual teaching and learning has decreased in about half of the countries and economies participating in TALIS.
    • 84% of teachers report having control over determining course content in their class, on average across in OECD countries and economies participating in TALIS.
    • 81% of teachers say that they work in a collaborative school culture characterised by mutual support, on average in OECD countries and economies participating in TALIS. Furthermore, 59% of principals took actions on a regular basis to support co-operation among teachers to develop new teaching practices in the 12 months prior to the survey.
    • On average in OECD countries and economies participating in TALIS, only 21% of teachers report participating in collaborative professional learning at least once a month and 28% engage in team-teaching with the same frequency.
    • About half of teachers in the OECD countries and economies participating in TALIS "frequently" or "always" let students use ICT for projects or class work, but 25% of school principals report that delivery of quality instruction in their school is hindered by a shortage or inadequacy of digital technology for instruction.
    • In the OECD countries and economies participating in TALIS, 27% of teachers work in classes with at least 10% of students with special needs (i.e. those for whom a special learning need has been formally identified because they are mentally, physically, or emotionally disadvantaged). But, 32% of school principals report that delivery of quality instruction in their school is hindered by a shortage of teachers with competence in teaching students with special needs.
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    • During their initial education and training, 79% of teachers in the OECD countries and economies participating in TALIS were instructed on subject content, pedagogy and classroom. Only 42% of teachers report having participated in some kind of formal or informal induction when they joined their current school.
    • In the OECD countries and economies participating in TALIS, taking part in some kind of in-service training is commonplace among teachers and principals, with 94% of teachers and 99% of principals attending at least one professional development activity in the year prior to the survey.
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    • Across OECD countries and economies participating in TALIS, 26% of teachers "agree" or "strongly agree" with the statement that their profession is valued in society. Between 2013 and 2018, the percentage of teachers reporting that the profession is valued in society has increased in almost half of the countries and economies with available data.
    • Nine out of ten teachers and 95% of school leaders report that, all in all, they are satisfied with their job, on average in OECD countries and economies participating in TALIS.
    • 39% of teachers and 47% of school leaders report being satisfied with their salaries, on average in OECD countries and economies.
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    • Across OECD countries and economies participating in TALIS, 82% of teachers have a permanent contract while 12% of teacher are employed on contracts of one year or less.
    • 18% of teachers report experiencing stress in their work "a lot", on average in OECD countries and economies participating in TALIS. 49% of teachers report that having too much administrative work is a source of stress they experience at work "quite a bit" or "a lot".
    • A quarter of teachers report that they would like to leave teaching within the next five years, on average across the OECD countries and economies participating in TALIS. Furthermore, 14% of teachers age 50 or would like to leave teaching in the next five years.
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    • Only 10% of teachers report that they have never received feedback in their schools. On average across the OECD, the forms of feedback most commonly used are based on classroom observations and students' school-based and classroom-based results.
    • 71% of teachers who received feedback in the 12 months prior to the survey report that it had a positive impact on their teaching practice. In all countries and economies participating in TALIS, teachers who report receiving feedback based on multiple methods are more likely to find that the feedback they received had a positive impact on their teaching.
    • The proportion of teachers who work in schools where appraisal can result in a salary increase or financial bonus is 55% in schools where school management has responsibility over salaries. In schools where school management does not have responsibility over salaries, the proportion is only 30%.
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    • The proportion of female teachers represents over three quarters of the primary teaching force (TALIS average 78%), which is higher than the proportion in lower secondary education of 63%.
    • Less than half of teachers (46% on average) cited receiving formal training in facilitating transitions from early childhood education to primary education. However, a slightly smaller share of teachers (38%) said they felt well or very well prepared in this area.
    • Thirty-seven percent (37%) of teachers report modifying lessons for students with special needs is a source of stress "quite a bit" or "a lot" in primary in contrast to 29% in lower secondary.
    • Teachers in upper secondary education reported being involved in fewer collaborative activities than their peers in lower secondary education. Teaching jointly as a team in the same class shows significant decreases among teachers in upper secondary (5 percentage points difference).
    • Almost a quarter of teachers (23%) in upper secondary education stated they would like to leave teaching in the next five years. Teachers satisfied with their salaries and terms of employment, and who consider the school provides opportunities to engage in discussion and has a collaborative culture are less likely to state they will leave teaching.
    Visualisations
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    Key
    Diagram of funding flows - Alberta (Canada)

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    Key
    Country Reviews for Alberta (Canada)

    Note: These values should be interpreted with care since they are influenced by countries' specific contexts and trade-offs. In education, there is often no simple most- or least-efficient model. For instance, the share of private expenditure in education must be read against other measures designed to mitigate inequities, such as loans and grants; longer learning time is an opportunity to convey more and better content to students, but may hinder investments in other important areas. If you want further information on the nature of different variables, please take the time to read the analysis and contextual information, available at the website for each publication.
    All rankings for individual variables are compiled on the basis of OECD and G20 countries for which data are available. The OECD average includes only OECD countries which are listed here: http://www.oecd.org/about/membersandpartners/

    *TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. This explains the difference between the OECD average and the TALIS averages. Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and Annex 3 of EAG 2021 for more details about the data collections.

    B-S-J-Z (China) refers to the four PISA-participating provinces/municipalities of the People's Republic of China: Beijing, Shanghai, Jiangsu and Zhejiang.

    For additional notes, please refer to annexes in the list of links below the introductory country profile text.